@article{education2018636,
author={{Bertran, Elizabeth A. and Pinelli, Nicole R. and Masri, Dana El and Sills, Stephen J. and Jaber, Linda},
title={Self-Disclosure among Men and Women of Arab Descent: Implications for Group-Based Health Education},
journal={American Journal of Educational Research},
volume={6},
number={3},
pages={196--200},
year={2018},
url={http://pubs.sciepub.com/education/6/3/6},
issn={2327-6150},
abstract={Arab American gender norms may affect female participation in group-delivered health education settings. Our objective was to examine gender-specific participation in Arab American group interactions. This study was conducted to inform the necessity of gender-specific groups in a subsequent diabetes prevention intervention. Self-identified Arabs or Arab Americans ¡Ý 30 years and without diabetes were randomly recruited. Participants were randomly assigned to male-only, female-only, or mixed-gender focus groups. A trained Arabic-speaking moderator facilitated 90-minute sessions using a standardized guide. Interviews were digitally recorded and transcribed verbatim. A self-disclosure survey immediately followed sessions. Turn-taking, verbosity, and survey responses were compared between males and females in gender-specific and mixed-gender group settings. Twenty-nine individuals participated: male-only (8), female-only (12), and mixed-gender (9). Males took more turns and spoke with more utterances than females during gender-specific and mixed-gender groups. Fewer men reported keeping comments to themselves relative to women. Group-formatted educational interventions in Arab Americans should take self-disclosure into consideration and efforts should be made to identify females who prefer participating in a gender-specific group.},
doi={10.12691/education-6-3-6}
publisher={Science and Education Publishing}
}