The United States is among the most culturally diverse countries in the world, with newcomers coming from cultural backgrounds unique from mainstream American society (Boehm, 2009). As a result, American public educators are facing a momentous challenge in meeting the educational needs of students from unique cultural groups. Some of the students currently in the American public education system are members of distinctly non-Western religious groups. This study involved a critical look at religion and, specifically, how the Sikh religion can impact the public education experience of Sikh students. The purpose of this study was to add to the existing body of literature which has been developed to help public educators (and other institutions serving the public) gain critical insider information about the cultural minority groups they serve. In doing so, this study modeled a three-prong qualitative approach which involved the analysis of publicly available archival data, conducting interviews, and administering surveys. All of this was done in an effort to examine the Sikh students of Merced County, specifically those who attend the Merced Union High School District (MUHSD). In part, the findings of this study reveal the Sikh students represented in this study, occupy a place of cultural in-between-ness. The participants voiced their determination to successfully navigate both traditional Sikh culture and American mainstream youth culture.
|Advisor:||Jesus, Ramon Vega de|
|Commitee:||Flores, Juan, Sayers, Dennis|
|School:||California State University, Stanislaus|
|School Location:||United States -- California|
|Source:||DAI-A 72/04, Dissertation Abstracts International|
|Subjects:||Cultural anthropology, Multicultural Education, Ethnic studies|
|Keywords:||Cultural, Cultural proficiency, Education, High school, Proficiency, Sikh, Students|
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