Middle Eastern Adolescents' Social Identity, Experience Inclusion, and Perceived School Academic Culture: Implications for Adaptive School Policies and Practices - a University of Toledo grant


Aug 01, 2007


Jul 31, 2009
Funding Agency
Spencer Foundation

A mixed-methods study of two school districts with significant proportions of Middle Eastern (ME) adolescents examined their social identity, experiences of inclusion/exclusion, and perceptions of their school culture. Among the outcomes were suggestions about classroom practices leading to adaptive social and academic outcomes for ME students and their mainstream peers, and theoretical and methodological contributions to the relevant research literatures.

Primary Investigator(s)

Research Professor, Education, School of Education and Adjunct Professor of Psychology, College of Literature, Science, and the Arts

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