VISION 2030 & FAMILY: SAUDI ARABIAN MALES’ PERCEPTION AFTER STUDYING IN THE UNITED STATES A Dissertation Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Ebtesam Alqahtani May, 2020 VISION 2030 & FAMILY: SAUDI ARABIAN MALES’ PERCEPTION AFTER STUDYING IN THE UNITED STATES Ebtesam Alqahtani Dissertation Approved: Accepted: ______________________________ ______________________________ Advisor Department Chair Dr. Francis Broadway Dr. Lisa Lenhart ______________________________ ______________________________ Committee Member Dean of the College Dr. Shannon Zentall Dr. Jarrod Tudor ______________________________ ______________________________ Committee Member Acting Dean of the Graduate School Dr. Nidaa Makki Dr. Marnie Saunders ______________________________ ______________________________ Committee Member Date Dr. Brad Maguth ______________________________ Committee Member Dr. Shernavaz Vakil ABSTRACT This study explored the views of Saudi Arabian males, who matriculated at institutions of higher education in the United States, concerning traditional Saudi values (women, culture and family roles) and Saudi Vision 2030. As an initiative in the Kingdom of Saudi Arabia, Vision 2030 is a blueprint to expand the oil-based economical structure. The research question inquired about how the acculturation of Saudi male students in the United States influenced their acceptance of the Saudi Vision 2030 agreement, regarding male dominance, women empowerment, and cultural changes. A sample of 265 Saudi male undergraduate and graduate students from multiple universities in the United States completed an online survey. Participants reported their degree of acculturation before and after attending school in the United States via the Vancouver Index of Acculturation (VIA). Results suggested that mainstream acculturation influenced Saudi male students’ views on women empowerment. Heritage and mainstream acculturation, however, did not influence Saudi male students’ views on male dominance or cultural changes. The length of time students spent studying in the United States shaped their views toward women empowerment and cultural changes. Students’ before views and education levels affected Saudi male students’ views toward male dominance. The findings suggested that studying in the United States affected Saudi male views toward women’s rights, male dominance, and cultural changes. iii DEDICATION I dedicate this dissertation to my beloved parents Mohammed and Zahba. My golden sun: Dad My full moon: Mom Thank you for all those years when you chose to give me the best life, warmest love, positive energy, happiness, and education. I hope this dissertation will complete the dream that you had for me. iv ACKNOWLEDGMENTS The completion of this dissertation would not have been possible without Allah the Almighty praise be to God. (Alhamdu lil-laahil lathee bi ni’mathihee ta-timmus saalihhaat) [All praise is due to Allah, by whose honor and majesty, deeds of virtue are accomplished.] First and foremost, I extend my Thanks to my PhD advisor, Prof. Broadway. Without your unlimited support, patience, encouragement, and advising throughout this long journey, I couldn't have achieved this work. As well, I would like to thank my committee members, Dr. Shannon for her expert advice, encouragement, and support in this dissertation process especially in the statistical section. Dr. Makki, Dr. Maguth, and Dr. Vakil, thank you for your continued support and valuable comments and suggestions throughout the research process. I would like to thank everyone who played a real role in my academic journey; colleagues, friends, and the Bierce library stuff Prof. Frank and Dr. Blundell. Finally, to my parents, this study would not have been possible without the glimmer of hope that motivated me to continue and pursue my dream, despite all the tears, difficulties, homesickness and challenges I faced while studying in the United States. Your love, prayers, and the way you served as role models enabled me to pursue and continue working on this dissertation. I also wish to thank my ten planets in our Solar v System for surrounding me with their support, love and trust, my siblings (Azah, Fatemah, Abduallah, Amal, Dr. Areej, Dr. Reem, Nassem, Nessren, Faisal, and Sahad). To my wonderful children who have supported my progress through my dissertation (my beloved Saja, Sultan, Saud, Sedyn, Sidrate, and Salman), I love you all always and forever, and I am very grateful for you all inspire me to be better each day. Oh Dessert I've searched the world without finding land more barren, love more pure, or rage more fierce than yours. I came back to you, oh desert, sea-spray on my face; in my mind, a mirage of tears, a shadow moving in the sea before dawn and a golden flash of braided hair. On my lips, two lines of poetry a song without echo. I came back to you, disenchanted. I've found there's no trust between human beings. I came back to you deprived; the world's like a rib cage without a heart. Love is a word devoid of love. I came back to you defeated; I've been fighting life's battles with a sword forged from feeling. I came back to you .. and laid my anchor on the sand. As I washed my face with dew it seemed you were calling me. Then you whispered: 'Have you come back to me, my child?' Yes .. mother .. I came back to you. A child, forever grieving, flew to God's countries; unable to find his nest, vi he came back to search for his life in you. I came back to you, oh desert. I've thrown away my quiver and ceased wandering, I dally in your night-web of mystery, breathing on the soft winds of the Najd* the fragrance of Araar*. In you I live for poetry and moons. Ghazi Al Gosaibi (1926-2010) NOTE *Najd: Province in Saudi Arabia. Al-gosaibi’s birthplace. *Araar: A sweetly-scented white flower growing in the Najd vii TABLE OF CONTENTS Page LIST OF TABLES ..................................................................................................... xii LIST OF FIGURES ................................................................................................... xiv CHAPTER I. INTRODUCTION ............................................................................................ 1 Background .................................................................................................. 1 Saudi Culture .......................................................................................... 1 Vision 2030 ............................................................................................ 4 Acculturation .......................................................................................... 5 Statement of the Problem ............................................................................. 7 Significance of the Study ............................................................................. 8 Purpose of the Study ..................................................................................... 10 Research Question ........................................................................................ 10 Definition of Terms ...................................................................................... 11 II. LITERATURE REVIEW ................................................................................. 15 Introduction .................................................................................................. 15 Theoretical Framework ................................................................................ 15 History of Saudi Arabia Education and Studying Abroad Programs ........... 20 Vision 2030 – A Plan for Change ................................................................ 22 viii Acculturation / Assimilation ........................................................................ 23 Gender .................................................................................................... 29 Student Age .................................................................................................. 33 Time Studying in the United States .............................................................. 33 Students’ and Parents’ Education ................................................................. 34 III. METHODOLOGY ............................................................................................. 36 Introduction .................................................................................................. 36 Significance of the Study ............................................................................. 36 Research Questions ...................................................................................... 38 Method .................................................................................................... 39 Participants ............................................................................................. 39 Materials ................................................................................................. 40 Vancouver Index of Acculturation (VIA) .............................................. 40 Saudi Male Perspectives Before and After Survey ...................................... 42 Procedures .................................................................................................... 43 Assumptions, Delimitations, and Limitations .............................................. 44 IV. RESULTS Introduction .................................................................................................