Abstract

Known for their ability to thrive amidst adversity, cedar trees are the national emblem of Lebanon and a fitting image for Lebanese American immigrant perseverance. Unfortunately, there is a lack of academic research articles regarding the obstacles and opportunities faced by this community. To remedy this oversight, this paper details important background information about Lebanese American immigration and the powerful roles of entrepreneurship as well as family life for this demographic. In addition, this paper confronts one of the major obstacles facing Lebanese American immigrants: racism. To address this issue, three critical solutions are outlined. They include relevant education-based resources, government interventions, and non-governmental organization business sector support structures. When combined, these tools can effectively empower Lebanese American immigrants on a nationwide scale.

Introduction

Background Information about Lebanese American Immigration

There is no single term that includes all Americans of Middle Eastern, West Asian, or North African heritage. Nevertheless, the U.S. Census Bureau and other government organizations use the phrase “Arab Americans” as their official category. “While they were not profiled in the 2010 Census, nor…in 2020, Arabs were estimated at 1.7 million (0.5 per cent) in the 2010 American Community Survey on ancestry, including …Egyptian 190,000, Iraqi 106,000, Jordanian 62,000, Lebanese 502,000, Moroccan 82,000, Palestinian 93,000, Syrian 148,200, and Other Arab 224,000. In addition, the 2010 survey estimated there to be 464,000 Iranian, 475,000 Armenian, 107,000 Assyrian/Chaldean/Syriac and 195,000 Turkish” (Minority Rights Group International Staff Writers). Over the past decade, these statistics have drastically increased. For example, recent estimates indicate that “Some 3.7 million Americans trace their roots back to an Arab country” (Wintersmith). Lebanese Americans tend to be the largest group among all Arab Americans, with recent estimates exceeding 508,000 people (U.S. Census Bureau Staff Writers).

Despite having generally similar histories of immigration and reception in the U.S., Arab Americans’ origins, beliefs, languages, and cultures can vary widely among and within each group. This is particularly true of Lebanese Americans because they form a broad multicultural network. The phrase “Lebanese Americans” will be used throughout this paper to refer to Lebanese immigrants in the U.S. and their descendents who choose to identify with their heritage in some way. This paper does not intend to minimize the fact that there are many Americans of Lebanese ancestry who do not strongly identify with that ethnicity. In accord with the perspective of Lebanese American researcher Anna Nassif, “I recognize [‘Lebanese American’] as an imperfect term because it imposes a label on people that is not always used by people to identify themselves. However, I use it in the hopes of clarifying my argument” (Nassiff).

The top five states where Lebanese Americans reside (in descending order) include Michigan, California, Ohio, Florida, and Massachusetts (Arab American Institute Staff Writers). Although not ranked among these top five locations, it is notable to mention that Brooklyn, New York has one of the oldest Lebanese populations in America. The Lebanese American presence in this borough is over a century old (Kayal et al. 11). In fact, Brooklyn holds a significant spiritual prominence for many people who are part of this demographic. This is because there is a Maronite Cathedral that serves as a hub for one of two Maronite Lebanese eparchies in the entire country (Kayal et al. 85).

Lebanon has experienced many waves of migration and emigration throughout its history. “It is important to note that no official statistics on migration in Lebanon are available. More remarkable is the fact that no official census of the Lebanese population has been conducted since 1943, the year in which Lebanon gained political independence from France” (Tabar 5). Fortunately, there are some alternative ways to gather such information as accurately as possible. Statistics regarding recent Lebanese migration and emigration can be inferred from several sources such as independent research studies and census data from destination countries. 

Despite the lack of data in Lebanon regarding this issue, it is clear that many Lebanese citizens have traveled overseas in search of better lives for more than one and a half centuries. “This is largely the result of a combination of lopsided economic development and undemocratic communal politics. In addition, Lebanon’s geographic location, in a region ridden with national and international conflicts, has contributed to emigration throughout history” (Tabar 2). For the purposes of this paper, however, an emphasis will be placed on large-scale Lebanese immigration to the U.S. from the late 1800s onward. During this time period, many Lebanese emigrants seemed to have been inspired to move by the prospect of achieving an enhanced quality of life in the U.S. for them and their families. 

