From Margins to Center: The Academic and Personal Journey of an Arab Muslim American Woman in Higher Education

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

Abstract

Objectives or purposes

This research aims to illuminate the lived experiences of Muslim American women in higher education. This action research involved conducting qualitative interviews with ten participants, including 6 students, 2 professors, and 2 psychologists, all Muslim American women. My journey as a scholar in higher education has profoundly shaped my intersecting identities as an Arab Muslim American woman. Understanding my positionality in this work was critical in shaping my research approach. I recognized the unique perspectives and potential biases I bring to the study. This awareness drove me to remain aware of the influence of my intersecting identities and the research process. I emphasized ensuring that participants had opportunities to express their perspectives by maintaining transparency about the research goals. It was crucial to avoid misinterpreting data and making assumptions based on shared experiences. To achieve this, I adopted a reflexive approach throughout the interview process. Immediately after each interview, I recorded self-reflection memos and notes. These reflective practices were essential to ensure that my analysis remained authentic to the participant's responses rather than being influenced by my own biases and focus my study on the problem of practicing carefully honoring each participant's individuality (Herr & Anderson, 2015).

Perspectives or theoretical work

The theoretical framework of this study is grounded in intersectionality and Muslim Critical Theory (MusCrit).

Methods, techniques, or modes of inquiry

Feeling a profound sense of responsibility, I am drawn to a participatory method that allows for the active involvement of participants in the research process. Navigating academia, I have often found myself in spaces where these identities are underrepresented, which has posed unique challenges, but also provided me with a distinct perspective. The dual pressure of upholding my religious identity and asserting my academic voice has been a significant influence on my personal and professional development. The frequent encounters with stereotypes and misconceptions about Muslim women have fueled my persistent need to challenge these biases.

Data sources, evidence, objects, or materials

Interview transcripts and reflexive journals are the data sources aimed at achieving a nuanced understanding of Muslim American women's experiences in higher education.

Results and/or substantiated conclusions or warrants for arguments/point of view

The results of this action research, grounded in detailed narratives, highlight three key conclusions: navigating academic expectations, the impact of representation, and coping strategies. The interviews revealed a constant need for participant's to prove themselves in underrepresented environments, impacting their emotional and academic performance.

Scientific or scholarly significance of the study or work

My academic background in women's studies has been pivotal in equipping me to critically engage with issues of gender, race, and religion, allowing me to elevate the voices of marginalized groups, mainly Muslim American women. By integrating personal narratives and scholarly research, I challenge academic paradigms and support for more inclusive approaches to scholarly work. This interdisciplinary approach has enriched my research, enabling me to explore the nuanced intersections of identity and experience that shape the lives of my participants.

Author

• Fatima Koura, Northeastern University