Abstract
The purpose of this study was to explore the symbolic interaction theory in a sample of Arab American adolescents. Four areas of self-concept were investigated in relation to school environment, including perceived discrimination and social supports. Sixty-one Arab American adolescents (28 males and 33 females) between the ages of 12 and 18 years participated in this survey research study. Participants completed a discrimination questionnaire, the Self-Perception Profile for Adolescents to measure self-concept, and the Social Support Scale for Children to assess perceived social supports. Results were consistent with the symbolic interaction theory in various aspects. Classmate support was significantly related to all domains of self-concept, including physical appearance, athletic competence, behavioral conduct, and close friendship; however, teacher support was only significantly related to behavioral conduct. Experience with discrimination was significantly related to negative perceptions of physical appearance. Implications for school practitioners are discussed as well as directions for future research.
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Acknowledgments
The authors would like to acknowledge the National Network for Arab American Communities, Arab American Family Services in Bridgeview, IL, Alif Institute in Atlanta, GA, Center for Arabic Culture in Somerville, MA, Noor Islamic Cultural Center and Alif Ba Learning Center in Columbus, OH, and the Islamic Center of Cleveland in Cleveland, OH for their help with this study. The American-Arab Antidiscrimination Committee and the Arab American Institute provided various means of reaching the Arab American community. This study would not have been possible without the help of all of the aforementioned organizations.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. The authors obtained approval from the Institutional Review Board (IRB) at the Ohio State University prior to conducting the research study. This article does not contain any studies with animals performed by any of the authors.
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Tabbah, R., Miranda, A.H. & Wheaton, J.E. Intricacies of School Relationships and the Well-Being of Arab American Youth: Implications for School Psychologists. Contemp School Psychol 20, 315–326 (2016). https://doi.org/10.1007/s40688-016-0089-7
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DOI: https://doi.org/10.1007/s40688-016-0089-7