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

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.