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An exploratory study of the challenges of living in American as a Muslim adolescent attending public school

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TypeOfResource
Text
TitleInfo (ID = T-1)
Title
An exploratory study of the challenges of living in American as a Muslim adolescent attending public school
SubTitle
PartName
PartNumber
NonSort
Identifier (displayLabel = ); (invalid = )
ETD_2067
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051655
Language (objectPart = )
LanguageTerm (authority = ISO639-2); (type = code)
eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
School Psychology
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
Muslim youth--United States--Social conditions
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
Muslim students--United States--Social conditions
Subject (ID = SBJ-4); (authority = ETD-LCSH)
Topic
High school students--Religious life--United States
Abstract
A qualitative, exploratory study was conducted to investigate the challenges faced by Muslim adolescents who attend public school in America. Participants included four female and six male Muslim adolescents between the ages of 14 and 17, of varying ethnic backgrounds, who currently attend public high schools throughout central New Jersey. Participants were primarily recruited through the Muslim Center of Middlesex County Mosque in Piscataway, NJ. Focus group interviews were conducted separately, among the males and females, where the role of family, peers, and the practice of Islam in the public school setting was explored. Additionally, the study sought to examine the coping strategies and resources utilized by these Muslim teens. An interview with the imam from a local New Jersey mosque was completed to gain further insight on the obstacles faced by Muslim adolescents in America. Analysis of the focus group interviews was completed using the grounded theory approach (Strauss & Corbin, 1997). Although results indicate some similarities to obstacles faced by typical adolescents, such as peer pressure and parental expectations to perform well academically, Muslim teens must contend with a host of other challenges largely due to the ethno-religious backgrounds of these individuals. The role of identity, peers, family, community, and school in relation to the challenges faced by participants are highlighted. More specifically, adherence to Islamic beliefs, experiences in dealing with peers, parental expectations, and the practice of Islam in a post 9/11 era, are revealed. Consistent with other work in this area, participants indicated that access to peers, especially Muslim peers within the community setting, are essential in providing a strong support network for coping with the aforementioned challenges. Other specific themes and commonalities are presented. Implications of these findings are discussed and recommendations are made for parents, school, community members, and clinicians as well as for future research.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
viii, 114 p.
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application/pdf
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text/xml
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references (p. 91-101)
Note (type = statement of responsibility)
by Maliha F. Sheikh
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Sheikh
NamePart (type = given)
Maliha F.
NamePart (type = termsOfAddress)
NamePart (type = date)
1976
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author
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Maliha F. Sheikh
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Elias
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Maurice
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chair
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Advisory Committee
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Maurice Elias
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Haboush
NamePart (type = given)
Karen
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co-chair
Affiliation
Advisory Committee
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Karen Haboush
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
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degree grantor
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Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB); (type = )
school
OriginInfo
DateCreated (point = ); (qualifier = exact)
2009
DateOther (qualifier = exact); (type = degree)
2009-10
Place
PlaceTerm (type = code)
xx
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T32J6C2Z
Genre (authority = ExL-Esploro)
ETD doctoral
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RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Notice
Note
Availability
Status
Open
Reason
Permission or license
Note
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Name
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Sheikh
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Maliha
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Permission or license
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Name
Maliha Sheikh
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
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License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

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ETD
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application/pdf
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application/x-tar
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522240
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