Towards a "Generic" Social and Academic Handbook for Saudi Arabian Female Students Studying Abroad by Suad Abdullah Kurayra Bachelor Degree in English Linguistics and Translation, Umm Alqura University, 2009 PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS IN EDUCATION IN MULTI-DISCIPLINARY LEADERSHIP UNIVERSITY OF NORTHERN BRITISH COLUMBIA April 2015 © Suad Abdullah Kurayra , 2015 UNIVERSITY of NORTHERN BRITISH COLUMBIA UBRARY Prince George, B.C. AHANDBOOKFORSAUDIWOMEN 11 Acknowledgement I am really speechless in regards to whom I show my gratitude. At the beginning, a special thanks to King Abdullah who passed away few weeks ago and without his program, I would not be here in Canada finishing my graduate study. The efforts of the ministry of the higher education as represented by Saudi Arabian Cultural Bureau in Ottawa are highly appreciated for their support, trust and care. Also, many thanks to Dr. Peter MacMillan and Tina Fraser for their constant care and support throughout the program. As their efforts are countless so my thanks are limitless. I am grateful to my husband who has been assisting me and providing all kinds of supports through the whole journey. Without him, I would not be here in Canada in the first place. His sincere and support are unforgettable and I believe I owe him years of foreignness. Also, to my kids who I was busy most of the times, I promise I will make it up for you. Lastly and more importantly, I dedicate my whole success not only academically to those who raised me. To my father Abdullah, who passed away in 2013, and did not get the chance to say goodbye before he left. I owe him my life, as he was the oldest and the main motivator to move on. My father was my inspiration to seek the highest education and such an encouragement to never get enough of learning. To my mother Zamzam who was crying every time she talks to me or every time I leave the country. I appreciate her tears and I hope I can make it up for her. A HANDBOOK FOR SAUDI WOMEN lll Abstract My research aimed to develop a handbook that assists females from Saudi Arabia who are studying or consider studying abroad in the King's program. Currently, there is a lack of social and academic preparation for these women. Therefore, strikethrough moving from inside the kingdom of Saudi Arabia to other countries make the integration very difficult for Saudi Arabian female students. Women students would benefit from reading the experiences of others. Using the phenomenological approach, I conducted interviews with four Saudi women who have studied or currently studying abroad. I used their knowledge andtheir experiences to design a handbook to help prepare other Saudi women for the challenges of international education. The result is the handbook in both English and Arabic. I am hoping this project will also help Western postsecondary instructors understand the cultural adjustments experienced by their female Saudi students. AHANDBOOKFORSAUDIWOMEN IV List of Figures Figure 1 Location of Saudi Arabia 6 Figure 2 King Abdullah Al Saud 7 AHANDBOOKFORSAUDIWOMEN v Table of Contents Acknowledgement ............................................................................................................. ii Abstract. ............................................................................................................................ iii List of Figures ................................................................................................................... iv Glossary .......................................................................................................................... viii Chapter 1: International Education and Saudi Arabian Female Students ................. 1 Purpose of the Study ..................................................................................................... 1 Organization of the Research ...................................................................................... 3 Research Questions ....................................................................................................... 4 Personal Connection to the Proposed Project ............................................................ 4 The Context of Women's Education in Saudi Arabia ............................................... 6 Geography ................................................................................................................... 6 History ......................................................................................................................... 7 Ethnocentrism and Family Centralization ............................................................... 10 Chapter Summary ...................................................................................................... 13 Chapter 2: Literature Review ........................................................................................ 14 King Abdullah Scholarship Program: An Overview Since 2005 ............................ 14 Vision and Mission ................................................................................................... 16 The Role of the Ministry of Higher Education ......................................................... 16 The Role of the Saudi Arabian Cultural Bureau ....................................................... 18 Women and the King's Program ............................................................................... 18 Preparing Saudi Arabian Female Students for International Education ............. 20 Why Study the Experiences of Women .................................................................... 22 AHANDBOOKFORSAUDIWOMEN Vl Chapter Summary ...................................................................................................... 23 Chapter 3: Research Method ......................................................................................... 24 Rationale of the Method ............................................................................................. 24 Qualitative Research ................................................................................................... 25 Phenomenological Framework .................................................................................. 26 Research Process ....................................................................................................... 28 Purposive Sampling .................................................................................................. 28 Remote Interviewing ................................................................................................. 28 Structured or Standardized Interviews ...................................................................... 29 Ethical Considerations ................................................................................................ 30 Data Collection ......................................................................................................... 31 Data Analysis ............................................................................................................ 