Loukia Sarroub, Ph.D. Associate Professor, Department of Teaching, Learning, and Teacher Education
Loukia Sarroub is interested in exploring language and literacy as cultural and sociological phenomena, wherein issues of ethnicity, language use, social class, gender, nationality and culture are highly politicized. She is also intrigued by how the discourse surrounding policy gets played out at all levels of schooling and how this influences agency among key players (e.g., students, parents, teachers and schools). Both interests have been informed by sociolinguistics and literacy studies, cultural anthropology, and sociology.
Sarroub has been working on an multi-year ethnographic project, "Literate success: American and refugee youth in and out of school." The purpose of this cross-cultural research is to examine cultural, language, and literacy practices that may either hinder or support the intellectual and social success of low SES students at home and school. She has conducted fieldwork in an Iraqi refugee community where she has explored students' literacy practices in and out of school. She is also examining how "reading" is taught at the high school level to accommodate both American students who struggle with literacy as well as ELL populations, such as the Iraqis and other refugees who are also struggling with literacy.
In 1997, Sarroub spent 26 months doing fieldwork in a Yemeni American community in Michigan. This research delves substantially into the literacy and discourse practices of secondary school students as well as migration and diversity issues of Arab Muslims and immigrants in the U.S. and Europe. She is particularly interested in how immigrant populations negotiate their home and school worlds successfully, and how schools and teachers accommodate them. Based on this fieldwork she published All American girls: Being Muslim in a public school (University of Pennsylvania Press, 2005).
Sarroub received her doctorate in education from Michigan State University and her bachelor’s in linguistics from the University of Chicago. She was an assistant professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison before moving to Nebraska in 2001 and was a visiting professor in the Graduate School of Education at UC-Berkeley.