EXPATRIATE MIDDLE EASTERN MUSLIM MOTHERS’ STORIES ABOUT SEX EDUCATION IN U.S. SCHOOLS: COMMUNICATION PRIVACY CHALLENGES AND NARRATIVE TYPOLOGIES
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Abstract
This study examines the stories of expatriate Middle Eastern Muslim (EMEM) mothers in
the U.S. about how they talked with their children about the sexual education classes
offered in U.S. public schools. Three concepts from the Communication Privacy
Management theory (CPM; Petronio, 2002) were adapted to an interpretive narrative
perspective drawn on Frank's (2013) typology of narrative types. A total of 15 EMEM
mothers who had lived for more than one year in the U.S. were recruited in the study.
Qualitative data were collected through written stories and interviews, and supplemented
by the author's observations. All written stories and interviews were transcribed and
translated by the author. The use of friendship as a method, narrative reflexivity, and
insider status in working with the EMEM mothers' community are developed through the
author's field diary. Stories were coded for emergent themes and the themes were then
analyzed using the CPM concepts and narrative types. Findings showed that EMEM
mothers navigate privacy violations by reasserting commitments to cultural and religious
values but also by revising communication boundaries in order to talk with their children
about sexual safety and health. Further, all three of Frank's narrative types--restitution,
chaos, and quest--were evident in their stories and a fourth type--denial--was recognized.
EMEM mothers’ stories concerning their family privacy practices articulate cultural
values and differences between residential and origin communities and countries;
gendered mothering ideals and expectations; self-perceived religiosity; and multiple
contextualizing tensions. The study underlines the value of communication-focused
assistance to help EMEM mothers navigate these complexities, lead their families to
follow safe practices, and maintain family stability and well-being.