Disrupting Inequities in Education: Centering Muslim Student Voices for Socially Just Schools

• In Event: Advancing Critical Education of Muslim Students and Scholars: Social Justice Research in Community

Abstract

Purpose. This study aims to understand the experiences of young Muslim adults with schools in a Rocky Mountain region state of the U.S.. More specifically, this study aims to shed light on the schooling experiences of Muslim students, focusing on any barriers they might face because of their different cultures and religions, and offer some practical suggestions to practitioners on how to better understand and accommodate their Muslim students. To that end, the umbrella research question was: What are the experiences of Muslim students in the Rocky Mountain region schools concerning their religious identity?

Conceptual Framework. The study's conceptual framework combines two frameworks to examine Muslim students' experiences: one by Ahmed (2022) and the other by Ali (2022). MusCrit (2022) focuses on the systemic racialized oppression faced by Muslims, emphasizing identifiability, the role of gender, the need for counter-narratives, the impact of whiteness, and the importance of allies.
Methods. I used a case study design to gather multi-source data and triangulate insights into Muslim students’ experiences in the Rocky Mountain region. Using Criterion-based convenience sampling, I identified participants ages 16–22 with at least three years in local public schools. Further, snowball sampling expanded my participants from varied national origins.
Data sources. Data sources included student and principal interviews, student focus groups, policy documents, and reflective journals/memos. Inductive In Vivo coding honored participant language, followed by deductive coding from the conceptual framework.
Results. The study’s findings indicated that Muslim students faced significant internal and external challenges in maintaining their religious and cultural identities within public school environments. Many reported feeling like outsiders or being labeled negatively for adhering to Islamic practices, such as avoiding prohibited activities or wearing religious attire. The lack of institutional support, such as prayer spaces and Muslim student groups, further compounded their sense of exclusion. Furthermore, Muslim students in the study experienced significant external challenges, including widespread ignorance, stereotyping, and Islamophobia from both peers and educators. They were often wrongly associated with terrorism, subjected to derogatory comments, and faced biased treatment, including from school staff. A lack of understanding about Islam among teachers and students contributed to these negative experiences, leaving Muslim students feeling invisible, misunderstood, and unsafe. Despite schools claiming to value diversity and inclusion in their mission statements, many failed to take meaningful steps to support Muslim students or combat microaggressions. Alternatively, Muslim students identified several key sources of support that helped them feel included and valued in their school environments, such as family, trusted teachers, supportive principals, and strong Muslim communities. Positive experiences were linked to educators who accommodated religious practices and created welcoming, inclusive environments. Muslim Student Associations also played a crucial role by offering safe spaces for students to express their identity and build confidence. Overall, students felt most supported when their identities were acknowledged, celebrated, and authentically represented in school culture and curriculum.
Significance: This study is significant because the findings provide crucial information to educators, empowering school leaders with tools to make schools more inclusive of Muslim students.

Author

• Sahar Khawaja, University of Denver