This book examines the implications of discrimination in Arab American youth with a focus on K-12 school systems. It begins with an introduction to Arab American youth and their experiences in the education system. The book follows with an overview regarding historical contributions of discrimination and the history of discrimination against Arabs in America, including the education system. It then presents relevant theoretical perspectives regarding discrimination and developmental processes. The book examines research specific to Arab American youth, identifies research limitations, and provides strategies on how to strengthen methodological approaches to better inform research, practice, and policy. It concludes by offering strategies for improving educational practice and policy and recommendations for interventions designed to enhance developmental health of Arab American youth in schools.

Key areas of coverage include:

• Discrimination in the K-12 educational system.
• Self-concept, ethnic identity, well-being and discrimination among Arab American youth.
  Arab American Youth is an essential resource for practitioners, researchers, educators, and related professionals as well as graduate students in school psychology, educational psychology, education, and related disciplines.

Dr.Tabbah has written a book that is well overdue ... she provides a blueprint for moving forward in education as well as in policy development that can be transformative for Arab American youth.

Antoinette Miranda, Professor of School Psychology, The Ohio State University

This book is a valuable contribution given the nascent literature on the experiences of Arab American youth and the significant impact of discrimination on their schooling.

Desiree Vega, Associate Professor of School Psychology, University of Arizona.

Autorentext
Rhonda Tabbah, Ph.D, is a school psychologist currently engaging in independent research. She graduated with her doctorate in School Psychology from the Ohio State University in 2011. Dr. Tabbah practiced in the Columbus City School District intermittently for five years with her most recent assignment involving a combination middle-high school, which focused on multiculturalism and offered an international curriculum. As a bilingual, Arabic-English speaking school psychologist, Dr. Tabbah also worked with bilingual students and English language learners. Her work in a multicultural setting, along with her personal research, allowed Dr. Tabbah to exercise her passions, learn about diverse populations in her schools and develop a skill set for culturally competent practices. Her research has focused on the experiences of Arab American adolescents in the school system, using this information for social justice reform and improving the quality and accuracy of multicultural curricula related to this subgroup. Dr. Tabbah is interested in development and strengthening of policies for social justice and building cross-cultural and intercultural relationships in the educational system.

Inhalt
Chapter 1. Introduction: The Importance of Understanding Experiences, Mental Health, and Development in Arab Adolescent Youth in America.- Chapter 2. Issues of Culture, Race, and Identity within Arab Communities.- Chapter 3. History of Arab Cultural Misconceptions and Discrimination in the United States.- Chapter 4. Arabs in the Multicultural Paradigm in Education.- Chapter 5. Theories of Relationships Between Discrimination, Developmental Processes, and Mental Health.- Chapter 6: Ethnic and Racial Identity Development in Adolescents of Arab Descent: Implications of Community and School Experiences.- Chapter 7. Consequences of Community and School Experiences on Self-Concept and Mental Health Factors.- Chapter 8. Bridging the Research Gap with Adolescents of Arab Descent in America.- Chapter 9. Implications for Improving Educational Practice and Policy.