These emigrants were generally “...inspired by tales of American freedom and equality that were told by American missionaries (doctors and teachers). Also, the world fairs that took place in Philadelphia (1876), Chicago (1893), and St. Louis (1904) exposed participating Greater Syrians to Americans and American society” (Hajar and Jones). For many Lebanese emigrants, a combination of economic ambition and seeking better lives for their families were key motivating factors that spurred their desire to relocate to America. “For many Lebanese families, having a son or daughter in America became a visible mark of status. Young men were the first to emigrate, followed by young women and later wives and entire families” (Hajar and Jones).

Lebanese American Immigrant Entrepreneurship and Family Life

Entrepreneurship is a fundamental characteristic of Lebanese immigration around the world. Specifically, it has played a substantial role in Lebanese assimilation into the fabric of U.S. society. “Some of the earliest literature on the Lebanese in the U.S. is on the role of peddling in Syrian-Lebanese assimilation…Peddlers were essentially traveling salespeople” (Nassiff). It seems that the extensive amount of independence that peddling provided these people was preferable to working in factories for generally lower wages. “It not only required little capital or knowledge of English, but also allowed for independence from employers” (Nassiff). Overall, these first-wave peddlers are often considered to be precursors to contemporary Lebanese American entrepreneurs.  

The family and life of Lebanese American entrepreneur Richard Kabbany illustrate this trend. “After leaving war-torn Lebanon to seek better opportunities for their family, Kabbany’s parents…relocated to San Diego, where today several of the children are entrepreneurs — creating jobs and business income in the community” (New American Economy Staff Writers). To further illustrate the central role of entrepreneurship in Lebanese culture, Kabbany’s siblings launched a social entrepreneurship nonprofit organization. Speaking to this trend, Kabbany explains: “In Lebanon, people don’t rely on the government as much. They’re more independent…If there’s a need, then there’s an entrepreneur creating a service for it. That is just the way it is.”  (New American Economy Staff Writers).

Over time, entrepreneurship became a major vehicle through which Lebanese Americans achieved economic assimilation while maintaining some aspects of their heritage. “Economic gain allowed the Lebanese to assimilate into a white middle class. That is to say, entrepreneurship was as much a part of processes of Lebanese American assimilation as it was a tool to maintain and reinvent ethnic identity” (Nassiff). A recent study of Lebanese American entrepreneurs was conducted in Minneapolis and Saint Paul, Minnesota and entailed an analysis of multiple different businesses. “For some, the family business has been a vein of passing down Lebanese (or Lebanese American) culture” (Nassiff).

Family life is another prominent theme that is essential to the formation of a Lebanese American identity. “To this day, familial closeness remains a cornerstone of what many Lebanese Americans identify as ‘Lebanese’…Familial closeness not only strengthens sense of Lebanese [entrepreneurship], but…parents’ and grandparents’ emphasis on Lebanese identity can be used to promote familial closeness and assert a degree of control over the choices of their children” (Nassiff). From this perspective, Lebanese identity in the U.S. combines a strong sense of family relationships with economic independence. Interestingly, the combination of such independence and familial devotion in understanding what it means to be Lebanese American may not be inherent traits. Instead, they may be more accurately viewed as “…a piece of the cultural memory [that] Lebanese and their descendants in the United States have created in forming a Lebanese American identity” (Nassiff).

Regardless of whether or not independence and familial devotion are inherent traits, it is clear that these combined forces have been transformative for this community. These tendencies have enabled Lebanese Americans to be successful in “…shaping the space around them, in resisting certain cultural aspects of assimilation, and in gaining economic capital that would allow them to be accepted as American without having to fully shed their ethnic identities” (Nassiff). Both strong familial interconnectedness and entrepreneurship combine to help Lebanese American immigrants forge social networks that fuel their success. “If this is the case, Lebanese ethnic entrepreneurship is a critical piece of the network between people of Lebanese origin in the U.S., contributing to the formation of a Lebanese and American identity. The Lebanese ethnic entrepreneurship network also enabled Lebanese immigrants and their descendants to assimilate ‘upward’ into the American middle class” (Nassiff).

