Institutional Requisite for Combating Islamophobia in Higher Education

• In Event: Social Justice and Repair: Addressing Systemic Inequities and Discrimination in Education

Abstract

Objectives and Purpose
In the current geopolitical and social climate, marked by increasing anti-Muslim sentiment, this study investigated the experiences of Muslim college students on the West Coast of the United States. The primary objectives were to highlight the impact of Islamophobia on these students' sense of belonging and to explore the effectiveness of institutional support mechanisms in mitigating negative experiences. By examining these aspects, the study aimed to provide valuable insights for higher education institutions committed to Diversity, Equity, Inclusion, and Belonging (DEIB) initiatives, offering guidance on enhancing support for minority religious groups.
Theoretical Framework
The study utilized Sahar Aziz's "Racial Muslim" framework, which posits that in American society, religious freedom is intertwined with racial identity, leading to the racialization of Muslims. This framework illuminates how Muslims are perceived as outsiders and threats, irrespective of their actual citizenship or allegiance, primarily due to the prevailing white-Christian societal norms. Additionally, the Chair and colleagues developed a framework in 2019, known as the Minoritized Religious and Spiritual Campus Climate (MRSCC) framework to assess the institutional climate for Muslim students, which was utilized in this study to examine factors such as the influence of religious or secular institutions, the degree of religious diversity, and the perceptions and interactions surrounding religious and spiritual diversity on campus.
Methodology
Adopting a phenomenological approach, this study centered the voices of Muslim students, capturing their lived experiences and perceptions. Data collection involved a two-phase process: an initial informational survey with open-ended questions, followed by in-depth semi-structured interviews. Participants were recruited through criterion and convenience sampling methods, including outreach to academic departments, student organizations, and social media platforms. The data were analyzed using Dedoose software to identify recurring themes and patterns.
Findings
The study revealed that Muslim students experience significant Islamophobia, which has been exacerbated post-October 7th, impacting their comfort levels and sense of belonging on campus. The narratives highlight both micro- and macro-aggressions, with gendered Islamophobia particularly affecting Muslim women. Students reported feeling isolated and unsupported by their institutions, especially when expressing solidarity with Palestine. Students mentioned their institutions were perpetuating stereotypes and failing to address the global issues affecting their communities, further compromising their well-being. While Muslim student organizations provide some relief, institutional support is largely inadequate. There is a pressing need for comprehensive diversity training and better accommodation practices during religious observances like Ramadan and Eid.
Significance
This study underscores the urgent need for higher education institutions to address the systemic and institutionalized Islamophobia that Muslim students face. It calls for meaningful engagement with religious diversity issues, which is crucial for fostering an inclusive and supportive campus environment so that institutions can better safeguard the rights and well-being of their Muslim students. This research contributes to the broader discourse on religious diversity in education, highlighting the critical role institutions play in either perpetuating or dismantling discrimination and bias. Through this presentation, we aim to initiate a dialogue on the importance of addressing religious diversity and the unique challenges faced by Muslim students in higher education.

Author

• Milie Majumder, University of Southern California