Being Muslim and American: Turkish-American Children Negotiating Their Religious Identities in School Settings

Autor/in	Isik-Ercan, Zeynep
Titel	Being Muslim and American: Turkish-American Children Negotiating Their Religious Identities in School Settings
Quelle	In: Race, Ethnicity and Education, 18 (2015) 2, S.225-250 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2014.911162
Schlagwörter	Muslims; North Americans; Self Concept; Culture Conflict; Adolescents; Interviews; Case Studies; Qualitative Research; Educational Experience; Educational Research; Religious Factors; Student School Relationship; Participant Observation; Immigrants; Parent Attitudes; Student Needs; Knowledge Base for Teaching; Social Bias; Profiles; Elementary School Students; Student Attitudes; Dietetics; Clothing; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Muslim; Muslimin; Selbstkonzept; Kulturkonflikt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Qualitative Forschung; Bildungserfahrung; Bildungsforschung; Pädagogische Forschung; Schüler-Lehrer-Beziehung; Teilnehmende Beobachtung; Immigrant; Immigrantin; Immigranten; Elternverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Charakterisierung; Profilanalyse; Schülerverhalten; Ernährungslehre; Kleidung; Ausland; Türkei
Abstract	Religious diversity in schools is a growing interest among educational researchers. This qualitative case study examines how 15 Turkish-Muslim children in elementary and middle school negotiated their religious identities as they responded to various experiences in American schools and in their communities. Unlike some earlier studies that highlighted cultural conflict as a theme in Muslim adolescents' relationship with schools in the United States, this study is based on a framework that illustrates the voices and agency of young children, and utilizes data from interviews, participant observations and cultural artifacts. Findings demonstrate the ways parents and children mediated challenges their religious identity posed by choosing strategies that made their religious identities invisible, or by finding innovative ways to negotiate their identity and religious practices. Children who participated in the study did not view American identities in conflict with their Muslim identities. Learning about the experiences of immigrant parents and children may provide teachers with insight for creating educational experiences that are responsive to the needs of these communities. This knowledge base can also assist teachers in better responding to biases about Muslims, which might negatively influence children's identity construction and academic and social achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01