Racism: An Obstacle To Success

One of the major impediments that can disenfranchise Lebanese American entrepreneurs is racism. In the U.S., race tends to be a political concern. It is usually “…based less in science and more on perception…The U.S. Census sets the standard for how race is perceived and counted in the United States” (Nassiff). Lebanese Americans do not seem to easily conform to such established racial standards. Indeed, four essential paradoxes often emerge with respect to racial classifications of Lebanese Americans and their nationwide descendants. One paradox is based on the fact that Lebanon may have diverse racial compositions among its citizens. Nevertheless, Lebanon and other countries throughout the Middle East are often represented as homogenous by the U.S. media. 

Another paradox is that Lebanese Americans tend to be racialized by the U.S. media both as White and as non-White. A third paradox is that “Arab-Americans are more strongly racialized by religion (e.g., Christian or Muslim) rather than by appearance; and [a fourth paradox is] that Arab countries use religion as a marker of difference, and the U.S. uses race” (Nassiff). In light of these paradoxes, whether Lebanese Americans self-identify as Arab or not may be irrelevant to the levels of racism that they encounter from others. This may be primarily because “…overarching American understandings of Arab as Muslim and homogenous [categorizations]...” (Nassiff) may promote racist attitudes towards Lebanese Americans.

Throughout U.S. history, Lebanese Americans have encountered many of the same race-related issues as other Americans from Middle-Eastern countries. “They have often been the victims of negative stereotyping, especially in films, theater, books, and cartoons. Lebanese Americans have also experienced anti-Arab sentiments in American politics” (Hajar and Jones). Television shows and movies often leave the American public with a generally negative impression of Lebanese Americans (Wingfield and Karaman). Unfortunately, educators and anti-racism organizations throughout the U.S. have not sufficiently addressed this bias. “Educators who have not yet been alerted to this issue and are unaware of the potential harm being done are themselves part of the problem. Despite the multicultural philosophy that currently prevails in American education…many teachers and the public at large are not yet sufficiently sensitized to the problem of anti-Arab…stereotyping” (Wingfield and Karaman). 

Culturally pluralistic articles, books, and educational modules frequently address the histories of African American, Hispanic, Native American, and Asian/Pacific American cultures within the U.S. school system. Unfortunately, the rich culture of Lebanese Americans and that of Americans from other Middle Eastern countries tend to be overlooked. One educator in Fairfax County, Virginia noticed this trend and issued insightful commentary about it. The educator stated that, “The kids from the Middle East are the lost sheep in the school system. They fall through the cracks in our categories” (Wingfield and Karaman). 

This educator’s observation was supported by subsequent research. In fact, The Middle East Studies Association (MESA) and the Middle East Outreach Council (MEOC) have conducted an in-depth analysis of geography and history textbooks found in many classrooms across the country. These researchers discovered “…‘an over portrayal of deserts, camels and nomads’ in the chapters on the Middle East. Even some well-intentioned teachers use the Bedouin image as somehow typifying ‘Arab culture.’ In fact, only about 2% of Arabs are traditional Bedouin, and today there are probably more Arab engineers and computer operators than desert dwellers” (Wingfield and Karaman). These findings suggest that many American textbooks tend to be inaccurate and biased.

The terrorist attacks on September 11, 2001 in the U.S. exacerbated such racism against Lebanese Americans. “Following the 11 September 2001 attacks on the U.S., Arab Americans across the country were subjected to harassment and discrimination both in their communities and at the hands of state agencies including arbitrary detention, racial profiling and aggressive checks and detention for questioning in U.S. airports and border crossings” (Minority Rights Group International Staff Writers). Unfortunately, this was particularly true of Lebanese Americans. “Lebanese and Arab whiteness was most recently called into doubt after 9/11. People of Arab descent, or assumed to be of Arab descent, have been persecuted socially and politically” (Nassiff). This biased sentiment often permeates educational systems throughout the country. One Lebanese American immigrant stated, “My little nephews go to prominent schools in a good area, Carmel Valley…They’ve been called terrorists after their friends realize they’re Arab” (New American Economy Staff Writers). These racist ideologies tend to disregard the fact that contemporary Lebanese American immigrants frequently comprise some of the most educated and professional demographic groups on a nationwide scale. 

