1 / 13

Think. Learn. Succeed.

Qualitative Research Design Egyptian American’s Identity Diaspora: An Ethnography of Middle-Class Youth’s Identity Formation, Ethnicity, and Self-Esteem Within the Egyptian Community. Nora H. El-Bilawi George Mason University April 30, 2009. 1. Think. Learn. Succeed. Purpose.

ehren
Download Presentation

Think. Learn. Succeed.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Qualitative Research DesignEgyptian American’s Identity Diaspora: An Ethnography of Middle-Class Youth’s Identity Formation, Ethnicity, and Self-Esteem Within the Egyptian Community • Nora H. El-Bilawi • George Mason University • April 30, 2009 1 Think. Learn. Succeed.

  2. Purpose • The purposes in this study are to: • Explore Egyptian-American youths’ perceptions of identity formation and diaspora, ethnic identity, and self-esteem living in the United States. • Intend to integrate the knowledge about this demographics, as a “way of knowing,” into our educational programs and course-readings. • Provide and in-depth analysis for professionals, such as social workers and counselors, to gain insight into areas of ethnic identity and self-esteem of ethnic groups such as the Egyptian- American youth. Think. Learn. Succeed.

  3. Background Literature • *Social identity theory: Henri Tajfel (1971). Eric Erikson (1963). Turner (1998). • a)ethnic identity • b)self-esteem • *Identity formation theory: Phinney, J. (1990) • *Orientalism: “the other” Said (1978) • *Cultural theory: Bhabha (1994). Clifford(1994). • diasporas • displacement vs. acculturation 3 Think. Learn. Succeed.

  4. Research Questions • What does the concept of maintaining Egyptian heritage mean to young Egyptian American generation (Egyptian youth)? • 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? • Being looked at as the “other,” does their ethnic identification have an impact on their self-esteem? 4 Think. Learn. Succeed.

  5. Design Statement • A qualitative investigation will be undertaken to study in depth 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. Think. Learn. Succeed.

  6. Researcher Perspective • My personal background is directly related to the research topic. • Many Egyptian youth are sometimes lost between their Egyptian identity and culture and their American peers and daily social interactions (diaspora or acculturate). • Their parents and families add to the struggle when they try to “protect” them. This may lead to an unbalanced self-esteem. Think. Learn. Succeed.

  7. Participants (sample) • 20 Egyptian-American youths, who lived in the US for 10 years or more, are to be interviewed. • More of the same population will be reached via email contact lists to finish a questionnaire. • The samples will be chosen based on a purposeful sampling technique. • The criteria are: (a) must be between the ages of 18 to 20, (b) must be of Egyptian descent, and (c) must belong to an Egyptian community. 7 Think. Learn. Succeed.

  8. Data Sources • Semi-structured interviews. • Questionnaires. • Notes from interviews with specified sample. • Transcriptions from audiotape • Results from collected questionnaires Think. Learn. Succeed.

  9. Data Collection Procedures • Obtaining HSRB permission & students’ assent forms. • Schedule of interviews with contacts (location & time). Send the questionnaires to obtained email list. • Audio-taping in interviews. • Daily notes (taken from observed behaviors in interviews) • Products (transcripts, and questionnaires feedbacks) Think. Learn. Succeed.

  10. Scoring • I will be categorizing and sorting information from interviews & fieldnotes by setting up charts, columns, outlines, and ways of counting occurrences. • I will make up different categories that fit the interviewing situation(s) or use categories developed by another researcher. 10 Think. Learn. Succeed.

  11. Ensuring Validity • Member checks: another researcher is revising categories, re-coding, and re-scoring questionnaires. • Constant comparative method: predetermined categories, refined categories, relate with codings; then, compare with raw data • Triangulation of data: interviews, fieldnotes, questionnaires. Think. Learn. Succeed.

  12. Proposed Data Analysis • Coding the findings will help categorize the data by locating text segments and assigns a code to label them; NVIVO will be a good resource for that. • Constant comparative method • Triangulation of data Think. Learn. Succeed.

  13. Thank you for listening!! Think. Learn. Succeed.

More Related