When stories mirror identity: exploring the social and emotional response of Arab students to a culturally relevant text

Hassan, Ahlam F

Permalink

https://hdl.handle.net/2142/132473 Copy

Description

Title

When stories mirror identity: exploring the social and emotional response of Arab students to a culturally relevant text

Author(s)

Hassan, Ahlam F

Issue Date

2025-11-13

Director of Research (if dissertation) or Advisor (if thesis)

Witt, Mary A

Doctoral Committee Chair(s)

Witt, Mary A

Committee Member(s)

• Kang, Hyun-Sook
• Herrera, Linda
• Lindgren, Samantha

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Culturally Relevant Texts
• Culturally Relevant Pedagogy
• Arab Multilingual students
• Levant Region
• Social-Emotional Learning
• Identity Development

Abstract

This qualitative phenomenological research study explores how Arabic multilingual students from the Levant region experienced a culturally relevant text (CRT) that reflected their cultural and linguistic backgrounds. Dr. Rudine Sims Bishop’s (1990) theory of how books can be mirrors, windows, and sliding glass doors focused on African American and Latinx students. This study sought to explore whether this theory can be applied towards Arab students whilst understanding the social-emotional and identity-based impact of engaging with literature that centers around their experiences and backgrounds. Over the course of four weeks, seven seventh-grade students participated in a book study reading the CRT Ida in the Middle by Nora Lester Murad. Data was collected through the use of a pre- and post-survey, bi-weekly journal entries, and field notes taken by the researcher. Ultimately, this study reveals that reading a culturally relevant text showed a positive impact on students’ perception of their identity. It also disclosed an increase in motivation to read, whilst promoting a deeper self-awareness, and increase of pride in their cultural and linguistic backgrounds. The results of this study unveils the need for integrating culturally relevant pedagogy and texts in the curriculum, especially for multilingual students who are often marginalized in U.S. schools. Implications for educators and policymakers include encouraging literature that represents the culture of multilingual students, while also promoting a positive self-concept and social-emotional growth.

Graduation Semester

2025-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/132473

Copyright and License Information

Copyright 2025 Ahlam F. Hassan

Owning Collections