Solutions 

Education-Based Resources

Educational resources can address some of the root causes of anti-Lebanese American discrimination. These resources may empower children to nurture a more inclusive mindset. In turn, these children can become adults who are less likely to engage in acts of racism toward Lebanese Americans. An initial step that can avoid the exclusion of Lebanese Americans and other Arab Americans could be for nationwide school districts to promote Lebanese history and culture. Through targeted courses and awareness days about this topic, widespread openness and acceptance can be cultivated in schools throughout the country.  

Another education-based remedy can be to invite Arab American parents and Arab rights activists to offer presentations to classes. Educators should also be encouraged by school administrators and school boards to “...plan field trips to Arab American community institutions, reach out to Arab American educators, and ask [the American-Arab Anti-Discrimination Committee] if there is a local chapter in their community” (Hawamdeh). Educators can also bring their classes to attend Arab American lectures, film screenings, art exhibits, and other enriching community events. In the process, they can develop strong relationships with Arab American community leaders who inspire their students. Although this can be seen as “...a slow process of cultural osmosis, there is no substitute for personal contact” (Hawamdeh) to combat racism.

In addition, educators can integrate Lebanese American and other Arab-related curricular content into the fabric of their academic coursework. Researchers highly recommend this course of action as a powerful remedy for promoting acceptance of these communities. They encourage teachers and administrators to “...consciously integrate Arab materials into all classes at [their] school: American and world history, literature, music, geography, math and science history, government and democracy, sociology, current events, cooking, reading, and so forth” (Hawamdeh). This can be a particularly effective strategy with respect to social studies, sociology, and history classes. Through such coursework, students can learn how “...the efflorescence of the European Middle Ages and Renaissance was made possible in part through trade, cultural and scientific links to Arab…civilization” (Hawamdeh). 

Anti-Arab incidents that may occur in school settings can be used by parents, administrators, and teachers as crucial learning opportunities. Epithets and anti-Arab ‘jokes’ are prevalent issues in educational communities with children and adolescents. Nevertheless, such instances can be leveraged “...to bring home to students the truth that personal identity is serious, that others’ feelings matter and should be respected. The movement from frivolity to a deeper seriousness is one of the most important of all lessons” (Hawamdeh). 

As part of this learning opportunity, educators, administrators, and parents can connect the racist incident(s) that occurred in school settings to wider societal issues. Indeed, students can be encouraged to trace such incident(s) to the general use of harmful stereotypes throughout popular culture and the media. The American-Arab Anti-Discrimination Committee recommends the importance of teaching students to first identify such stereotypes. Then, it is vital to “...give them an in-depth understanding of social, cultural and historical reality of the Arab world. Teach them critical thinking skills; prepare them to critique the rhetoric of the media, government officials and ‘experts.’ This is basic preparation for responsible citizenship” (Hawamdeh).

As an integral part of creating an anti-racist curricula, teachers, administrators, and parents can proactively search for and identify biases in textbooks and student current events periodicals. The American-Arab Anti-Discrimination Committee recommends analyzing “...textbooks, curricula, and other resources with a critical eye to identify bias. Review library resources. Compare the coverage of the Arab world with the coverage of other regions and civilizations. Textbook critiques prepared by the Middle East Studies Association may be useful” (Hawamdeh). Throughout this process, it is important that teachers, administrators, and parents be skeptical of many student periodicals and television shows that pertain to current events because these outlets tend to sensationalize issues and foster widespread anti-Arab sentiments. 

It may also be helpful to substitute these troubling sources of information with more positive and accurate content. To this end, reading books that embrace multicultural education can be particularly effective. The American-Arab Anti-Discrimination Committee recommended that teachers, administrators, and parents begin this process by consulting the scholarship of transformational thought leaders such as Professor James A. Banks. Professor Banks holds the Kerry and Linda Killinger Endowed Chair in Diversity Studies and is both the Founder and the Director of the Center for Multicultural Education at the University of Washington, which has recently been renamed the Banks Center for Educational Justice. Professor Banks has authored a number of enlightening resources in this regard. He “...has numerous books and articles envisioning a more ‘transformative’ approach to multicultural education. See, for example, ‘Integrating the Curriculum with Ethnic Content: Approaches and Guidelines’ in James A. Banks and Cherry A. Banks, Eds., Multicultural Education: Issues and Perspectives (Boston: Allyn and Bacon, 1989) or ‘Transforming the Mainstream Curriculum’ in Educational Leadership (May, 1994)” (Hawamdeh). 

