ADHERENCE TO ISLAMIC DRESS CODE AND HIJABI MUSLIM STUDENTS’ EXPERIENCES OF BELONGING, SOCIAL ADJUSTMENT, AND ISLAMOPHOBIA

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Pouraskari, N. (2020). ADHERENCE TO ISLAMIC DRESS CODE AND HIJABI MUSLIM STUDENTS’ EXPERIENCES OF BELONGING, SOCIAL ADJUSTMENT, AND ISLAMOPHOBIA. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The purpose of this study was to understand how level of adherence to Islamic dress code relates to sense of belonging, social adjustment, and experiences of Islamophobic microaggressions among hijabi Muslim undergraduate students on U.S. college campuses. Hijabi Muslim refers to women who identify as Muslim and wear a hijab that covers the hair and/or face. Recruitment was primarily carried out electronically via email and social media. A total of 48 women (18-30 years of age) from various colleges participated in the study, with a plurality identifying as White Middle Eastern (43%), and all but one as a U.S. citizen. The survey instrument used for this study was comprised of existing measures of belonging and adjustment, an adapted measure of adherence of Islamic dress code, and items on Islamophobic microaggressions adapted and created by the researcher. Scales showed acceptable to excellent internal consistency (Cronbach’s alpha 0.77-0.96). Results indicated there were significant negative correlations between levels of modesty and three sense of belonging scales: peer support, faculty support, and class comfort. Some of the most frequently experienced microaggressions during the past year included being asked where they were born/from, being expected to speak for all Muslim women, being told they were articulate or speak English well, seeing negative messages about Muslims on social media, hearing assumptions they would have an arranged marriage, and being told their name is hard to pronounce. The results illustrate the need for greater awareness and advocacy of college personnel to counteract Islamophobia and promote greater inclusion of hijabi Muslim students.

Details
Author

Pouraskari, Neda

Title

ADHERENCE TO ISLAMIC DRESS CODE AND HIJABI MUSLIM STUDENTS’ EXPERIENCES OF BELONGING, SOCIAL ADJUSTMENT, AND ISLAMOPHOBIA

Physical Description

1 online resource (140 pages) : PDF

Date

2020

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The purpose of this study was to understand how level of adherence to Islamic dress code relates to sense of belonging, social adjustment, and experiences of Islamophobic microaggressions among hijabi Muslim undergraduate students on U.S. college campuses. Hijabi Muslim refers to women who identify as Muslim and wear a hijab that covers the hair and/or face. Recruitment was primarily carried out electronically via email and social media. A total of 48 women (18-30 years of age) from various colleges participated in the study, with a plurality identifying as White Middle Eastern (43%), and all but one as a U.S. citizen. The survey instrument used for this study was comprised of existing measures of belonging and adjustment, an adapted measure of adherence of Islamic dress code, and items on Islamophobic microaggressions adapted and created by the researcher. Scales showed acceptable to excellent internal consistency (Cronbach’s alpha 0.77-0.96). Results indicated there were significant negative correlations between levels of modesty and three sense of belonging scales: peer support, faculty support, and class comfort. Some of the most frequently experienced microaggressions during the past year included being asked where they were born/from, being expected to speak for all Muslim women, being told they were articulate or speak English well, seeing negative messages about Muslims on social media, hearing assumptions they would have an arranged marriage, and being told their name is hard to pronounce. The results illustrate the need for greater awareness and advocacy of college personnel to counteract Islamophobia and promote greater inclusion of hijabi Muslim students.

Genre

doctoral dissertations

Subjects--Topics

Educational leadership
Education, Higher

Degree

D.Ed.

Keywords

Higher Education
Islamophobia
Multicultural Education
Orientalism
Religious Diversity
Social Justice

Subject Area

Educational Leadership

Advisor(s)

Dika, Sandra

Committee Members

Miller, Ryan
Lim, Jae Hoon
Smith, Heather

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2020.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Pouraskari_uncc_0694D_12346

Permalink

http://hdl.handle.net/20.500.13093/etd:2220