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

1 online resource (140 pages) : PDF

2020

University of North Carolina at Charlotte

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.

doctoral dissertations

Educational leadership
Education, Higher

D.Ed.

Higher Education
Islamophobia
Multicultural Education
Orientalism
Religious Diversity
Social Justice

Educational Leadership

Dika, Sandra

Miller, Ryan
Lim, Jae Hoon
Smith, Heather

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

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Copyright is held by the author unless otherwise indicated.

Pouraskari_uncc_0694D_12346