A Narrative Study of the Cultural Identity Construction of Bosnian Muslim Female Refugee Students Elizabeth Hoffman Clark
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Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2007 "I'm a Product of Everything I've Been Through": A Narrative Study of the Cultural Identity Construction of Bosnian Muslim Female Refugee Students Elizabeth Hoffman Clark Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION “I’M A PRODUCT OF EVERYTHING I’VE BEEN THROUGH”: A NARRATIVE STUDY OF THE CULTURAL IDENTITY CONSTRUCTION OF BOSNIAN MUSLIM FEMALE REFUGEE STUDENTS By ELIZABETH HOFFMAN CLARK A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Spring Semester, 2007 Copyright © 2007 Elizabeth Hoffman Clark All Rights Reserved The members of the Committee approve the Dissertation of Elizabeth Hoffman Clark defended on November 13, 2006. _____________________________ Jeffrey A. Milligan Professor Co-Directing Dissertation _____________________________ Victoria-Maria MacDonald Professor Co-Directing Dissertation _____________________________ Deborah Hasson Outside Committee Member _____________________________ King Beach Committee Member _____________________________ Emanuel Shargel Committee Member Approved: _______________________________ Gary Crow, Chair, Department of Educational Leadership and Policy Studies The Office of Graduate Studies has verified and approved the above named committee members. ii ACKNOWLEDGEMENTS This project belongs in large part to the women who shared with me so many of their own words—and thus their own insight and experience—during the research process. The women represented by the pseudonyms Velma, Lajla, Jasmina, Selma, Aida, Mersiha, and Ajla spent a great deal of time on this project in hopes that it might inform educators and policy makers at some point in the future so that other young people will benefit from an increased understanding of the challenges and opportunities involved in crossing cultures. Every student hopes for a supportive and understanding doctoral committee. I have been privileged to have a committee not only interested in my research, but willing to dedicate extra time and effort to arranging supervision and direction despite long distance and an extended period of time. I must especially thank Victoria-Maria MacDonald for her encouragement over the last several years as she has shared her insight not only as a researcher, writer, and dissertation advisor, but as a mother and a female academic. Karen Monkman, of DePaul University, led me through the beginning stages of both the doctoral program and the research and writing process; without her guidance I am certain I would never have embarked upon this project. I would also like to thank a former committee member, Elizabeth Platt, for five years of support and encouragement of my research and professional interests. I must also thank Jimmy Pastrano, Mary Peterson, and Amy McKnight who have helped me navigate changes in departmental structure, leadership, and policy as well as doctoral committee and major professor—and most of that through long-distance telephone calls and emails. I appreciate your patience! I would also like to thank some conscientious scholars at other universities who have taken their own time to read and offer commentary on my work for no benefit of their own. Caroline Eick of the University of Maryland, College Park, and Rosemary Traore of University of North Carolina, Charlotte, both shared their own personal and academic experiences with me and helped shape both my thinking and my writing about this project. iii Support outside of academic circles has had an enormous impact on my ability to balance life commitments during the dissertation process. I would not have undertaken this doctoral program without the encouragement of my husband, nor would I have enjoyed such new perspectives and fresh enthusiasm without the energy of my first “dissertation baby” and the anticipation of the second. It is no exaggeration to say that I could never have completed research and writing without the consistent support and sacrifice of my parents, Russell and Linda Hoffman. To them I dedicate this work. iv TABLE OF CONTENTS List of Tables ................................................................................................ vi List of Figures ................................................................................................ vii Abstract ...................................................................................................... viii INTRODUCTION ............................................................................................... 1 Problem ................................................................................................ 1 Purpose ................................................................................................ 3 Theoretical and Methodological Considerations ........................................ 5 Implications for Policy................................................................................ 7 1. RESEARCH ON REFUGEE CULTURAL IDENTITY CONSTRUCTION 8 Defining Characteristics of Refugees and Immigrants ............................... 8 Diversity within and across Categories of “Refugee” and “Immigrant” .... 16 Background Information on Bosnian Muslim Refugees ............................ 18 Cultural Identity Construction: Definitions and Review of Literature ....... 25 Research on Refugee Adjustment: Cultural Identity and Biculturalism..... 34 Summary of Literature Review of Refugee Cultural Identity Construction 44 2. CONCEPTUAL FRAMEWORK ................................................................... 59 Bourdieu’s Theory of Social Relations....................................................... 59 Norton’s Social Identity Theory ................................................................. 64 Drzewiecka’s Theory of Immigrant Identities and Ethnic Distinctions ..... 66 Summary of Literature Review of Conceptual Framework........................ 67 3. METHODOLOGY ......................................................................................... 68 Introducing Narrative Methodology ........................................................... 68 Narrative Methodologies in Educational Research..................................... 69 Connecting Methodology and Theoretical Framework .............................. 70 The Use of Narrative Methodology to Study Refugee Experiences........... 72 Narrative Inquiry and Studies of Identity ................................................... 74 Setting for the Study ................................................................................... 74 Participants in the Study ............................................................................. 79 Collection of Data....................................................................................... 81 Analysis of Data.......................................................................................... 85 Role of the Researcher and Ethical Considerations.................................... 92 Limitations of the Study.............................................................................. 94 v 4. FINDINGS ................................................................................................ 100 Jasmina ................................................................................................ 100 Lajla ................................................................................................ 102 Velma ................................................................................................ 106 Aida ................................................................................................ 114 Selma ................................................................................................ 116 Ajla ................................................................................................ 119 Mersiha ................................................................................................ 121 5. ANALYSIS AND INTERPRETATION ........................................................ 123 Introduction to the Data Analysis ............................................................... 123 How Schooling Affects Different Aspects of Cultural Identity.................. 124 Significant Elements of Cultural Identity ................................................... 159 Summary of Analysis and Theoretical Interpretation................................. 197 CONCLUSION ................................................................................................ 200 A Concluding Narrative.............................................................................. 201 Identity Construction and Narrative............................................................ 208 APPENDICES ................................................................................................ 209 A Human Subjects Committee Approval Form........................................ 209 B Sample Informed Consent Form........................................................... 210 REFERENCES ................................................................................................ 212 BIOGRAPHICAL SKETCH .............................................................................. 232 vi LIST OF TABLES Table 2.1: Refugee Arrivals into the United States