Abstract
The purpose of this thesis was to explore how family dynamics and the school experience impact the identity development of Arab American youth. Nearly 3.7 million Arabs are living across the United States, but after the attacks of September 11th the levels of discrimination have only risen within the past 20 years in different spaces. Through this phenomenological qualitative case study, six Arab American identifying young people were interviewed to reflect on their experiences in the family unit and school spaces. The interviews were analyzed through inductive analysis and Bronfenbrenner’s ecological model of social theory, and the impact of these two spaces on the individual identity was discussed. Recommendations for culturally competent and updated classroom curriculum, as well as professional development for teachers and administrators were provided.