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Exploring the Educational Experiences of Gifted Muslim Women at High School in Canada Open Access


Other title
Culturally and ethnically diverse learners
Educational experiences in high school
Gifted Muslim women
Type of item
Degree grantor
University of Alberta
Author or creator
Stafiej, Shannon T
Supervisor and department
Johnston, Ingrid (Secondary Education)
Buck, George (Educational Psychology)
Examining committee member and department
Yohani, Sophie (Educational Psychology)
Department of Educational Psychology
Special Education
Date accepted
Graduation date
Master of Education
Degree level
Despite having examined the relationship between gifted students’ educational accomplishments and their cultural backgrounds, research has yet to explore the educational experiences of gifted Muslim women living in Western countries (e.g., Al-Lawati & Hunsaker, 2007; Cole & Ahmadi, 2010). To address this gap, this study employed phenomenological inquiry to explore gifted Muslim women’s curricular and socio-educational experiences at public high schools in Canada. Semi-structured in-depth interviews were performed with three purposefully-sampled gifted Muslim women between the ages of 21-24 at the University of Alberta. Inductive analyses revealed the following eight overarching themes regarding the participants’ high school experiences (a) curricular shortcomings; (b) influences of instructional interactions; (c) diversity’s impact; (e) obligatory extracurricular participation; (f) peer interactions as strained; (g) family as a beacon of knowledge and; (h) urgency for change. Implications for educators in the area of curriculum development, teacher training programs and cultural representation in schools are discussed.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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