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Literacies and Identities of three generations of Syrian-Jewish young adult females
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Sarfaty, Debra. Literacies and Identities of three generations of Syrian-Jewish young adult females. Retrieved from https://doi.org/doi:10.7282/T32V2D3D

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TitleLiteracies and Identities of three generations of Syrian-Jewish young adult females
NameSarfaty, Debra (author); Boling, Dr. Erica (chair); Belzer, Dr. Alisa (internal member); Rowsell, Dr. Jennifer (outside member); Rutgers University; Graduate School of Education
Date Created2013
Other Date2013-10 (degree)
SubjectLiteracy Education, Jews, Syrian, Literacy--New Jersey, Jewish women--United States--Social conditions, Syrian Americans--Education, Syrian Americans--Social conditions, Literacy--New York, Women--Identity
Extentxiii, 123 p. : ill.
DescriptionThis dissertation focused on the literacy shifts taking place over the course of three generations of Syrian-Jewish women. Based on sociocultural theory, this research project explored the changing literacy practices of Syrian-Jewish women and how these practices impact the identities of these women, specifically in regards to being members of the Syrian-Jewish community. This research is unique as the Syrian-Jewish community’s literacy practices are not discussed in the literature and the community is different from most studied communities as it is affluent, not marginalized, and already well versed in its native tongue, English. Over the course of 1 year I conducted interviews with the main participants and elites, gathered artifacts, and collected archival records from community magazines. The data was organized by research question and coded with both word analysis and category creation. Data was analyzed through the sociocultural lenses of Discourse and literacy practices. The study revealed that a sociocultural theory of literacy is reflected in literacy practices in a myriad of ways. Although other studies revealed alienation of community members because of their lack of literacy skills, this research revealed a community in which alienation of members with greater literacy skills occurred. In addition to findings that are important to the field of sociocultural literacy, this study revealed valuable literacy information about this community in particular, and communities in general, where literacy shifts have been encounteredthat encounter literacy shifts. Though there is a stereotypical perception that Syrian-Jewish women have limited literacy practices, my findings revealed women with rich, literate lives. The different family groups showed specific literacy patterns and different generations also showed specific literacy patterns. Differences in literacy practices did influence the way participants perceived themselves specifically in connection to the community. In general, changes in literacy practices were influenced by individual, community, and economic factors and were still in flux, meaning that change did not seem to happen over the course of one generation but over many.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Debra Sarfaty
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T32V2D3D
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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