Cultural Opportunities for Working with Middle Eastern Children
M
| AHOU VAZIRI LINE, PHD, LPC, RPT, CSC, CCPT-S, NCC
iddle Eastern children are often subject to invisibility and misunderstanding (Abuelezam et al., 2018;
Line, 2022). This population serves as a “group that both exists in the et al., 2018, p. 2). Middle Eastern Americans are instructed to identify for Education Statistics does not consider Middle Eastern Americans their own ethnic minority group (Goforth et al., 2017). This lack of and reduces opportunities through research and policy (Khouri, 2016). Middle Eastern Americans have been referred to as the Enein (2010) state that Middle Eastern Americans are potentially one of the “least studied ethnic groups in the United States in terms of
Understanding the Middle Eastern Population herself as being from or having ancestral ties to the predominantly
22 | PLAYTHERAPY
of present-day Arab Americans identify as Muslim (Tehranian, 2009). Marvasti and McKinney (2004) state that though this population is a distinct ethnic category, Middle Eastern Americans come from “multiple racial, linguistic, religious, and geographical backgrounds from Iran, Pakistan, or Turkey, do not consider themselves Arabic (Marvasti & McKinney, 2004). Though Middle Eastern Americans are (Hakim & Branscombe, 2023). Thus, it is paramount to ask questions rather than make assumptions when working with this group.
Discrimination and Stereotypes Middle Eastern Children Face Middle Eastern children and their families are often targets of discrimination especially after the historic 9/11 attacks (Abuelezam et al., 2018; Erickson & Al-Timimi, 2004; Goforth et al., 2017). Hate crimes and discrimination against Middle Eastern Americans may be a product of global crises such as the ones we are currently experiencing. Arab Muslim Americans report that they fear for their safety following terrorist attacks or negative portrayals of their
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