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Female North African-French Students in France: Narratives of Educational Experiences UNLV Theses, Dissertations, Professional Papers, and Capstones 5-2010 Female North African-French students in France: Narratives of educational experiences Donna L. Murray University of Nevada Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Curriculum and Instruction Commons Repository Citation Murray, Donna L., "Female North African-French students in France: Narratives of educational experiences" (2010). UNLV Theses, Dissertations, Professional Papers, and Capstones. 344. http://dx.doi.org/10.34917/1589818 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. FEMALE NORTH AFRICAN-FRENCH STUDENTS IN FRANCE: NARRATIVES OF EDUCATIONAL EXPERIENCES by Donna L Murray Bachelor of Arts The Evergreen State College, Olympia, Washington 1995 Master of Education University of Nevada, Las Vegas 1999 A dissertation submitted in partial fulfilment of the requirements for the Doctor of Philosophy in Curriculum and Instruction Department of Curriculum and Instruction College of Education Graduate College University of Nevada, Las Vegas May 2010 Copyright by Donna L. Murray 2010 All Rights Reserved THE GRADUATE COLLEGE We recommend the dissertation prepared under our supervision by Donna L. Murray Entitled Female North African-French Students in France: Narratives of Educational Experiences be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction Helen Harper, Committee Co-chair John S. Butcher, Committee Co-chair Jian Wang, Committee Member LeAnn G. Putney, Graduate Faculty Representative Ronald Smith, Ph. D., Vice President for Research and Graduate Studies and Dean of the Graduate College May 2010 ii ABSTRACT Female North African-French Students in France: Narratives of Educational Experiences by Donna L. Murray Dr. Helen Harper and Dr. John Butcher, Examination Committee Co-Chairs Professor of English Studies & Cultural Studies in Education Assistant Professor, English Language Acquisition University of Nevada, Las Vegas The study focused on the narratives of educational experiences of female students of North African heritage in France, and on their success as they see it in the French school system, which states that it is committed to diversity and promoting equal chances among students for academic success in the universities. The study will help to contribute to the growing research on students of immigrant origins and their successes (or lack thereof) in French school systems, asserting a vow to social diversity. I examined the current social educational issues that affect female ethnic minority students in France, as well as issues of religion, gender, immigration and a sense of belonging, self-identity and citizenship, as they emerged within the historical legacy of French colonialism and its influences regarding notions of “the Other.” I wanted to understand how the participants come to philosophize themselves, as they introspectively reflect upon and analyze their personal life experiences and influences to conceptualize what has helped to shape their self- identity. The major themes that dominated the women’s narratives included volonté (self- will), parents stories, and having “another view” or a broader worldview perspective. Results of the study may provide clearer understanding of the educational and cultural contexts and practices, played out in the participants’ daily-lived experiences, that are iii most effective in promoting successful personal attitudes and behaviors. In France today, there are growing tensions as people reconsider what it means to be French. The notion of French identity has been challenged by many things including immigration, consumerism, mass media and France’s changing role in Europe and the world. The European French believe they are trying to assimilate and practice tolerance toward different racial and ethnic groups, such as toward North Africans, who come from former colonies, but the size of the Muslim population (more than five million) and the intransigent Islamic religious desire to have young women continue to wear the traditional head scarves in schools, contribute to keeping them a separate part of society. Because the cultural origins (with emphasis on religion) of the second and third generations North African French population defines the gulf between them and the “native” French population, it will be useful to understand the roles and perspectives of those within it. School systems, with affirmed commitments to multiculturalism and social diversity, like in the USA, may find the results of this study informative. iv ACKNOWLEDGEMENTS I would like to thank each of the participants of this study, without whom this would not have been possible. And I would like to thank my dissertation committee Dr. Helen Harper, Dr. John Butcher, Dr. LeAnn Putney and Dr. Jian Wang for all of their continued support, research experience and wisdom throughout the completion of this endeavor. I would especially like to thank my Co-chairs, Dr. Helen Harper and Dr. John Butcher for their unceasing guidance and moral support. I would also like to thank Professors Jean- Marc Chamot and Mme. Josiane Voisin for their support as friends and as colleagues in this process. Mme. Rosemary Haran assisted with the translations. Merci beaucoups! I would like to thank my wonderful dissertation assistant, friend and husband Robert Murray for your continued support through this entire process. You guided me through the necessary paperwork of the dissertation process, and supported me whenever I asked you for help. And I would like to thank my family and friends, without you none of this would have been possible. I will always be in debt to you for your continued love and support on so many levels. v TABLE OF CONTENTS ABSTRACT ....................................................................................................................... iii ACKNOWLEDGEMENTS ................................................................................................ v LIST OF TABLES ............................................................................................................ vii LIST OF FIGURES ........................................................................................................... ix CHAPTER 1 INTRODUCTION .................................................................................... 1 Purpose of Study ........................................................................................................... 5 Narrative Inquiry ........................................................................................................... 7 Research Questions ..................................................................................................... 10 CHAPTER 2 HISTORICAL, POLITICAL, THEORETICAL AND RESEARCH BACKGROUND TO THE STUDY ........................................................................... 15 Historical and Political Perspective ............................................................................ 15 Social, Cultural and Critical Theories ......................................................................... 32 Methodologies for Conducting Qualitative Research ................................................. 53 CHAPTER 3 METHODOLOGY AND DESIGN ........................................................ 64 Case Study Design and Narrative Approach .............................................................. 66 Participants, Site and Access ...................................................................................... 69 Procedures ................................................................................................................... 75 Data Analysis .............................................................................................................. 81 Categories and Subcategories and Themes ................................................................. 89 Summary ..................................................................................................................... 95 CHAPTER 4 PARTICIPANT INTERVIEWS ............................................................. 97 The Participants .......................................................................................................... 98 Interview Summary ................................................................................................... 154 CHAPTER 5 DISCUSSION, SUMMARY, AND CONCLUSIONS ........................ 155 Cosmopolitanism Emerged from Narrative Inquiry ................................................. 156 Discussion ................................................................................................................. 160 Identity Implications
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