The Impact of Arab American Muslims' Identities on Their Children's Experience of Mainstream Schooling in the United States

摘要

In this review essay, I am going to review a wide array of works that help explore the multiplicity and intersectionality of Arab-American Muslims' identities and their implications for their children's experience of mainstream schooling in the United States. While most of the existing research literature has been on the multiplicity and intersectionality of Arab-American or Muslim-Americans' identities, there is little on the particularity of this group's identities. Such a wide array of theories related to the multiplicity and intersectionality of the Arab-American Muslim (AAM) identities such as social identity theory (e.g., Tajfel, 1978a, 1978b; Tajfel & Turner 1986) and intersectionality (e.g., Crenshaw, 1991) help explore how the educational experience of students of the Arab-American Muslim minority group is influenced by the multiplicity of their identities (e.g., Cainkar, 2006, 2008) including their ethnic identity (e.g., Naff, 1985; Haddad, 1994; Cainkar, 2008), cultural identity (e.g., Said, 1978; Malouf, 2000, 2012; Shaheen, 2001), religious identity (e.g., Haddad, 1994; Cainkar, 2004; Said, 1997), and linguistic identity (e.g., Suleiman, 2003, 2004, 2011).