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Coming to America: An Autoethnograph...

Assil, Khatira.

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Coming to America: An Autoethnography of a First-Generation Afghan Woman Navigating U.S. Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Coming to America: An Autoethnography of a First-Generation Afghan Woman Navigating U.S. Education./
Author:	Assil, Khatira.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	149 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Contained By:	Dissertations Abstracts International82-12A.
Subject:	South Asian studies. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28544776
ISBN:	9798516069086

Coming to America: An Autoethnography of a First-Generation Afghan Woman Navigating U.S. Education.
Assil, Khatira.

Coming to America: An Autoethnography of a First-Generation Afghan Woman Navigating U.S. Education. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 149 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Thesis (Ed.D.)--California State University, Fresno, 2021.

This autoethnographic study explored my academic experiences as a first-generation Afghan woman within the American education system. A finite lens was used to review detailed narratives from sixth grade through the present day. The guiding question for this study was: How have my experiences as a first-generation Afghan woman facilitated or complicated my success in navigating American education systems (namely the K-12 and higher education systems)? In an attempt to highlight the gaps that currently exist in the literature relating to the need for increased cultural competency, a methodology was employed that relied on results and outcomes evidenced in my narratives. These highlighted a blurred identity of Afghan Americans persons (i.e., being racially coded white and being ancestral coded Asian). I provide a historical background of Afghanistan and female cultural norms. Within this review, I explored a number of significant components relating to the conceptual theoretical framework applicable to my life as a member of a nuclear family falling under the broad umbrella known as Asian American or Pacific Islanders (AAPI). The dissertation details polarizing cultural expectations found at home and school and further exemplifies how the spokesperson myth, the model minority myth, and the Critical Muslim Theory contribute to conceptual misconceptions and continued ostracization. Through the use of narrative inquiry, I provided a number of vignettes to illustrate my experiences at American middle school, high school, and post-secondary educational institutions. Two primary themes emerged: challenges and resilience. Within the theme of the challenge, four sub-themes emerged: identity, capital, dissonance, and microaggressions. Meanwhile, faith, family acculturation, and hybridity emerged as sub-themes within the resilience theme. The two themes and related sub-themes aid in surmising several recommendations. Since there are some limitations to this study, it is noted that these recommendations and the further research are needed to assist in increasing cultural competency.

ISBN: 9798516069086Subjects--Topical Terms:

3172880
South Asian studies.
Subjects--Index Terms:

Afghan

Coming to America: An Autoethnography of a First-Generation Afghan Woman Navigating U.S. Education.
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500 $a Advisor: Gonzalez, Juan Carlos.
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520 $a This autoethnographic study explored my academic experiences as a first-generation Afghan woman within the American education system. A finite lens was used to review detailed narratives from sixth grade through the present day. The guiding question for this study was: How have my experiences as a first-generation Afghan woman facilitated or complicated my success in navigating American education systems (namely the K-12 and higher education systems)? In an attempt to highlight the gaps that currently exist in the literature relating to the need for increased cultural competency, a methodology was employed that relied on results and outcomes evidenced in my narratives. These highlighted a blurred identity of Afghan Americans persons (i.e., being racially coded white and being ancestral coded Asian). I provide a historical background of Afghanistan and female cultural norms. Within this review, I explored a number of significant components relating to the conceptual theoretical framework applicable to my life as a member of a nuclear family falling under the broad umbrella known as Asian American or Pacific Islanders (AAPI). The dissertation details polarizing cultural expectations found at home and school and further exemplifies how the spokesperson myth, the model minority myth, and the Critical Muslim Theory contribute to conceptual misconceptions and continued ostracization. Through the use of narrative inquiry, I provided a number of vignettes to illustrate my experiences at American middle school, high school, and post-secondary educational institutions. Two primary themes emerged: challenges and resilience. Within the theme of the challenge, four sub-themes emerged: identity, capital, dissonance, and microaggressions. Meanwhile, faith, family acculturation, and hybridity emerged as sub-themes within the resilience theme. The two themes and related sub-themes aid in surmising several recommendations. Since there are some limitations to this study, it is noted that these recommendations and the further research are needed to assist in increasing cultural competency.
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