Unveiling Challenges: Academic Navigation for Visible Muslim Women

• In Event: Muslim Womens' Doctoral Journeys in Education Research

Abstract

As a Muslim woman in academia, my journey has been shaped by unique challenges and profound experiences. This account presents some challenges of navigating an environment that does not always recognize or respect the needs of Muslim women. From navigating my religious identity to finding suitable spaces for prayer, I will highlight the daily struggles and the resilience required to thrive in such spaces.
Autoethnography, a qualitative approach, delves into personal and cultural encounters to scrutinize cultural ideologies, customs, and erudition (Adams, Jones, & Ellis, 2015). Serving as the methodological blueprint in this inquiry, autoethnography collaborates with critical race theory to establish a platform that articulates, identifies, and assesses my lived encounters and realities (Ladson-Billings, 1998).
I am a Pakistani Muslim woman living in a Midwestern state in the United States. My identity is very diverse, and I have experienced learning in a lot of different schools. Experiencing learning in seven different schools has pushed me to think about the experiences of marginalized students. Working for social justice in schools is very important for me as that will help ensure that fewer students have to go through what I went through. My motivation for this work stems from a deep-seated desire to pave the way for future generations of Muslim women in academia. I am part of the Muslim community and have heard firsthand that Muslim students feel discrimination in schools and are often seen as outsiders. I have always been an outsider in whichever school I went to, so I know that the effects of this can be harmful to students learning. I believe that now since the world is becoming a global village, we need to make sure that our students feel welcomed and that their cultural experiences are given importance as well.
As a 'Visible' Muslim woman, I often face hypervisibility, where my identity is both a source of fascination and scrutiny, leading to personal experiences of discrimination due to my attire. A distressing encounter with a man pursuing me outside my home highlighted the hostility towards Muslims, underscoring the stereotypes and prejudice that affect interactions with colleagues and faculty, fostering a hostile environment. While genuine allyship is essential, its complexity is evident as some exhibit performative support. Some positive experiences with my professors really helped me pursue this topic for my dissertation. I believe that we need that kind of supportive environment in our educational institution where students can feel free to be themselves and not have to whitewash themselves to fit in.
Secular academic settings often lack awareness of Islamic practices, creating uncomfortable environments such as attending events serving alcohol, impacting social integration. The challenges of social isolation, lack of representation in the curriculum, and inadequate accommodations for religious observances can hinder Muslim women's academic success, necessitating proactive strategies like forming advocacy groups and seeking accommodations to navigate these obstacles effectively. My research aims to illuminate the distinctive experiences of Muslim women in academia, advocating for equity, inclusion, and a more supportive academic landscape that honors the diverse needs of all students.

Author

• Sahar Khawaja, University of Denver