Chapter 5

Arab
Culture
By: Seidy, Veronica, Natalie, Sidney
Arabic: Language
and numbers

Arabian: historic
annotation

Arab: ethnicity
Origins
● Arab people come from the Middle East and northern Africa
-comprised of 22 countries (flags: Jordan, Lebanon, Palestine, and Syria)

● There are many differences between people from Arab countries

-do not make assumptions about any one!

● Arab region has a very young population

● Community is linguistic and cultural, rather than religious or racial

-not all Arabs are Muslim, they can follow whatever religion they want
StereoTyping
● Arabs are Stereotyped more than other races and have been targeted
more after 9/11
● Most of the time they are pulled aside at airports for extra searching
● https://www.huffingtonpost.com/entry/tsa-muslim-woman-bloodied-pad-
airport-screening_us_5b7da406e4b07295150f45e5
● Women wear a Hijab for a day
Stereotyping
● In movies arabs are mostly shown as a villain or terrorist for men and for
women they are usually shown as belly dancers or shown wearing a hijab.
● Stereotyped Arabs in Movies Article
Stereotyping
● The lighter the characters were the
more heroic they were but villains were
pictured as dark.
● This is showing young children that the
lighter someone is more favorable than
being dark because in the movie it is
associated with as bad.
● Stereotype Arab Movies Video
Cultural Characteristics
● Self Oriented, emotionally independent, and individual decisions were
some characteristics the book named and because of these traits they
may become competitive with others.
● Individualism is very important
● Things are based on goals and achieving the goals that are set.
 Gender
Gender roles differ

● Country of origin
● Rural vs. Urban origins
● How long family has been in U.S.

Important to ask about experiences and not assume!

 Gender
Traditional Culture

● Patriarchal (male dominated)

○ Father dominant authority
○ Brothers second in command
● Women's’ main roles in family
○ Wife
○ Mother
● Some countries (ex: Saudi Arabia) segregation
○ Work
○ School
○ Social settings
 Gender
“Double Jeopardy” in females

● Victimized by stereotypical images in media

○ Oppressed
○ Uneducated
■ “You have to clarify that it’s not the country or religion or whatever, you have to say
that it’s certain groups of people that try to oppress women.”
● Mango, O. (2012). Arab American Women Negotiating Identities. International Multilanguage
Research Journal,83-103.
● Feel obligated to fight media images in positive ways
○ https://qz.com/work/1181261/womens-march-leader-linda-sarsour-stop-telling-me-to-go-
back-to-my-country-im-from-brooklyn/
 Gender
Boys v. Girls

● Treated differently
● Discipline and child rearing gender specific
● Differential treatment not uncommon
 Gender
What we, as future educators, need to keep in mind:

● Equal treatment of boys and girls could be misunderstood

● Western norms may not have been adopted
○ No matter length of time in U.S.
● Every student and every family is different!
 Gender
Do not assume! Ask about experiences!

● “Open House” introduction to parents

● Important to keep an open door policy especially with parents!

Suggestions for demonstrating cultural sensitivity to Arab traditions in

gender?
 Socioeconomic Status
Household income varies

● Average income higher than national average

● Greater percentage below poverty level than US as a whole
○ 16% annual earning over $100,000
○ 10% annual earning between $75,000-$99,999
○ 15% annual earning between $50,000-$74,999
○ 24% annual earning between $30,000-$49,999
○ 35% annual earning less than $29,999
 Socioeconomic Status
Discrimination in workplace

● Hiring and Firing

● Promotions and Tenure
● Access to jobs and fields
● Exclusion, harassment, and hostility
 Socioeconomic Status
Affirmative action/other minority assistance programs

● Although they exist, some programs do not classify Arab-Americans as a

disadvantaged group
Family
● Familial collectivism
○ Arab culture is generally collective, in contrast
Western countries promote individualism.
● Place importance on education
○ Parents use education as a means to invest in their
children.
○ Education is seen as a social asset and religious duty.
● “Quran is the soul of Islam, family is the
body.”
Family Cont.
● Children are to rely on their family for
everything
○ Children are to find solutions within their family rather
than develop coping mechanisms.
● Separation from families is not encouraged.
○ Many people stay with their parents even after
marriage.
○ Unmarried women also live with their parents.
Family Cont.
● Shame and honor
○ Being a mainly collectivist culture can bring problems to the entire
family.
○ Arab family members aim to be on their best behavior because of
fear of shaming their families with their actions.
○ The fear of ruining a family’s shame and honor puts a bit of pressure
on parents to ensure they are able to find decent suitors for their
sons and daughters.
Family Cont.
● Arab families are generally patriarchal.
○ Father is generally the leader of the family.
○ Brothers are also able to have power in their families and
are able to exert control over their mothers and sisters.
○ Mothers have some power, but dominance by males is
usually established law in certain Arab countries.
○ This leads to major gender inequality in families, and in the
culture itself.
Family and Education
As future educators, we have to keep a few things in mind when it
comes to our Arab students.