In addition to the helpful work of Professor James A. Banks, The American-Arab Anti-Discrimination Committee revealed that teachers, administrators, and parents can consider a number of additional avenues to promote a culturally pluralistic education. That is why teachers, administrators, and parents are encouraged to “...ask the district Social Studies or Curriculum office to review, approve and purchase key educational resources recommended by [The American-Arab Anti-Discrimination Committee]. Also, [it] has lesson plans, articles, bibliographies, fact sheets and other resources on its website” (Hawamdeh).

Throughout this process, teachers, administrators, and parents should support one another in terms of forging open and safe dialogue about these issues. The American-Arab Anti-Discrimination Committee suggests that these conversations can be critical to decreasing instances of anti-Arab bias throughout the country. In fact, The American-Arab Anti-Discrimination Committee stated, “Don‘t avoid conversations about the Middle East conflict as ‘too complex’ or ‘too controversial.’ The Middle East is a major part of modern world history; students need to understand the region in order to be responsible citizens” (Hawamdeh).

There are a number of helpful classroom and in-home activities that educators and parents can use to limit anti-Arab biases. One activity could be for teachers to involve students in writing letters of concern about anti-Arab incidents and media stereotyping that they have experienced or observed in their own lives. In addition, it is important for parents to consider engaging in such activities with their children outside of school to continue to reinforce the importance of this topic. Moreover, The American-Arab Anti-Discrimination Committee urged teachers, administrators, and parents to celebrate their students’ and childrens’ unique sense of personal ethnic identity. This can be achieved through a variety of cultural awareness events throughout schools and wider communities. These events can celebrate the unique food, music, visual artwork, theater, and multiple other creative aspects of such underrepresented cultures. 

Another potential way to decrease anti-Arab biases through educational interventions occurred in Dearborn, Michigan. Throughout this region, many schools adopted bilingual programs that use Arabic language lessons and literature to help Arab students feel more welcome. “Special programs, however, are not enough. It is important for mainstream teachers to consciously rid themselves of negative and ill-informed media images of Arabs (and other ethnic groups). It is also important for them to learn about their students’ histories and cultures and to be prepared to teach about them in their classes” (Wingfield and Karaman). It seems that the accomplishments that have been achieved by talented Arabs throughout history are rarely covered in American classrooms and curricula. If they are discussed, it is usually in the context of some middle and high school global history classes – but only briefly if at all. 

There is no clear reason why such historical and cultural components cannot be offered to students. “In mathematics, for example, math teachers can explain the cultural origins or development of ‘Arabic numerals,’ the decimal system, geometry and al-jabr (algebra) in ancient Greece, India and the medieval Arab world. Science teachers can present the history of astronomy in ancient Babylon, Hellenic culture, and medieval Arab civilization as the precursor of modern science” (Wingfield and Karaman). Moreover, The American-Arab Anti-Discrimination Committee recommended that music teachers provide students with culturally-sensitive lessons that promote Arabic musicianship. Meanwhile, home economics teachers can relay information to students that celebrates Arab cuisine and its underlying historical origins. 

It is also important to teach the Arabic language in schools on a nationwide scale as a means of confronting anti-Arab biases. Arabic is a major world language that millions of people speak. Furthermore, the U.S. government places a great deal of political and socioeconomic significance on the Middle East. However, there are only a few American K-12 schools that provide comprehensive Arabic language instruction. “Even in Dearborn, where 30% of the students are Arab, Arabic is offered only in the high schools of East Dearborn attended by the Arab students. It is not offered in West Dearborn schools with a higher proportion of non-Arabs” (Wingfield and Karaman). This disparity is a clear cause of concern and may suggest a systemic anti-Arab bias. Teachers and administrators should make a strong effort in schools with minority student populations to disregard such blatant political and cultural prejudices. Instead, these educators and administrators can build on these minority students’ experiences rather than downplaying them. One significant way to achieve this goal is to offer Arabic instruction alongside other commonly taught languages. 

