Identity Formation and Negotiation of Afghan Female Youth . in Ontario Tabasum Akseer, B.A. Department of Graduate and Undergraduate Studies in Education . Submitted in partial fulfillment of the requirements for the degree of Master of Education · Faculty of Education, Brock University St. Catharines, Ontario © Tabasum Akseer, 2011 Abstract The following thesis provides an empirical case study in which a group of 6 first generation female Afghan Canadian youth is studied to determine their identity negotiation and development processes in everyday experiences. This process is investigated across different contexts of home, school, and the community. In tenns of schooling experiences, 2 participants each are selected representing public, Islamic, and Catholic schools in Southern Ontario. This study employs feminist research methods and is analyzed through a convergence of critical race theory (critical race feminism), youth development theory, and feminist theory. Participant experiences reveal issues of racism, discrimination, and bias within schooling (public, Catholic) systems. Within these contexts, participants suppress their identities or are exposed to negative experiences based on their ethnic or religious identification. Students in Islamic schools experience support for a more positive ethnic and religious identity. Home and community provided nurturing contexts where participants are able to reaffirm and develop a positive overall identity. 11 Ackilowledgements My Lord, increase me in knowledge (Quran 20:114) This thesis is first and foremost dedicated to my loving parents, Dr. M. Ahmad Akseer and Ambara Akseer. Thank you for your support throughout the years. My achievements are a reflection of the excellent guidance and support I have received from my family. Thank you especially to my eldest sibling Kamilla who has been a role model since the beginning. The motivation, encouragement and support I have received from my family is priceless. (' This thesis study is also dedicated to Dr. Dolana Mogadime. To call Dolana my thesis advisor is insufficient. Over the last few years, Dolana has become a spiritual guide and an inspirational figure in my journey. Thank you for all the advice and support you have given me, both academic and non-academic. Thank you also to my committee members, Dr. Sandra Bosacki, Dr. Nancy Taber, and Dr. Jamie-Lynn Magnusson, for offering their support, advice and expertise and helping me throughout my journey. 111 Table of Contents Page Abstract. ............................................................................................... ii Acknowledgements ................................................................................... iii List of Tables ........................... .............................................................. vi L1st· 0 fF'Igures ....................................................................................... Vl11... CHAPTER ONE: INTRODUCTION ............................................................. 1 Operational Definitions ..................................................................... 3 Background ................................................................................... 5 Background of Youth and Ethnic Identity in Past Research ........................... 6 Identity Theories ............................................................................. 6 Identifying Problem ......................................................................... 7 Significance of Research ..... ............................................................... 9 Research Focus ........................................ ( .................................... 10 Organization of the Document ............................................................ 13 CHAPTER TWO: LITERATURE REVIEW ................................................... 15 Integrating Gender and Race Considerations ................... ....................... 16 Identity Models ............................................................................. 16 Personal and Social identity ............................................................... 19 Ethnic Identity as Part of Overall Identity ..............................................20 Feminist Theory ............................................................................21 Where Feminism and Critical Race Theory Meet. ....................................22 Issues of Immigration and Multiculturalism in Canada ............................... 25 Issues of Ethnicity and Culture for Minority Identity Development ................ 25 Implications of Self-Definition and Self-Esteem for Minority Youth Development .... .. ..... ... ............................... ......... ......... 27 Context for a Better Understanding of Afghan Immigration, Youth, and Culture .........................................................................28 Race and Identity Formation from the 1990s to present .............................. 30 Youth and Islam .............. , .................................................. , .......... 31 Broad Overview and Positioning of Muslim Females in Canada .................... 34 Broad Overview and Positioning of Afghan Canadians .............................. 35 Broad Overview and Positioning of Afghans in Educational contexts .............. 36 CHAPTER THREE: METHODOLOGy ........................................................ 38 Qualitative Research ....................................................................... 39 Case Study .................................................................................. 39 Data Collection .... , ........................................................................40 Participants ................................................................................. 42 Site ...........................................................................................43 Interviews ..................................................................................43 Tensions in Research Methods ........................................................... 46 Ethical Considerations .................................................................... .47 IV Qualitative Data Analysis ............................................................... ..49 Use of Analytic Memos ..................................... , ............................. 51 Reflexivity ................................................................................... 51 Trustworthiness ............................................................................. 54 Credibility ................................................................................... 55 Transferability ........ , ...................................... , .............................. 56 Dependability ............................................................................... 57 Confirmability .............................................................................. 57 Self-Reflexivity in the Research Process ................................................ 58 CHAPTER FOUR: DATA ANALYSIS ......................................................... 63 Documenting the Everyday 'Experiences of Afghan-Canadian Female youth .............................................................. , ....... 65 Home, School, and Community Biographical Sketches of 6 Female Youth ................................................................... 67 Home ....................................................:: ....................................72 Schooling Experiences .............................. : ...................................... 80 Community ......................................... ; ...................................... 102 Religious and Ethnic Identity ................................................. : .......... 108 CHAPTER FIVE: DISCUSSION AND IMPLICATIONS .................................. 120 Discussion of Results ..................................................................... 121 Implications for Theory and Practice ................................................... 13 5 Implications for Future Research ....................................................... 141 Reflexivity and Personal ConneCtions ................................................. 142 References ........................................................................................... 147 Appendix A: General Interview Questions ..................................................... 171 Appendix B: Research Ethics Board Clearance Letter ........................................ 172 v List of Tables Page Table 1. Participant Information and Identification ............................ , .. , .............. 66 2. Description of Context and Themes ...................................... , .............. 71 3. Participant Perspective on Student Relations with Teacher and Peers in Classroom ....................................................................... 83 i VI List of Figures Page 1. Identity Theories ............................................................................. 8 2. Identity Negotiation and Development of Female Afghan Canadian Youth Framework ..................................................... 17 3. Factors Affecting Person's Identity Negotiation and Development Processes ........................................................................... 62 4. Complexities of Living in Two Distinct Worlds .......................................79 5. Student Voices from Various Locations within the School System ................