Access Type
Open Access Embargo
Date of Award
January 2022
Degree Type
Dissertation
Degree Name
Ph.D.
Department
Educational Leadership and Policy
First Advisor
Ben P. Pogodzinski
Abstract
ABSTRACT Education is a human right and should be equal for everyone. Studies and reports indicate that some people, particularly ethnic minorities and immigrants who have migrated from their country of origin to other countries, suffer from educational inequities. The researchers tried to find the causes of this deficiency and how it could be resolved. Various problems have resulted in educational inequalities among immigrants and minorities, and various ways have been proposed to identify and address them. Cultural differences are among the barriers to educational achievement. Research on cultural capital started by Bourdieu (1970) was a key factor in finding out why educational inequality exists. For Bourdieu, modern culture is a class culture, characterized by socially organized symbolic differences between classes, which cause some to rise higher than others. According to the data, some immigrants who differ culturally from the culture of the host country are more advanced academically than other immigrants, even people from their host country. For example, Persian immigrants are one of the immigrants who succeed in post-secondary education. This qualitative research sought to determine the impact of culture on education; it focused on the cultural capital of Persian-American immigrants and the relations between Persian culture and their academic achievements. The research consisted of surveys and interviews with Persian immigrants from Michigan. The result of this study demonstrated that Persian cultural capital has a profound influence on educational achievement. The essential values that had remained in the memory of the Persians, in their books, in their traditions, and in their literature included: family values, identity, motivation, high expectations, a sense of competition, Persian literature, and epic. These values formed the Persian cultural capital and shaped their educational culture to be successful in American society. Persian American participants pointed out that the family played an extremely important role in shaping Persian identity and encouraged them to pursue higher education. Participants believed that it was a social norm to value education because, in Persian religion, language, literature, and tradition, education has a very high value. It also highlighted the importance of participants' habits, such as motivation, competition, and high educational expectations. Persian families have developed an interest in education since childhood, but when these interests have been well developed, the participants have made conscious choices and pursued their interests in an independent manner. The Persian immigrants retained their culture, but could adapt to American culture as well; the participants stated that the Iranians united with different ethnic groups and cultures. Therefore, after immigrating to the United States, they were able to work with different cultural groups. As a result, in rapidly changing situations, they are flexible, responsive, and productive and could be successful. Furthermore, participants noted that in Persian belief, humans have the power to remove all obstacles and break down all barriers. It is fundamental to the Sufi belief that man is part of God, as beloved, the unity of God in the creation and all creatures. Also, the research indicated that Persian epics, which are stories of heroes and sacrifices, have influenced Persian culture. In this research, the responses of interviewees indicated that Persian immigrants, who have preserved their cultural heritage for thousands of years, have managed to integrate into the receiving culture and pursue higher education.
Recommended Citation
Oveis, Mahin Shad, "Influence Of Culture On Higher Educational Success: Focus On The Culture Of Persian Immigrants In America" (2022). Wayne State University Dissertations. 3765.
https://digitalcommons.wayne.edu/oa_dissertations/3765