Government Interventions 

In addition to education-based remedies to anti-Arab discrimination, there are numerous government interventions that have proven helpful to address this issue. The U.S. Department of Justice’s Civil Rights Division has begun to prioritize the prosecution of anti-Arab criminal acts. “The Division also has engaged in extensive outreach efforts to these communities to educate people about their rights and available government services” (U.S. Department of Justice Staff Writers). 

In the decades following the terrorist attacks of September 11, 2001, several important conferences and discussions have been held to determine the civil rights issues that Arab Americans have faced. One such convention was sponsored by both the U.S. Department of Justice Civil Rights Division and the George Washington University Law School. “The conference examined the rise in hate crimes and discrimination in the immediate aftermath of the 9/11 attacks, the ways in which the challenges have changed over time, and the key civil rights issues likely to face these communities in the years ahead and how to address them” (U.S. Department of Justice Staff Writers). 

The Civil Rights Division, the Federal Bureau of Investigation, and United States Attorneys offices have also been investigating numerous civil rights issues related to the September 11, 2001 attacks. Their findings indicate over “...800 incidents since 9/11 involving violence, threats, vandalism and arson against Arab-Americans, Muslims, Sikhs, South-Asian Americans and other individuals perceived to be of Middle Eastern origin. The incidents have consisted of telephone, internet, mail, and face-to-face threats; minor assaults as well as assaults with dangerous weapons and assaults resulting in serious injury and death; and vandalism, shootings, arson and bombings…” (U.S. Department of Justice Staff Writers). 

There have been numerous government-initiated charges that are related to these incidents. “Federal charges have been brought against 54 defendants, with 48 convictions to date. Additionally, Civil Rights Division attorneys have coordinated with state and local prosecutors in 150 non-federal criminal prosecutions, often providing substantial assistance” (U.S. Department of Justice Staff Writers). The charges and prosecutions that pertain to the aforementioned crimes will hopefully serve as deterrents that protect Lebanese and other Arab immigrants. 

Another noteworthy government intervention occurred in Des Moines, Iowa in 2002. The Justice Department reached a settlement with Marriott International and the Midwest Federation of American Syrian-Lebanese Clubs regarding a blatant instance of anti-Arab bias. The Justice Department endeavored to settle claims that the Des Moines, Iowa Marriott discriminated against the Midwest Federation of American Syrian-Lebanese Clubs on the afternoon of September 11, 2001. During this time, the Des Moines, Iowa Marriott canceled its agreement to host the Midwest Federation’s 2002 annual conference. “Six days earlier, Marriott had faxed a signed contract to the Midwest Federation for its signature agreeing to host the Midwest Federation’s 2002 convention. Under the settlement agreement, Marriott agreed to pay $100,000 to establish a scholarship fund to be administered by the group and to issue a formal, written apology” (U.S. Department of Justice Staff Writers). The Justice Department’s investigation shows its dedication to stopping discrimination on the basis of race and national origin.  

An additional government support structure that may support the rights of Lebanese American immigrants entails requiring an ‘Arab American’ category on federal, state, and local data forms. “Federal regulations do allow this, since such data can be re-amalgamated back into the ‘White’ category” (Hawamdeh). Although many researchers seem to support this idea, it may risk drawing unwarranted attention to Lebanese Americans and increasing the likelihood that they will be targets of racial profiling. More research is required to determine the effectiveness of this strategy before it is implemented on a nationwide scale. 

Non-Governmental Organization Business Sector Support Structures

Aside from education-based and government solutions to anti-Arab biases, there are multiple non-governmental organization business sector support structures on a nationwide scale that can address this issue. To this end, The American Lebanese Chamber of Commerce of New England promotes camaraderie and networking within the Lebanese American community across New England. Its “...primary objective [across many of its initiatives] is to provide a platform for individuals, students, professionals, entrepreneurs, and businesses to connect, exchange knowledge, and enhance economic opportunities” (American Lebanese Chamber of Commerce of New England Staff Writers). 

