Towards Understanding Muslim Teachers’ Professional Identity: Survey and Scale Development

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 1
  In Roundtable Session: Examining Positioning and Identity: Making Meaningful Change from the Margins

Abstract

Muslim teachers in U.S. public schools represent a deeply diverse yet understudied population within the broader discourse on teachers of color. This study explores how Muslim K–12 teachers navigate self-image, self-efficacy, and job satisfaction within the context of rising anti-Muslim sentiment and systemic marginalization. Grounded in critical race and intersectionality frameworks, particularly MusCrit (Ali, 2022) and intersectionality (Crenshaw, 2013), we analyze survey data from 244 Muslim public-school teachers across the U.S. Exploratory factor analysis revealed meaningful constructs tied to a sense of belonging, recognition of identity, and agency. This study intervenes in damage-centered narratives by highlighting the breadth of experiences Muslim teachers bring to their work, offering a foundation for more inclusive frameworks of teacher identity and support.

Authors

• Nushrat Hoque, Florida International University

• Manar Hussein, Montclair State University

• Maheen Ahmad, Montclair State University

• Mayida Zaal, Montclair State University

• Amir Billups

• Chedia Ayari, Montclair State University

• Nagla Bedir, Perth Amboy Public Schools