Gendered Islamophobia and Sense of Belonging: Experiences of Visibly Muslim Women in Higher Education

Autor/in	Swisher, Scott B.
Titel	Gendered Islamophobia and Sense of Belonging: Experiences of Visibly Muslim Women in Higher Education
Quelle	(2019), (73 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Fordham University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-5211-5
Schlagwörter	Hochschulschrift; Dissertation; Gender Differences; Islam; Fear; Student Attitudes; Muslims; Phenomenology; Safety; Religious Factors; Knowledge Level; Student School Relationship; Content Analysis; Peer Relationship; Teacher Student Relationship; Student Organizations; College Students; Educational Experience; Teacher Attitudes; Females + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Geschlechterkonflikt; Furcht; Schülerverhalten; Muslim; Muslimin; Phenomenological psychology; Phänomenologie; Psychologie; Sicherheit; Wissensbasis; Schüler-Lehrer-Beziehung; Inhaltsanalyse; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Collegestudent; Bildungserfahrung; Lehrerverhalten; Weibliches Geschlecht
Abstract	The current study examined experiences of gendered Islamophobia and sense of belonging among visibly Muslim women at U.S. institutions of higher education. Using a phenomenological research approach, semi-structured interviews were conducted with 15 visibly Muslim female students at U.S. universities and colleges in the Northeast. Conventional content analysis of the interviews yielded nine major themes and seven sub-themes. Of the major themes, the lack of knowledge about Islam and Muslims held by non-Muslim peers and faculty informed much of the participants' experiences at their university or college. The results also revealed the importance of access to in-group members, prayer space, and safe spaces (e.g., Muslim Student Association) for the study's participants. The major themes and sub-themes, as well as implications for U.S. institutions of higher education, and areas of future research were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01