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Exploring the Educational Experiences of Gifted Muslim Women at High School in Canada
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- Author / Creator
- Stafiej, Shannon T
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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.
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- Graduation date
- Fall 2012
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- Type of Item
- Thesis
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- Degree
- Master of Education
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- License
- This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.