Sociology, Department of

 

Department of Sociology: Dissertations, Theses, and Student Research

First Advisor

Regina Werum

Second Advisor

Julia McQuillan

Third Advisor

Seulki Kim

Date of this Version

8-2025

Document Type

Thesis

Citation

A thesis presented to the faculty of tThe Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Master of Arts

Major: Sociology

Under the supervision of Professors Regina Werum, Julia McQuillan, and Seulki Kim

Lincoln, Nebraska, August 2025

Comments

Copyright 2025, Michael Okyere. Used by permission

Abstract

This study examines educational attainment patterns among Middle Eastern and North African (MENA) adults in the United States, focusing on how nativity status, residential patterns, and gender shape these outcomes. Drawing on segmented assimilation and spatial assimilation theories, I analyze data from the 2018-2022 American Community Survey using ordered logistic regression models. Results indicate that educational attainment varies by gender, with MENA women consistently achieving higher education levels than men across all nativity groups, though this advantage varies considerably in magnitude between native-born and foreign-born subgroups. Residence in ethnic enclaves demonstrates a strong negative association with educational attainment among foreign-born MENA adults, while showing no significant effect for native-born individuals. Contrary to classic assimilation theories, longer duration of U.S. residence correlates with lower educational attainment among all foreign-born groups. Substantial variation exists by country of origin, with Iraqi immigrants exhibiting significantly lower educational attainment and Iranian immigrants showing higher attainment compared to Egyptians. These findings challenge linear models of immigrant integration and highlight how complex selection processes and historical contexts shape educational outcomes. The study highlights the heterogeneity within the MENA population's educational trajectories, supporting segmented assimilation theory's emphasis on diverse incorporation pathways.

Advisor: Regina Werum, Julia McQuillan, and Seulki Kim

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