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This capstone focuses on how Somali student and native English speaking (NES) teacher perceptions of gender potentially impact learning in the adult ESL classroom. Data were collected from students in the form of surveys, journal writing and interviews and among teachers in surveys and written responses to emailed writing prompts. Data were analyzed and themes were identified among both student and teacher data. This study found that gender possesses the potential to impact learning in the classroom, although its potential seems to be changing as students develop through the dynamic acculturation process. Students who were lower-level ESL and newer to the US with less formal schooling in their education histories were seen as more likely to have issues with cooperative learning strategies and teacher credibility than higher-level ESL students with histories of more formal schooling and time spent in the US.