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Alghoranima036.Pdf Copyright by Mohammad Adnan Alghorani 2003 The Dissertation Committee for Mohammad Adnan Alghorani Certifies that this is the approved version of the following dissertation: Identity, Acculturation, and Adjustment of High School Muslim Students in Islamic Schools in the U.S.A. Committee: Toni L. Falbo, Supervisor Timothy Z. Keith Cindy I. Carlson Hua-Hua Chang Akel I. Kahera Identity, Acculturation, and Adjustment of High School Muslim Students in Islamic Schools in the U.S.A. by Mohammad Adnan Alghorani, B.Ed., M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August, 2003 Dedication [Say (O Muhammad): “Verily, my prayers, my sacrifice, my living, and my dying are for Allah, the Lord of the ‘Alamin (mankind, jinns and all that exists).”] (Al-Quran: 6:162) In fulfillment of this verse, I dedicate this work to serve the efforts of spreading peace among people, that which was ordained by the Almighty, Allah. Hence, this is a gift: To the Muslim community in the U.S. which is trying to become a vital part of this nation but unsure of the mechanism needed. This work suggests that the Muslim community is at its best when it stands for what its heritage is. To the American mainstream community which is having to deal with its sub- communities, including Muslims. This work provides means of mutual understanding and establishing bonding relationships. To the new Muslim generation in the U.S. who is hoped to bridge the gaps between the two communities. This work suggests to the young Muslim generation that it is best to be who they are, in order to bridge those gaps. That is, putting a mask to fit might not be what this country needs from you, dear Muslim youth. Acknowledgements In the Name of Allah, the Most Beneficent, the Most Merciful I would like to acknowledge the research guidance and assistance provided by my dissertation committee, especially my supervisor Dr. Toni Falbo, who always thought ahead of me and made the dissertation process as smooth as it could be; and Dr. Timothy Keith, who always provided prompt advice and support when asked or approached. A special thank you also is due to family members: to my parents, Yusuf and Nazek, who never forgot me in their prayers; to my siblings, Huda, Adel, Ali, and Heba, who always kept me in their hearts and minds; to my dearest friend, Dr. Khaled Diab, and to my grandmother-in-law, Afaf Tarabain, for their supports in the logistics to get thus far; and to my parents-in-law, Fayez and Rana, for their endless supports and encouragements. Most importantly, I offer, in appreciation, a special thank you to my source of comfort, steadfastness, and determination, my dear wife, Salam, for her continued care and support during graduate school, especially during the process of completing this dissertation; to my son, Yusuf, for the joy he filled my life with; and to my shortly, expected son, Yahya, for the meanings of hope he gave me. To all, I owe my success and in return I offer gratitude, care, and love. v Identity, Acculturation, and Adjustment of High School Muslim Students in Islamic Schools in the U.S.A. Publication No._____________ Mohammad Adnan Alghorani, Ph.D. The University of Texas at Austin, 2003 Supervisor: Toni L. Falbo The United States evolved to become a mosaic of communities, the mainstream American and the minorities. These minorities live by the cultural preferences of both communities. The American Muslims are no exception. Not only do they attempt to live by the standards of both American and Islamic cultures, but they also strive to raise their youngsters to follow their model. Relevant to this dynamic are issues of identity, acculturation, and adjustment. Islamic identity is crucial for the self-perception of young Muslims. Acculturation illustrates how young Muslims relate themselves to the mainstream American community. Personal adjustment is always sought, especially while pursuing to achieve Islamic identity and acculturation. Therefore, the literature concerning these three concepts was reviewed. vi This dissertation investigated the interrelationships between Islamic identity, acculturation, and adjustment for adolescent Muslims. It included 167 Muslim children from Islamic schools in Chicago suburb communities; representing both genders, the upper grade levels in high schools (10th, 11th, and 12th), three family origins (Arabs, South and East Asians, and Others), and mostly the first two generations in the U.S. Four measures were used in this study. The MEIM-Muslims offered an attitudinal measurement of Islamic identity. A new scale, CBMII, was constructed to provide a measurement of Islamic knowledge and practice. ARSAM modeled existing measures of acculturation. The BASC’s Self-Report of Personality provided a measurement of personal adjustment. The findings included the following important results. Firstly, Islamic identity correlated positively with Islamic Knowledge, Islamic Practice, and Personal Adjustment but it correlated negatively with acculturation. Secondly, a factor analysis of MEIM-Muslims and CBMII subscales yielded three underlying factors of Islamic identity (attitudes towards Muslims and Islam, Islamic knowledge, and Islamic practice of appearance.) Thirdly, Muslim girls scored significantly higher than boys on Islamic Knowledge scale. Fourthly, “Arabs” and “South and East Asians” were less acculturated than students from “Others” family origins. Fifthly, the increase in Islamic knowledge and practice was associated, but not strongly, with the increase in the number of years attended in Islamic schools. Lastly, as the number of years attended in public schools increased, Islamic knowledge and practice scores decreased but acculturation and adjustment increased; however, these associations were not strong. vii Table of Contents List of Tables......................................................................................................... xv List of Figures .....................................................................................................xxii List of Illustrations .............................................................................................. xxv Chapter 1: Introduction .......................................................................................... 1 Significance of the Study: .............................................................................. 1 Statement of Purpose:..................................................................................... 4 Description of the Target Group: ................................................................... 5 Rationale for Studying Religious Minorities: ....................................... 5 What is Islam?....................................................................................... 7 Who are Muslims? .............................................................................. 15 Definition of Terms:..................................................................................... 17 Identity: ............................................................................................... 17 Islamic Identity:................................................................................... 17 Acculturation:...................................................................................... 18 Adjustment: ......................................................................................... 18 Islamic School:.................................................................................... 18 Research Questions: ..................................................................................... 19 Chapter 2: Review of the Literature..................................................................... 20 Identity: ........................................................................................................ 22 Baumeister’s Model of Identity: ......................................................... 23 Identity Development:......................................................................... 25 Erikson: ...................................................................................... 25 Marcia: ....................................................................................... 26 Ethnic Identity:.................................................................................... 28 Phinney:...................................................................................... 29 viii Islamic Identity:................................................................................... 31 Concluding Comments:....................................................................... 35 Acculturation:............................................................................................... 35 Definitions:.......................................................................................... 35 Berry’s Acculturation Forms:.............................................................. 36 Padilla’s Multidimensional Model of Acculturation:.......................... 39 Concluding Comments:....................................................................... 40 Adjustment: .................................................................................................. 40 Factors of Personal Adjustment: ......................................................... 41 Manifestations of Personal Adjustment: ............................................
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