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Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2016 / Cilt: 17 - Sayı: 2

Understanding Muslim Girls' Experiences in U.S.: Interpreting The Social Studies Courses and the Curriculum

ABD’deki Müslüman Kız Öğrencilerin Okul Deneyimlerini Anlamak: Sosyal Bilgiler Dersleri ve Öğretim Programına İlişkin Yorumları

Elvan GÜNEL
Merry MERRYFİELD
Pages
627–648
Publication Date
2016-05-01
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Some of the findings showed that the Muslim girls believed that the U.S. history curriculum presents only American perspective and lacks multiple perspectives on historical events and race, ethnicity, religion, and the girls' status as immigrants influenced the Muslim girls' choice of topics in U.S. history courses

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The qualitative study investigated Muslim female high school students' experiences in an American high school and their interpretation of the social studies curriculum, especially in U.S. history courses.
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Key Findings & Data:The research data were collected via participant observation and individual interviews between February 2006 and June 2006.
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Conclusion & Impact:Some of the findings showed that the Muslim girls believed that the U.S. history curriculum presents only American perspective and lacks multiple perspectives on historical events and race, ethnicity, religion, and the girls' status as immigrants influenced the Muslim girls' choice of topics in U.S. history courses
🔬Design:Research Article
📍Scope:2006 Verileri
⚙️Variables:Muslim female students · social studies education · critical race theory

Abstract

The qualitative study investigated Muslim female high school students' experiences in an American high school and their interpretation of the social studies curriculum, especially in U.S. history courses. This study took place in a high school where majority of the population was White American students but also included Muslim population in the Midwest in U.S. The research data were collected via participant observation and individual interviews between February 2006 and June 2006. Some of the findings showed that the Muslim girls believed that the U.S. history curriculum presents only American perspective and lacks multiple perspectives on historical events and race, ethnicity, religion, and the girls' status as immigrants influenced the Muslim girls' choice of topics in U.S. history courses

Özet

Bu nitel araştırmada Amerika Birleşik Devletleri’nde ABD lisede öğrenim gören Müslüman kız öğrencilerin okuldaki deneyimleri ve onların sosyal bilgiler ve Amerikan tarihi öğretim programlarına ilişkin düşünceleri incelenmiştir. Bu araştırma okul nüfusunun çoğunluğu beyaz Amerikalı öğrencilerden oluşan ancak Müslüman nüfusu da barındıran ABD’nin Orta Batı eyaletlerinden birinde bulunan bir lisede gerçekleştirilmiştir. Araştırmanın verileri, katılımcı gözlem ve bireysel görüşmeler yoluyla Şubat 2006 ile Haziran 2006 tarihleri arasında toplanmıştır. Araştırma bulgularına göre Müslüman kız öğrenciler, Amerikan tarihi öğretim programında yalnızca Amerikan bakış açısının var olduğunu belirtmişlerdir. Ayrıca, Müslüman kızların bu derslerde anlatılan tarihsel olaylarda çoklu bakış açılarına yer verilmediğine inandıkları görülmüştür. Göçmen statüleri ile onların ırk, etnik grup ve dini inançlarının Amerikan tarihi derslerinde ilgi gösterdikleri konuların seçiminde etkili olduğu da araştırmanın bulguları arasındadır.

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Cite This Article

GÜNEL, E., MERRYFİELD, M. (2016). Understanding Muslim Girls' Experiences in U.S.: Interpreting The Social Studies Courses and the Curriculum. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 17 - Sayı: 2, 627–648. https://ajindex.com/articles/263664

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