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dc.contributor.authorAkseer, Tabasum
dc.date.accessioned2012-10-12T14:30:03Z
dc.date.available2012-10-12T14:30:03Z
dc.date.issued2012-10-12
dc.identifier.urihttp://hdl.handle.net/10464/4127
dc.description.abstractThe following thesis provides an empirical case study in which a group of 6 first generation female Afghan Canadian youth is studied to determine their identity negotiation and development processes in everyday experiences. This process is investigated across different contexts of home, school, and the community. In terms of schooling experiences, 2 participants each are selected representing public, Islamic, and Catholic schools in Southern Ontario. This study employs feminist research methods and is analyzed through a convergence of critical race theory (critical race feminism), youth development theory, and feminist theory. Participant experiences reveal issues of racism, discrimination, and bias within schooling (public, Catholic) systems. Within these contexts, participants suppress their identities or are exposed to negative experiences based on their ethnic or religious identification. Students in Islamic schools experience support for a more positive ethnic and religious identity. Home and community provided nurturing contexts where participants are able to reaffirm and develop a positive overall identity.en_US
dc.publisherBrock Universityen_US
dc.subjectAfghan Canadian youthen_US
dc.subjectIdentity formationen_US
dc.subjectRacism - Ontarioen_US
dc.titleIdentity Formation and Negotiation of Afghan Female Youth in Ontarioen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
dc.embargo.termsNoneen_US


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