Middle Eastern Students: What Is the Effect of Advisory Participation in the Adolescent Years- Grades 8-9
Benefits of student advisory
Adolescence and its effects on learning
Functions and Expectations of Advisory Program
Middle Eastern Student advisory experiences
Participants
Social and economic mobility is a function of educational achievement. It is important to ensure that all children receive education in order to secure their future and that of the nation. The U.S. accommodates many immigrants from the Middle East. Several studies done in the recent past have examined how immigrants fair in the educational system. However, few studies attend to the subject of adolescent students from the Arab world participation in advisory programs for schools and the effects of such participation explicitly. It is not clear whether the results of adolescent participation in school advisory programs would necessarily coincide with the participation by Arab immigrants. Considering the consistent negative portrayal of Arabs in news media; especially after 9/11, the case of participation by Arab adolescent students may be different. Research shows that that discrimination suffered in childhood years can lead to negativity towards the educational system (Shields & Behrman, 2004). Thus, it is essential to review the effects of adolescent participation in advisory programs so as to extend the necessary support to them.
Although advisors in the U.S. have somewhat limited knowledge about how best to conduct advisory service with Middle Eastern students, they work with adolescents from the Middle East. It is unfortunate that psychology, as a discipline victimizes, ridicules, and castigates aspersions on minority cultures both intentionally and unintentionally (Ridley, 2005). According to Ridley (2005), psychologists are taught and subsequently adopt certain approaches that lead to unintentional racist innuendos in psychotherapy and counseling. According to Bernal and Sharrron-Del Rio (2001), Psychotherapy is a cultural phenomenon that is rooted in the white race. They claim that theories in psychotherapy include, inherently, cultural aspects and values that are antagonistic to those held by the minority. Pedersen (1999) suggested multiculturalism as the fourth psychology wave. These views were informed by failure to include minority cultures in conventional psychology research; leading to disenfranchisement by these cultures.
Disparities between minority and majority cultures are clearly documented in the U.S. They also cross into mental health services (Sue, Zane, Nagayama-Hall, & Berger, 2009). The small number of psychologists from minority groups aggravates the problem (APA, 2010) because of the increasing diversity of the U.S. population coupled with the number of adolescent students in need of advisory services. According to Guthrie (2003) both, psychologists as individual practitioners, and psychology as a field of practice have perpetuated racism and biases against minority cultures. The film industry has been the focus of several research efforts to determine how its negative portrayal of the people of the Middle East has contributed to the problem. Since bias directed at Middle Eastern people is common in the wider American culture, it is critical for psychologist to engage actively in an effort to stem the trend by blocking the biases from entering the psychotherapy rooms.
Advisors need to learn the traditions of the cultures and the worldviews that deeply influence the lives of the people of Middle East in America. It may be more important to understand Islam than other religions because it is the most stereotyped and pet item of American propaganda. For instance, Islam states that women have separate rights from those accorded to their husbands (Sue & Sue, 2008; Sue et al., 2009). It is important to acknowledge personal bias when counseling a group from a different cultural background (Sue & Sue, 2008). Americans of non-Arab origin have little information regarding the workings of Arab culture. Mental health experts should engage these groups in order to help them gain deeper understanding of Arab beliefs and lifestyle. Comment by GL: improper
Statement of the Problem
As mentioned earlier, the majority of school advisory programs focusing on Middle Eastern adolescent populations lack proper understanding of the diversity that exists. Students from the Middle East are racially, culturally, religiously, and academic background. While many are commuters, some are first generation immigrants (Swecker, Fifolt & Searby, 2013). There is need,...
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