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Acculturation, acculturative stress,...

Ibrahim-Joudeh, Heba.

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Acculturation, acculturative stress, and psychological adjustment among Muslim Arab American high school students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Acculturation, acculturative stress, and psychological adjustment among Muslim Arab American high school students./
Author:	Ibrahim-Joudeh, Heba.
Description:	159 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: B.
Contained By:	Dissertation Abstracts International76-05B(E).
Subject:	Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3662119
ISBN:	9781321500240

Acculturation, acculturative stress, and psychological adjustment among Muslim Arab American high school students.
Ibrahim-Joudeh, Heba.

Acculturation, acculturative stress, and psychological adjustment among Muslim Arab American high school students. - 159 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: B.

Thesis (Psy.D.)--Adler School of Professional Psychology, 2014.

The purpose of this research was to examine acculturation, acculturative stress, and psychological adjustment among Muslim Arab American high school students. The mental health concerns and the increasing negative perceptions of the Muslim Arab community within the United States suggested a need for a better understanding of the acculturative experiences and psychological adjustment of this population. The sample in this study consisted of 80 parent-child dyads that completed several measures from a suburban community that serves a large Muslim Arab American population. The results of this study suggested that students attending public school reported higher levels of anxiety. There were no significant differences on acculturation and acculturative stress by age, gender, length of time in the U.S., but there were significant differences by birth order, religiosity, and parent education. Results showed that Middle/Second born children have less mainstream and more heritage cultural orientation; students who reported to be less religious also reported lower heritage cultural orientation; and the more educated the parents, the higher the heritage culture. Results also suggested that students who reported higher integrated acculturation also reported better psychological adjustment; students who reported higher levels of acculturative stress also reported higher levels of psychological problems and lower levels of self-esteem. Lastly, there was found to be a significant difference between parent acculturation and student acculturation.

ISBN: 9781321500240Subjects--Topical Terms:

519075
Psychology.

Acculturation, acculturative stress, and psychological adjustment among Muslim Arab American high school students.
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100 1 $a Ibrahim-Joudeh, Heba. $3 3183822
245 1 0 $a Acculturation, acculturative stress, and psychological adjustment among Muslim Arab American high school students.
300 $a 159 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: B.
500 $a Adviser: Jerry Westermeyer.
502 $a Thesis (Psy.D.)--Adler School of Professional Psychology, 2014.
520 $a The purpose of this research was to examine acculturation, acculturative stress, and psychological adjustment among Muslim Arab American high school students. The mental health concerns and the increasing negative perceptions of the Muslim Arab community within the United States suggested a need for a better understanding of the acculturative experiences and psychological adjustment of this population. The sample in this study consisted of 80 parent-child dyads that completed several measures from a suburban community that serves a large Muslim Arab American population. The results of this study suggested that students attending public school reported higher levels of anxiety. There were no significant differences on acculturation and acculturative stress by age, gender, length of time in the U.S., but there were significant differences by birth order, religiosity, and parent education. Results showed that Middle/Second born children have less mainstream and more heritage cultural orientation; students who reported to be less religious also reported lower heritage cultural orientation; and the more educated the parents, the higher the heritage culture. Results also suggested that students who reported higher integrated acculturation also reported better psychological adjustment; students who reported higher levels of acculturative stress also reported higher levels of psychological problems and lower levels of self-esteem. Lastly, there was found to be a significant difference between parent acculturation and student acculturation.
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