● Arab American families from different countries vary in

religion, beliefs, culture and socioeconomic status.
● Arab students and families should take the lead in discussions
about school and other related issues.
● Harmony and family life is crucial.
● Become knowledgeable about Arab culture.
● Be sensitive when it comes to public criticism.
● Helping families transition and cope with language differences
and change of culture can lead to positive identity.
 Religion
Islam - Islam translates to “submission” which is derived from
the Arabic word meaning peace (salam).

● Monotheistic - Believes in Allah

● Prophet is Mohammed
● 5 Pillars of Islam
○ Oral testimony that there is only one God and that Mohammed is His
prophet.
○ Prayer 5 times a day with specific words and body postures.
○ The giving of alms
○ The strict fast of all food and liquids from sunrise to sundown during the
month of Ramadan.
○ The pilgrimage to Mecca that must be done once in a lifetime during a
specific time in the year.
Positions of prayer (ṣalāh - ‫)ﺻﻼه‬

Pilgrimage to Mecca (Hajj for men, Hajjah for women.)

Religion
● Arab ≠ Muslim
○ Distinguish culture and religion
○ Common misconception

Although Islam is one of the major religions for Arabs, Arab Americans practice other religions in the
United States.

● Christianity - 63%
● Muslim - 24%
● Other or no affiliation - 13%

Arab Americans can also practice Druze, Judaism, Hinduism as well.

Religion and Education
Religion may be an important part of many Arab Americans lives. As
educators, we must keep in mind the importance religion plays in our
students’ lives.

● Religious holidays or specific events such as Ramadan. This is the month

where Muslims fast from all food and liquids from sunrise to sunset.
● Religious priorities.
Language
● The Arabic Language is the most unifying characteristic of Arab Culture

● Admired due to its complexity

● Arab schools often teach more than one language

● Arab Americans often speak two or three languages

Fun fact: Arabic is #5 in top 10 languages spoken in the world (around 442
million people)
Language- The Basics
● Arabic Alphabet contains 28 letters
● Is written from right to left
-ex) arabic cibara
● Letters change their shape according to their position in a word

Salaam- Peace
Language- The Basics
Yes - Na’am

No - La

*Arabic words are either masculine or feminine

How are you? - ‘ezayek (F)

‘ezayak (M)
Benefits of Learning Arabic
● it may allow us to develop a stronger relationships and more effective
communication

● will encourage a better understanding of the Arab culture

● can help us explore valuable arabic knowledge in its original form

● Arab Americans have contributed greatly to the American experience by

participation in the arts and sciences
School & Achievement Levels
“Arab American learners and their cultures are often ignored.”

Because of this, there is not enough data to provide academic achievement

levels

Schools have little information about the culture, learning styles, and school
experiences of Arab Americans
School & Achievement Levels
● Teachers should help all of their students develop a positive cultural
identity and self concept

● Self Concept: An idea of the self constructed from the beliefs one holds
about oneself and the responses of others

● Teachers can enhance feelings of pride by learning about Arab

contributions in education fields such as algebra, linguistics, science, art,
astrology, and architecture.

● Unteach myths, false images, and stereotypes of Arab Americans

School & Achievement Levels
Ways in which a school might respond to an influx of
Arab American Leaners

Schools might be unprepared for an event like this to

occur, although it is highly plausible seeing that Arab
American population keeps on growing

Teachers should increase collective learning, as some

Arab Americans tend to work better in groups.

Admins should hire Arab speaking teachers/tutors

Resources
● https://www.teachingforchange.org/wp-content/uploads/2012/08/ec_arabstereotypes_english.pdf
● http://www.bbc.com/culture/story/20170714-the-aladdin-controversy-disney-cant-escape
● https://d3n8a8pro7vhmx.cloudfront.net/aai/pages/9843/attachments/original/1432919063/quickfacts.pdf?1432919063
● http://www.arabic-course.com/arabic-alphabet.html