Religious Profile of the Female Muslim Educational Leaders in the United States

• In Event: Women’s Religious Identity Formation in Educational Contexts

Abstract

Few studies have addressed female Islamic educational leaders. This study addressed this gap by providing a quantitative assessment of characteristics of female principals of Islamic schools in the United States (US). Understanding varied aspects of Muslim women can serve as a useful introduction to an appreciation of Islam and its contributions to the Western world. Better understanding may lead to a more sympathetic view of Muslims and resolve Western misconceptions about their religion. Building bridges of communication and dialogue can lead to the cooperation of all parties in an effort to improve the American educational system.
This study explored the religious background and main characteristics of female leaders in Islamic schools. A survey of all female principals of Islamic schools throughout the continental US obtained data (52% response rate) to examine and address two research questions:
1. What are the demographic, family, societal, educational, and religious factors that have helped or hindered women in Islamic schools in their development as leaders and decision makers?
2. What are the characteristics, attitudes, or attributes of Muslim women who are actively involved in leadership roles or positions in Islamic schools in the US?
The researchers found that survey respondents perceived their parents constantly encouraged them to solve problems; their parents also served as role models and were available for consultation regarding career choices that assisted in their development as leaders and decision makers. Unexpectedly, respondents attached less importance to the fact that, as young women, (a) they were expected to assume certain family responsibilities and expectations that differed from those assigned to their male siblings and (b) there were some professions prohibited to them explicitly or implicitly by their families.
Respondents perceived their education as one of the most important factors that had helped them in their development as leaders and decision makers. More than 80% of those who responded had at least a master’s degree; however, many of them were still aspiring to obtain additional education, credentials, and certificates.
Virtually all (96%) of the female leaders of Islamic schools in the US were Muslim, more than half of whom were influenced by non-Islamic thoughts; 39% reported not being influenced at all by non-Islamic thoughts. Three quarters of the respondents indicated their family customs, traditions, and Western thought had shaped behaviors. It was evident religious factors did influence the development of the principals as leaders and decision makers.
More than three quarters of the principals had to sacrifice social life and leisure, and more than two thirds had to sacrifice household duties to have time to succeed in their careers. Respondents viewed education, self-confidence, intelligence, and communication skills as the most important and beneficial resources for Muslim women actively involved in leadership roles or positions in Islamic schools. They perceived lack of family support, and a negative attitude regarding women as leaders, as the main barriers to advancement of women leaders in Islamic schools but not the same level of importance to lack of educational opportunity.

Authors

• Linda K. Lemasters, The George Washington University

• Mona Fahmy, The George Washington University