Arabic Teacher

Hasan A. Yahya, Professor of Sociology

Several studies show the negative stereotypes, racism, discrimination and misinformation about the history and Arab culture. Arab and Muslim American students from the Middle East face this kind of disinformation daily through the media, peer groups program content, and teachers.

The results of research, Arab Americans in U.S. schools represent more than 20 countries in the Middle East and North Africa. They share common symptoms of immigrant groups who seek to integrate in a heterogeneous country. (Jackson, 1995) The challenges they face in their daily lives include stereotypes, racism and discrimination, especially when they are Muslims. (Yahya, 1991).

Teachers in many schools have begun to recognize these problems and resolve them. In some communities, especially in Michigan and California, where the majority of Arabs and Muslims reside, the parents begin to communicate with teachers and administrators to develop strategies and materials for a successful integration with American society . But many schools in other states where Arab and Muslim Americans are a minority does not recognize the Arab culture and history and do not stand to counter stereotypes Arabs (Suleiman, 1996). Some organizations and communities to compile a list of bibliographies for the Arab and Muslim history, holidays and customs. American-Arab Anti-Discrimination Committee (ADC) issued a major Middle East bibliography for educators and is a guide to helping Arab parents serve as a resource for teachers (ADC, 1993a). Administrators and teachers can correct erroneous information when confronted with it, like the popular myths that all Arabs are "... wealthy ... barbaric and backward, and ... have harems" ( Farquharson, 1988, Yahya, 1991). They can help students understand that Arab Americans should not be held personally responsible for events in the Middle East, and allow students to express their opinions and help them understand why such judgments are inaccurate and pests (CDA, 1997). Another source is the American Forum for Global Education has produced an extensive bibliography of materials on Arab history that can be used by the program designers (Kelahan & Penn, 1996), and the Arab World and Islamic Resources and School Services has published a great book for high school teachers to use as a basis for a multifaceted program. (Shabba, 1998)

Knowledge of Arabic and Islamic culture to help educators ensure that girls are not ridiculed for their head covering, and can not schedule tests on major Islamic holidays, especially in Ramadan when fasting occurs. They can allow students to return to the library instead of the cafeteria. The Council on American-Islamic Relations (1997) according to the federal law that allows students to organize prayer services, therefore, schools should accommodate such requests from Muslims. Muslims ten years ago, even before 9 / 11, across the country were schools petition labeling of food containing pig products cafeteria, and some schools are already doing so (Zehr, 1999).

Elimination of prejudice and discrimination in recent years has become more difficult, when political events involve Arabs, or even speculated to involve them. Educators must be prepared to respond to possible harassment of Arab students in America report resulting from bad news, and the use of school policies against hate crimes and discrimination, as appropriate (Suleiman 1996).

Staff development schools can provide training and professional development available to their staff accurate resource materials on the Middle East, Islam, the various Arab groups in the United States, and the nature and extent anti-Arab sentiment. Middle East organizations and centers in local colleges offer schools a range of services, including training, invitations to visit MB