Four Women: Saudi Scholarship, Intensive English Programs and Self-Authoring

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Malcolm, J. (2017). Four Women: Saudi Scholarship, Intensive English Programs and Self-Authoring. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This participatory qualitative inquiry explored the shifting subjectivities of three women from Saudi Arabia, as they pursued tertiary education in the United States through benefit of the King Abdullah Scholarship Program. Informed by a Vygotskian theoretical framework for understanding the construction of identity (Holland, Lachicotte, Skinner, & Cain, 1998), the study examined the lived experiences of these scholars. Data analysis revealed a wide variety of tensions that arose as they struggled to learn enough academic English to pass the TOEFL exam and enter the university. These tensions included loneliness of "living" in the United States and Saudi Arabia, but not truly being in either 100%, financial struggles which resulted from the loss of the scholarship and, finally, acquiring academic English language. Implications for practice and research highlight further examination of support for this population.

Details
Author

Malcolm, Jeanne

Title

Four Women: Saudi Scholarship, Intensive English Programs and Self-Authoring

Physical Description

1 online resource (128 pages) : PDF

Date

2017

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This participatory qualitative inquiry explored the shifting subjectivities of three women from Saudi Arabia, as they pursued tertiary education in the United States through benefit of the King Abdullah Scholarship Program. Informed by a Vygotskian theoretical framework for understanding the construction of identity (Holland, Lachicotte, Skinner, & Cain, 1998), the study examined the lived experiences of these scholars. Data analysis revealed a wide variety of tensions that arose as they struggled to learn enough academic English to pass the TOEFL exam and enter the university. These tensions included loneliness of "living" in the United States and Saudi Arabia, but not truly being in either 100%, financial struggles which resulted from the loss of the scholarship and, finally, acquiring academic English language. Implications for practice and research highlight further examination of support for this population.

Genre

doctoral dissertations

Subjects--Topics

English language--Study and teaching--Foreign speakers

Degree

Ph.D.

Keywords

Higher-Education
Identity
Saudi Arabia
Self-Authroing

Subject Area

Curriculum & Instruction

Advisor(s)

Salas, Spencer

Committee Members

Mraz, Maryann
Murray, Elizabeth
Schmedake, Thomas

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2017.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Malcolm_uncc_0694D_11542

Permalink

http://hdl.handle.net/20.500.13093/etd:1199