Liberation in the Margins: Examination of Anti-Muslim Experiences and Mental Health of Muslim K-12 Teachers

• In Event: Education Across Borders: Identity and Transformation in Global Contexts

Abstract

This paper explores the experiences of Muslim K–12 public school teachers in the United States, a population often rendered invisible through intersecting racial and ethnic identities. While recent increases in Islamophobia's impact on students has been documented, little is known about its effect on teachers. Grounded in MusCrit (Ali, 2022) and QuantCrit (Gillborn et al., 2018; Tabron & Thomas, 2023) frameworks, this research examines the impact of anti-Muslim discrimination on teachers’ mental health and well-being. Using a convergent parallel mixed-methods design, we analyzed data from a national survey (n=244) that included validated measures of Islamophobia and well-being, as well as open-ended responses. Findings indicate a significant negative association between perceived Islamophobia and teacher well-being enacted through systemic oppression, gendered experiences, and in/visibility. Together, we present a critical account of how Islamophobia manifests in schools, and call for liberatory spaces that center Muslim voices.

Authors

• Nushrat J Hoque, Florida International University

• Maheen Ahmed, West Orange Public Schools

• Mayida Zaal, Montclair State University