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A Comparative Analysis of Saudi Women's Educational Experiences University of New Mexico UNM Digital Repository Language, Literacy, and Sociocultural Studies ETDs Education ETDs Spring 4-9-2019 A COMPARATIVE ANALYSIS OF SAUDI WOMEN’S EDUCATIONAL EXPERIENCES IN GRADUATE ENGLISH PROGRAMS IN TWO INTERNATIONAL CONTEXTS: SAUDI ARABIA AND THE UNITED STATES Kholod Sendi Follow this and additional works at: https://digitalrepository.unm.edu/educ_llss_etds Part of the Adult and Continuing Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Higher Education Commons, and the International and Comparative Education Commons Recommended Citation Sendi, Kholod. "A COMPARATIVE ANALYSIS OF SAUDI WOMEN’S EDUCATIONAL EXPERIENCES IN GRADUATE ENGLISH PROGRAMS IN TWO INTERNATIONAL CONTEXTS: SAUDI ARABIA AND THE UNITED STATES." (2019). https://digitalrepository.unm.edu/educ_llss_etds/107 This Dissertation is brought to you for free and open access by the Education ETDs at UNM Digital Repository. It has been accepted for inclusion in Language, Literacy, and Sociocultural Studies ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Kholod Sendi Candidate Language Literacy and Sociocultural Studies Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Lois Meyer, Chairperson Dr. Ziarat Hossain Dr. Bee Chamcharatsri Dr. Feroza Jussawalla A COMPARATIVE ANALYSIS OF SAUDI WOMEN’S EDUCATIONAL EXPERIENCES IN GRADUATE ENGLISH PROGRAMS IN TWO INTERNATIONAL CONTEXTS: SAUDI ARABIA AND THE UNITED STATES by KHOLOD SENDI B.A., English Language, Taif University, 2009 M.A., Language, Literacy, and Sociocultural Studies, University of New Mexico, 2014 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Linguistics The University of New Mexico Albuquerque, New Mexico May, 2019 ii ACKNOWLEDGEMENTS I am thankful to my dissertation chair, Dr. Lois Meyer. I have known her since 2012. She was my academic advisor in my master’s program, and I was her student in four courses. It has been such an honor to learn from her. There are no words that can express my appreciation and gratitude for all she has done for me. Without her support, invaluable academic input, and insightful advice this dissertation could not be completed. I also extend deep appreciation to my committee members: Dr. Ziarat Hossain, Dr. Bee Chamcharatsri and Dr. Feroza Jussawalla for their time and commitment. Also, I want to thank the Saudi female participants who generously volunteered to make this study possible. I am extremely humbled and grateful for their time and for sharing with me their educational experiences. I am thankful to my family (my husband and daughters) for their love, encouragement, support, and patience throughout this journey. I am also thankful to my parents who always encouraged me to fulfill my dreams. I thank my mother—my first teacher; without her encouragement and her prayers, I would not be where I am today. iii A COMPARATIVE ANALYSIS OF SAUDI WOMEN’S EDUCATIONAL EXPERIENCES IN GRADUATE ENGLISH PROGRAMS IN TWO INTERNATIONAL CONTEXTS: SAUDI ARABIA AND THE UNITED STATES by Kholod Sendi B.A., English Language, Taif University, 2009 M.A., Language, Literacy, and Sociocultural Studies, University of New Mexico, 2014 Ph.D., Educational Linguistics, University of New Mexico, 2019 ABSTRACT Although there are a significant number of Saudi females pursuing graduate degrees in Saudi Arabia and abroad, few studies have examined their educational experiences. This qualitative multi-case study examines the educational experiences of ten Saudi females who graduated with a master’s degree in an English language related field in two international contexts: American universities and Saudi universities. By conducting qualitative semi- structured interviews and document analysis, this study explored the challenges these two groups faced and the strategies they used to succeed in higher education institutions in the U.S. and Saudi Arabia. This study discusses the roles that culture, religion, gender, and the English language play in these Saudi women’s academic experiences. In addition, this research sheds light on how these two groups’ educational experiences in two dissimilar international contexts influenced their views, values, and concepts of education and their personal identities as Saudi women. iv In each case, Saudi female participants faced different challenges and opportunities. The five Saudi female participants in the first case, those who graduated from American universities, were supported academically more than culturally, socially, and religiously. In contrast, the five Saudi female participants in the second case, those who graduated from Saudi universities, were supported culturally, socially, and religiously more than academically. To overcome their challenges, in both cases the participants were resilient. In addition, the Saudi female students who graduated from American universities experienced the racial/ethnic diversity and gender integration of U.S. classrooms and society and developed intercultural competence. In both cases, pursuing a graduate degree (and facing different challenges along the way) was a transformational journey that helped all the participants grow personally and academically. Based on this study’s findings, recommendations are presented for empowering Saudi female graduate students and enhancing their academic success in higher education both in Saudi Arabia and in the United States. v TABLE OF CONTENTS LIST OF FI GURES .............................................................................................................. xii LIST OF TABLES ............................................................................................................... xiii CHAPTER 1 INTRODUCTION ........................................................................................... 1 Problem Statement ........................................................................................................ 2 Statement of Purpose and Research Questions ............................................................. 4 Significance of the Study .............................................................................................. 5 Theoretical Framework: Postcolonial Feminism .......................................................... 6 Women in Islam ................................................................................................ 7 Brief Overview of U.S. Feminism .................................................................. 10 Postcolonial Feminism .................................................................................... 12 Western Representations of Muslim Women ................................................. 15 Conclusion .................................................................................................................. 27 CHAPTER 2 LITERATURE REVIEW ............................................................................. 28 Part 1: Saudi Arabia .................................................................................................... 28 Historical and Political Background ............................................................... 28 High Degree of Cultural Homogeneity ........................................................... 30 Public Segregation, Veil and Mobility ............................................................ 32 Saudi Women’s Schooling .............................................................................. 37 The English Language in Saudi Arabia .......................................................... 45 New Generation: Changes and Challenges ..................................................... 47 Research on Saudi Female Students in Graduate Programs at Saudi Universities ......................................................................................... 58 vi Part 2: American Education ........................................................................................ 59 American Women’s Schooling: Historical Overview .................................... 59 Diversity and Multicultural Education in the United States ........................... 64 Saudi Arabia and the United States: Common Economic Interests and Cultural Divide .................................................................................................. 71 Saudi Arabian Students in the United States .................................................. 74 Research on Saudi Female Students at American Universities ...................... 75 Challenges that Saudi Female Students Face in the United States ................. 77 Strategies for Success ..................................................................................... 83 Transformation ................................................................................................ 83 Conclusion .................................................................................................................. 84 CHAPTER 3 METHODOLOGICAL FRAMEWORK .................................................... 85 Rationale for Qualitative Research Design ................................................................. 85 Rationale for Case Study Research Methodology ...................................................... 86 The Cases and the Boundaries of Each Case .............................................................. 87 Research Site and
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