Art Theft in New York City an Exploratory Study in Crimespecificity Ho Rutgers

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An exploratory study of the challenges of living in American equally a Muslim adolescent attending public school

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Descriptive

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Title

An exploratory written report of the challenges of living in American as a Muslim boyish attending public schoolhouse

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ETD_2067

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http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051655

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eng

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theses

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Topic

Muslim youth--Us--Social weather

Subject (ID = SBJ-3); (say-so = ETD-LCSH)

Topic

Muslim students--U.s.--Social conditions

Subject (ID = SBJ-4); (authorization = ETD-LCSH)

Topic

High school students--Religious life--The states

Abstract

A qualitative, exploratory report was conducted to investigate the challenges faced by Muslim adolescents who attend public schoolhouse in America. Participants included four female and six male Muslim adolescents between the ages of 14 and 17, of varying indigenous backgrounds, who currently attend public loftier schools throughout central New Jersey. Participants were primarily recruited through the Muslim Center of Middlesex Canton Mosque in Piscataway, NJ. Focus group interviews were conducted separately, among the males and females, where the role of family, peers, and the exercise of Islam in the public schoolhouse setting was explored. Additionally, the written report sought to examine the coping strategies and resources utilized by these Muslim teens. An interview with the imam from a local New Jersey mosque was completed to gain further insight on the obstacles faced past Muslim adolescents in America. Analysis of the focus group interviews was completed using the grounded theory approach (Strauss & Corbin, 1997). Although results indicate some similarities to obstacles faced by typical adolescents, such as peer pressure and parental expectations to perform well academically, Muslim teens must debate with a host of other challenges largely due to the ethno-religious backgrounds of these individuals. The part of identity, peers, family unit, customs, and school in relation to the challenges faced past participants are highlighted. More than specifically, adherence to Islamic behavior, experiences in dealing with peers, parental expectations, and the practise of Islam in a post 9/11 era, are revealed. Consequent with other work in this expanse, participants indicated that admission to peers, especially Muslim peers inside the customs setting, are essential in providing a strong back up network for coping with the same challenges. Other specific themes and commonalities are presented. Implications of these findings are discussed and recommendations are fabricated for parents, schoolhouse, community members, and clinicians as well as for future research.

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electronic resource

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application/pdf

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text/xml

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Psy.D.

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Includes bibliographical references (p. 91-101)

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by Maliha F. Sheikh

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Sheikh

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Maliha F.

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1976

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author

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Maliha F. Sheikh

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Elias

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Maurice

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chair

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Maurice Elias

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Haboush

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Karen

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co-chair

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Informational Committee

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Karen Haboush

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Rutgers Academy

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Graduate School of Practical and Professional Psychology

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school

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2009

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2009-10

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Rutgers University Electronic Theses and Dissertations

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ETD

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Graduate Schoolhouse of Practical and Professional Psychology Electronic Theses and Dissertations

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rucore10001800001

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doi:10.7282/T32J6C2Z

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ETD doctoral

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Rights

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The writer owns the copyright to this work.

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Availability

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Permission or license

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Permission or license

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Rutgers University. Graduate School of Practical and Professional person Psychology

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Author Agreement License

Detail

I hereby grant to the Rutgers Academy Libraries and to my school the not-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in role, in and from an electronic format, subject area to the release engagement subsequently stipulated in this submittal form and approved by my school. I stand for and stipulate that the thesis or dissertation and its abstruse are my original work, that they do not infringe or violate whatsoever rights of others, and that I brand these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I stand for that I accept obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request past my school. I acknowledge that RU ETD and my school will non distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have non been secured. I acknowledge that I retain ownership rights to the copyright of my work. I as well retain the right to use all or part of this thesis or dissertation in futurity works, such every bit articles or books.

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