This Chamber of Commerce enables Lebanese Amercians to succeed through the power of developing strong relationships. It helps its members build meaningful connections and successfully share resources. To achieve these noteworthy goals, this Chamber of Commerce offers a welcoming invitation to recruit new members. It widely promotes that “Whether you are an established business owner, a budding entrepreneur, or a professional seeking growth, our Chamber offers unparalleled networking prospects and avenues for collaboration” (American Lebanese Chamber of Commerce of New England Staff Writers).

This Chamber of Commerce is also committed to providing support services to people in New England who are making the transition from Lebanon to the United States. One of the reasons why this Chamber of Commerce is able to engage in such initiatives with a high level of success is because its members have first-hand knowledge of the difficulties that Lebanese American immigrants experience. This Chamber of Commerce therefore works to facilitate a seamless transition to the U.S. for these immigrants by helping them secure important resources such as housing, internships, and personalized job placements. 

In addition to its local endeavors, this Chamber of Commerce is “...actively promoting remote employment opportunities and supporting economic development in our homeland. Through our network of esteemed professionals, including entrepreneurs, educators, lawyers, accountants, and real estate agents, we offer invaluable guidance and resources to individuals seeking to establish themselves in New England” (American Lebanese Chamber of Commerce of New England Staff Writers). It is clear that this Chamber of Commerce supports worthwhile charity projects and promotes corporate social responsibility. Indeed, it has a track record of significantly improving the lives of individuals in need through its charitable endeavors and fundraising operations. “By leveraging the collective power of our members, we strive to create a positive and lasting impact…” (American Lebanese Chamber of Commerce of New England Staff Writers).

Unfortunately, the reach of the American Lebanese Chamber of Commerce of New England is limited to the specific geographic area of New England. It is therefore recommended that Lebanese American immigrants seek to join their local chamber of commerce if they do not have access to this one. “Joining a Chamber of Commerce opens doors to a vast network of fellow business owners, professionals, and community leaders. These connections are invaluable for building relationships, exchanging ideas, and finding potential collaborators or customers” (Scully). As a result, Lebanese American immigrants may broaden their professional network and access a variety of information through multiple types of business networking events and industry-specific gatherings. 

By becoming members of a Chamber of Commerce, Lebanese American entrepreneurs can improve the standing of their businesses. “Being associated with a well-respected organization sends a signal to customers, partners, and investors that [member businesses] are committed to professional standards and ethics. Many Chambers also offer certification programs, which can further solidify…expertise and boost customer trust…” (Scully). In addition, there are a number of related advocacy and social influence benefits for Chamber of Commerce members. “Chambers of Commerce serve as powerful advocates for businesses, representing their interests at local, regional, and even national levels. By joining, you gain a collective voice that can influence government policies, regulations, and decisions that impact your industry” (Scully). To make sure that their members’ issues are taken into consideration, many Chambers of Commerce interact with lawmakers and work to create business-friendly legislation. 

From a marketing standpoint, Chambers of Commerce can help Lebanese American immigrants boost their businesses’ public exposure and build brand awareness. “Chambers often promote their members through various channels, such as online directories, newsletters, and social media platforms. This exposure can attract new customers, create business partnerships, and enhance brand awareness within the local community” (Scully). The trade exhibitions and sponsorship opportunities that many Chambers of Commerce provide to Lebanese American immigrants also enable them to promote their goods and services to a larger audience than might have otherwise been possible. 

In addition to joining a chamber of commerce, this paper recommends that Lebanese American immigrants take part in the American-Arab Anti-Discrimination Committee’s Economic Empowerment Initiative as part of its Arab American Business Advisory Council. This Council is composed of Arab American business owners and entrepreneurs from a variety of different industries. Additionally, the Council increases investments in the Arab American business community. 

The Arab American Business Advisory Council has even initiated a powerful American-Arab Anti-Discrimination Committee Minority Business Certification Program. “This pioneering initiative is designed to empower and elevate Arab and Middle East and North African (MENA) owned businesses by offering them an official Minority Certification status…This is the first Certification Program in the nation which certifies Arab and MENA owned businesses as minority owned entities” (American-Arab Anti-Discrimination Committee Staff Writers). The program seeks to aid the economic development of these communities by offering a nationwide platform that validates their entrepreneurial endeavors. Overall, this innovative program “...aims to create an environment where businesses from these underrepresented communities can thrive and contribute meaningfully to the diverse fabric of our American economy” (American-Arab Anti-Discrimination Committee Staff Writers).