32 Data Application: Handbook Design ........................................................................ 33 The Process of Designing the Handbook. ................................................................. 34 Chapter Summary ...................................................................................................... 34 Chapter 4: Data Analysis ............................................................................................... 35 Analyzing Qualitative Data ........................................................................................ 35 Phenomenological Analysis ...................................................................................... 36 Meaning Units from Structured Interviews ............................................................. 37 1- CulturaVReligious Freedom ................................................................................. 38 2- Supporting Systems .............................................................................................. 40 3- Muslim's Women Hijab ....................................................................................... 42 4- Safety and Security ............................................................................................... 43 AHANDBOOKFORSAUDIWOMEN Vll 5- Improved Educational Opportunities .................................................................... 44 6- Language Barriers ................................................................................................. 44 7- Co-Education versus Female Centered Education ............................................... 46 Concluding Comments ............................................................................................... 46 Why the Seven Meaning Unites . .............................................................................. 46 Chapter Summary ...................................................................................................... 48 Chapter 5: Handbook for Saudi Females Studying Abroad ....................................... 49 Introduction ................................................................................................................. 49 1- Cultural/Religious Freedom ................................................................................. 50 2- Supporting Systems .............................................................................................. 51 3- Muslim's Women Hijab ....................................................................................... 54 4- Safety and Security ............................................................................................... 54 5- Improved Educational Opportunities .................................................................... 55 6- Language Barriers ................................................................................................. 56 7- Co-Education versus Female Centered Education ............................................... 56 Conclusion ....................................................................................................................... 58 References ........................................................................................................................ 59 Appendix A ........................................................................................................................ 1 Appendix B ........................................................................................................................ 1 Appendix C ........................................................................................................................ 4 Appendix D ........................................................................................................................ 6 AHANDBOOKFORSAUDIWOMEN Vlll Glossary Culture shock The negative physical and psychological effects international students often feel when encountering the host culture for the first time (Hall, 2013). Ethnocentrism The making of judgments based on the criteria of one's cultural groups by applying those criteriato judgethe behaviors and beliefs of people from different cultural backgrounds (Zikargae, 2013). Hadith An item of news, conversation, a tale, a story or a report that refers to the actions and sayings of the prophet Muhammad (Philips, 2007). Muhram A man that a woman is permanently prohibited to marry due to his close blood relationship, such as a father, a brother, uncle, or an elder son or nephew after he has reached puberty. A muhram can also be the woman's husband (Al Sheha, 2000). Q'uran The holy book of the religion of Islam that informs not only the religious AHANDBOOKFORSAUDIWOMEN IX lives of the majority of individuals from Saudi Arabia but is also the major inspiration for the governmental system, laws, and cultural practices of the Kingdom( Hall, 2013). Saudi Arabian Cultural Bureau SACB The Saudi Arabian Cultural Bureau in Canada is an administrative and financial extension of the Ministry of Higher Education in Saudi Arabia (Ministry of Higher Education, 2013). Shari'ah Shari'ah refers to the body of Islamic law. It serves as a guideline for all legal matters in Saudi Arabia. In the Shari'ah, and therefore in Saudi Arabia, there is no difference between the sacred and the secular aspects of society. Royal Embassy of Saudi Arabia in Washington, 20 15) AHANDBOOKFORSAUDIWOMEN Chapter 1: International Education and Saudi Arabian Female Students I remember the challenges I faced when I first came to Canada in 2010, as a female student from Saudi Arabia studying abroad with the support of the King Abdullah Scholarship Program (KASP).I was not aware that I would be studying with males for the first time in my life. Although I used to be very argumentative and active in my all- female classes, I foundit difficult even to talk in the presence of men, which changed how I interacted in the classroom. The situation was mademore complex because! was recently married. I traveled to Canada accompanied by a new husband as my caretaker, or 'Muhram'. My husband was alsouncomfortable and embarrassed for me to be in the company of men and I also had similar feelings as a result of the unfamiliar situation. Unfortunately, this gender related issue caused confrontations. While we worked through these issues, it was very challenging to meet the expectations of the academic world in Canada and the cultural world of Saudi Arabia. Therefore, I believe that more information about the challenges and cultural differences would have made it much easier for us to enjoy and benefit from the travel experience and our new relationship. While my husband and I adjusted to the new circumstances and trust was built, this may not be the experience of every Saudi female. Purpose of the Study The purpose of the project was I wanted to develop a handbook for female international students from Saudi Arabia. The handbookis designed to provide information about the experiences of other women. This information would act as 'assistance' to Saudi womenpreparing to study abroad with the King Abdullah