A Certain Shade of Unique: Experiences of Muslim-American Students at Public High Schools in the United States

Autor/inn/en	Hulya Ermis-Demirtas; Jonathan D. Wiley; Ye Luo; Jane Chang
Titel	A Certain Shade of Unique: Experiences of Muslim-American Students at Public High Schools in the United States
Quelle	In: Professional School Counseling, 29 (2025) 1 PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hulya Ermis-Demirtas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2409
DOI	10.1177/2156759X251336150
Schlagwörter	Forschungsbericht; Test; Fragebogen; Muslims; Educational Experience; Student Attitudes; School Culture; North Americans; Phenomenology; Minority Group Students; High School Students; Public Schools; Peer Relationship; Teacher Student Relationship; School Personnel; Self Concept; Cultural Pluralism; Resilience (Psychology); Barriers; School Counselors; Cultural Awareness; Counseling Techniques; Social Justice; Inclusion; Holistic Approach; Advocacy; Islam; Terrorism; Stereotypes; Individual Development + Suchen Sie Ihr Suchwort? Muslim; Muslimin; Bildungserfahrung; Schülerverhalten; Schulkultur; Schulleben; Phenomenological psychology; Phänomenologie; Psychologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulpersonal; Selbstkonzept; Kulturpluralismus; School counselor; Beratungslehrer; Pädagogischer Berater; Cultural identity; Kulturelle Identität; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Soziale Gerechtigkeit; Inklusion; Holistischer Ansatz; Sozialanwaltschaft; Terrorismus; Klischee; Individuelle Entwicklung
Abstract	Using interpretative phenomenological analysis (IPA), this study explored the unique experiences, needs, challenges, and coping mechanisms of six Muslim-American students attending public high schools in the Midwestern United States. Three distinct themes emerged from the participants' interviews and artifacts: (a) climate: experiences of school culture, including relationships with the school personnel and peers, engagement with the school culture, and challenges associated with Islamophobia; (b) intersections: experiences with multicultural identities influenced by familial, communal, societal, and political factors; and (c) resilience: experiences with navigating challenges impacted by peer interactions, self-advocacy, and community support. We discuss these themes and offer implications for school counselors to enhance culturally competent practices, advocate for social justice, and foster inclusivity to support the holistic development of Muslim-American students in public schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08