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Egyptian-American’s Identity Diaspora: An Ethnography of Middle-Class Youth’s Identity Formation, Ethnicity, and Self- Esteem A Research Proposal By: Nora.

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Presentation on theme: "Egyptian-American’s Identity Diaspora: An Ethnography of Middle-Class Youth’s Identity Formation, Ethnicity, and Self- Esteem A Research Proposal By: Nora."— Presentation transcript:

1 Egyptian-American’s Identity Diaspora: An Ethnography of Middle-Class Youth’s Identity Formation, Ethnicity, and Self- Esteem A Research Proposal By: Nora El-Bilawi

2 Introduction (a)Not a dissertation research. (b)Just a research in an area of interest. (c)Interested in learning more about Middle Eastern, particularly Egyptians’, “ways of knowing” & “learning intelligences.” (d)In order to reach this knowledge I have to quest the learning of who we are (Egyptians & M.E.). (e)How do we learn? What and how do we form our identities? How does the image of the “other” influence our self-identity & self- esteem? What does acculturation mean to us? (f)The sequence of this research goes as follows:

3 Introduction & Historical Debrief (a)Multiculturalism—postmodernism— post-colonialism. (b)Decolonization—renegotiation— normalization. (c)Disappearance of “Soviet Empire”— new world economy—mobility of capital—internationalism. (d)Globalization--hybridity—ethnic- identity—diasporas.

4 Historical Debrief/ Continue.. (a)Colonial vs. post-colonial---old settlers vs. new settlers--- indigenous vs. invaders---majority vs. minority. (b)The feeling of diasporas. (c)The search for individual & group identity. (d)(Docker & Fischer, 2000)

5 Statement of the Problem (a)Middle-class Egyptian American youth. (b)Most difficult age of self realization is facing dual identity to suffer even more. (c)Self-esteem could be affected when facing the majority who think of them as “others.” (d)Ethnic identity or acculturation. (e)Identity formation; what influences shaping it?

6 Continue.. (a)The culturally and ethnically different need help to attain a firm sense of their ethnic self before they can integrate an inclusive and general sense of self (Spencer, 1990). (b)when they are unable to extend themselves and allow for inclusion of others (races, cultures, ideologies, groups), they are in danger of suffering from “self absorption” and “self locking” ( Erikson, 1963, p. 130). (c)Many research tackled other minority groups and their diasporas, but there is a need on the Middle Eastern diaspora and the search for their ethnic identity.

7 Research Questions (a)What does the concept of maintaining Egyptian heritage mean to young Egyptian American generation (Egyptian youth)? (b)Do they feel that their cultural identity is more attached and related to their Egyptian cultural heritage or more to their personal (dual) experiences? In other words, are they living in a diaspora (away from the homeland) or they are more acculturated to American culture? (c) Being looked at as the “other,” does their ethnic identification have an impact on their self-esteem?

8 Purpose of the Study (a)to explore this population’s perceptions of identity formation, ethnic identity, and self- esteem living in the diaspora in the United States. It is expected that the perceptions of this particular population will depend upon how they perceive their culture, their level of acculturation, and how they perceive their level of acceptance by Egyptian and non-Egyptian peers.

9 Practical Application & Objectives (a)Look at Middle Eastern, particularly Egyptians’, identity formation, ethnic identity, and self-esteem- as a “way of knowing.” (b)To be ingredient of most of our educational programs and course-readings; for example, in teacher education and teacher preparation programs, in educational psychology programs, in educational anthropology courses readings, an world perspective courses.

10 Continue.. (a)This understanding of the “other” will create a more internationally minded teacher; hence, a new production of an internationally-minded generation of students believing on the concept of a global citizenship. (b)This study can help professionals such as social workers gain insight into areas of ethnic identity and self-esteem of an ethnic group such as the Egyptian- American youth (Cunningham, Spencer, & Swanson, 1991).

11 Theoretical Structure (a)Theoretical framework/terms: (b)Social identity theory: Henri Tajfel & Eric Erikson (c)a)ethnic identity (d)b)self-esteem (c)Identity formation theory (J. Phinney) (d)Post- colonialism & cultural theory (Bhabha, Clifford, & Said) (a)a)diasporas (b)b)the “other” (c)c)displacement vs. acculturation

12 2. Conceptual framework Categories Ethnic & identity diaspora Self-esteem Variables Objectivity vs. subjectivity Sample limitations Identity theory (Diaspora) Ethnic Identity formation theory Self-Esteem theory

13 Methodology/Design (a)Qualitative method (b)Semi-structured interviews (c)There isn’t plenty of information on the chosen minority group.

14 Methodology/Sample Population (a)Purposeful sampling technique (b)20 Egyptian- American youth (c)The following are the criteria that I will base my choice upon: (d)must be between the ages of 17 to 20, (e)(b) must be Egyptian descent, and (f)(c) must be a member of the Middle Eastern or Egyptian community -not only a formal group, but could be an informal family community.

15 Methodology/Instrument (a)The main instrument of this study will be based on a semi-structured interview containing open ended questions.

16 Limitations (a)Research samples are not taken in a random procedure and this is because a small sample size will be used. (b)Reliability and validity: interview guide will be developed purposely for the study and had not been previously tested. (c)Subjectivity and objectivity: biases and researcher subjectivity in analyzing data.

17 Feedback & Questions


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