Bridging the Educational Divide and Fostering Inclusivity: Exploring the Experiences of Muslim Youth in Schools

• In Event: Loud and Clear: Female Muslim Scholarship on the Muslim American Educational Experience

Abstract

The Muslim population in the US has experienced significant growth, with approximately 3.45 million Muslim immigrants residing in the country, and that number is predicted to double by 2050 (PEW Research Center, 2015, 2017; Muhammad, 2018). Despite this growth, there remains a notable lack of research focusing on the culturally and linguistically diverse backgrounds of Muslim American students (Ali, 2022; Callaway, 2010; Sirin and Fine, 2008). To address this gap, this study adopts a qualitative research design, employing narrative inquiry and counter narratives (Ali, 2022) as methodologies. The research examines school districts with varying policies toward Muslims, providing valuable insights into the challenges and experiences faced by Muslim adolescents (Wheatley, 2019; Zaal, 2012). The setting for data collection is a book club located within the Islamic Community Center in Upstate, NY. This setting provides Muslim American adolescents with a sense of belonging and freedom to express their identities and stories openly, making it a crucial environment for data collection (Muhammad,2015). By exploring the out-of-school program discussions of seven adolescents from the two school districts, the study aims to gain a deeper understanding of Muslim adolescents' perspectives and experiences. Grounded in the theoretical frameworks of critical literacies (Freire, 1970) and Muscrit (Ali, 2022), this research empowers individuals to critically analyze and challenge dominant narratives, while amplifying the voices of marginalized groups, Muslim American youths, through counter narratives.
The experiences of Muslim students attending middle schools in upstate NY significantly differ between the two school districts under examination. In one district, a welcoming and inclusive environment respects the religious beliefs, celebrations, and needs of Muslim students, fostering a strong sense of belonging and empowerment. This district actively incorporates diverse books featuring Muslim characters (Bishop, 1990; Gultekin & May, 2020), promoting inclusivity in the curriculum. In contrast, the other district faces challenges in meeting the specific requirements of Muslim students, leading to a sense of concealment of their religious identities (Ericson, 1994; Haddad, 2004). The lack of diverse educational resources and children's books limits students' exposure to different cultural perspectives (Gultekin &May, 2020). Teachers in the first district demonstrate a greater level of respect and cultural understanding, creating an inclusive and supportive learning environment. Teachers in the second district may benefit from additional education and training to effectively engage with diverse communities and address the unique needs of Muslim students (Zaal, 2012). These disparities significantly impact identity development (Ericson, 1994; Muhammad & Mosley, 2021) and a sense of belonging among adolescent Muslim students. Students in the first district experience a more positive and empowering educational environment, while those in the second district face challenges that affect their overall well-being and academic experiences (Zaal, 2012).
The study's findings contribute to existing literature, offering insights for educators, policymakers, and stakeholders to create more inclusive and culturally responsive educational practices for Muslim American youths (Mir & Sarroub, 2019; Wheatley, 2019). The goal is to foster supportive and empowering educational environments that cater to the diverse needs of all students, regardless of their cultural and religious backgrounds.

Author

• Fatima Seyma Kizil, Syracuse University