Since this program’s inception, the American-Arab Anti-Discrimination Committee’s Economic Empowerment Initiative has been able to successfully certify a number of Lebanese American immigrant businesses. “This formal certification will confirm that a particular business is at least 51% owned by a member of a minority community, and can lead to new and expanded opportunities” (American-Arab Anti-Discrimination Committee Staff Writers). As of this writing, at least two businesses have earned certification status. These businesses include “DeliciousSnacks, parent company of Zesty Z, which was founded by Arab American entrepreneur Mr. Alex Harik; and Better Sour, which is founded by Iranian American entrepreneurs Ms. Semira Nikou and Ms. Isabella Hughes” (American-Arab Anti-Discrimination Committee Staff Writers). 

This certification program is important because a variety of corporations and stores all throughout the nation are endeavoring to source products from a diverse range of suppliers and sell them. As a result, businesses would be better positioned to represent various communities by supporting other businesses that are certified through this program. “Being recognized as a certified minority-owned business is more than just a title; it’s a gateway to equitable opportunity. It allows businesses to compete for federal and private contracts, thus diversifying the vendor pool and fostering economic equality” (American-Arab Anti-Discrimination Committee Staff Writers). Indeed, such certification can be viewed as an essential step toward making sure that resources are allocated more equitably and enhance Lebanese American immigrants’ businesses. 

Perhaps one of the most memorable testimonials about the success of this certification program came from DeliciousSnacks Founder Alexander Harik. He said, “Retailers, distributors, and businesses within the consumer packaged goods industry have supplier diversity programs that save brands thousands of dollars in sales and marketing fees and offer in-store placement opportunities” (American-Arab Anti-Discrimination Committee Staff Writers). Although Harik could not previously apply for such programs, certification provided a welcome change. Harik continued, “Now I’m excited to have the chance to apply for these minority programs” (American-Arab Anti-Discrimination Committee Staff Writers).

Another benefit of Lebanese American entrepreneurs engaging in this certification program and the American-Arab Anti-Discrimination Committee’s Business Council is their induction into a broad community of minority businesses. “Council members will be able to take advantage of a number of benefits, with all members receiving access to discounted conference registrations, industry briefings, networking events, the quarterly newsletter, mentorship programs, cross-industry engagement, and a detailed membership directory” (American-Arab Anti-Discrimination Committee Staff Writers). Access to meetings with government representatives, Know Your Rights trainings, and skill-building workshops are additional advantages of membership. 

Conclusion

This paper has endeavored to describe crucial information about Lebanese American immigration and the instrumental roles that entrepreneurship as well as family life play in this community. In the process, this paper also addressed systemic racism that this demographic frequently encounters. Moreover, education-based resources, government interventions, and non-governmental organization business sector support structures were recommended. When effectively implemented, these potential remedies can enable Lebanese Americans to overcome such racism. These tools can also empower this community to engage in economic activities and more effectively contribute to national prosperity. 

In light of these findings, this paper recommends investments in future research and social justice initiatives that holistically promote the plight of Lebanese Americans and Arab Americans nationwide. Through these endeavors, a more inclusive society and economy that values diversity and equal opportunity can be fostered. Like blooming cedar trees, may these communities continue to thrive. 

Works Cited

American Lebanese Chamber of Commerce of New England Staff Writers. American Lebanese Chamber of Commerce. www.alccne.org/about-us.

American-Arab Anti-Discrimination Committee Staff Writers. “Launch of Arab Business Advisory Council and Minority Business Certification Program - ADC.” ADC - Truly Arab, Fully American., 11 July 2023, adc.org/businesscouncil.

Arab American Institute Staff Writers. “Demographics — Arab American Institute.” Arab American Institute, www.aaiusa.org/demographics.

Hajar, Paula, and J. Sydney Jones. Lebanese Americans - History, Modern Era, the First Lebanese in America. www.everyculture.com/multi/Le-Pa/Lebanese-Americans.html#ixzz862t9E5ak.

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