dc.contributor.author |
Iskandar Baba, Aline |
dc.date.accessioned |
2017-12-11T16:30:54Z |
dc.date.available |
2017-12-11T16:30:54Z |
dc.date.issued |
2017 |
dc.date.submitted |
2017 |
dc.identifier.other |
b19142304 |
dc.identifier.uri |
http://hdl.handle.net/10938/20996 |
dc.description |
Thesis. M.A. American University of Beirut. Department of Education, 2017. T:6555 |
dc.description |
Advisor : Dr. Anies Al-Hroub, Associate Professor, Education ; Committee members : Dr. Tamer Amin, Associate Professor, Education ; Dr. Barend Vlaardingerbroek, Associate Professor, Education. |
dc.description |
Includes bibliographical references (leaves 83-112) |
dc.description.abstract |
Educational researchers are becoming more and more interested in adolescent identity formation in educational contexts as research shows that the school environment contributes to a large extent to this process (Grant, 1997). Also, research has shown that ethnic identity has protective effects for psychological health across different populations, especially for minority youth (Phinney, 2006; Yip, Seaton, and Sellers, 2006).However, the relationship between ethnic identity and academic achievement has been inconsistent in research (Brouillard and Hartlaub, 2006; Secrist, 2007; Whitesell, Mitchell, and Spicer, 2009; Zarate, Bhimji, and Reese, 2005). Thus, the purpose of this study was to (a) examine the relationship between ethnic identity, self-esteem and academic achievement; and (b) explore the meaning of ethnic identity in a sample of Lebanese-Armenian high-school students. A survey design was employed in which questionnaires, with close-ended and an open-ended question, were used as data collection tools. The sample consisted of 362 Lebanese-Armenian students (grades 10, 11, 12) from seven Armenian schools and one non-Armenian school located in Beirut and its suburbs. Results revealed that students do not suffer from either low ethnic identity or self-esteem and there was no correlation between ethnic identity and each of self-esteem and academic achievement for this particular sample of Lebanese-Armenian high-school students. Concerning the conceptualization of what it means to be Armenian in Lebanon, three main themes with corresponding sub-themes emerged from the student responses: duty and responsibility (51.2percent), an advantage or a privilege (29.4percent) and a struggle (18.4percent). Implications of these findings and future recommendations are discussed. |
dc.format.extent |
1 online resource (xi, 134 leaves) |
dc.language.iso |
eng |
dc.relation.ispartof |
Theses, Dissertations, and Projects |
dc.subject.classification |
T:006555 |
dc.subject.lcsh |
Armenian students -- Lebanon -- Ethnic identity |
dc.subject.lcsh |
Ethnicity -- Lebanon |
dc.subject.lcsh |
Self-esteem -- Lebanon |
dc.subject.lcsh |
Academic achievement -- Lebanon |
dc.subject.lcsh |
Armenian diaspora |
dc.subject.lcsh |
Genocide |
dc.subject.lcsh |
High school students -- Lebanon |
dc.title |
Ethnic identity among Lebanese-Armenian high-school students |
dc.type |
Thesis |
dc.contributor.department |
Department of Education |
dc.contributor.faculty |
Faculty of Arts and Sciences |
dc.contributor.institution |
American University of Beirut |