Intricacies of School Relationships and the Well-Being of Arab American Youth: Implications for School Psychologists

Abstract

The purpose of this study was to explore the symbolic interaction theory in a sample of Arab American adolescents. Four areas of self-concept were investigated in relation to school environment, including perceived discrimination and social supports. Sixty-one Arab American adolescents (28 males and 33 females) between the ages of 12 and 18 years participated in this survey research study. Participants completed a discrimination questionnaire, the Self-Perception Profile for Adolescents to measure self-concept, and the Social Support Scale for Children to assess perceived social supports. Results were consistent with the symbolic interaction theory in various aspects. Classmate support was significantly related to all domains of self-concept, including physical appearance, athletic competence, behavioral conduct, and close friendship; however, teacher support was only significantly related to behavioral conduct. Experience with discrimination was significantly related to negative perceptions of physical appearance. Implications for school practitioners are discussed as well as directions for future research.