Theological expressions on physical and

Acculturation of Muslims into the American culture continues to be a topic of deep interest. The purpose of this study was to examine acculturation in a sample of both American-born and Immigrant Muslim Americans. Two hundred and fifty five Muslim Americans completed a scale designed to assess two aspects of acculturation within the population: adherence to Islamic identity and conformity to American social norms. The survey was distributed in both a paper-based and online anonymous format consisting of demographic questions and the acculturation scale designed for this study. Results revealed that both immigrants and U.S. born Muslim Americans demonstrate a strong adherence to their Islamic identity and low levels of conformity to American social norms. American-born Muslims scored significantly lower on conformity to American social norms than immigrant Muslims. Study findings are consistent with previous research suggesting that Muslim Americans are less likely to sacrifice religious values to assimilate. Specific item results provide insight into what aspects of American culture Muslims are more willing to adopt, and which they are likely to shun. These findings demonstrate the challenges Muslim Americans face integrating in an increasingly hostile host culture.

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The chapter addresses the discrepancies that exist between student and faculty perceptions of online courses, specifically differences in beliefs about the quality of online courses and the rigor of online coursework. The authors present data collected from faculty and students before the launch of undergraduate and graduate online programs and over the course of the first four years of online course offerings at a small, Historically Black University (HBCU). The data is used to discuss ways to reduce incongruities in how students and faculty view online courses with a focus on faculty establishing their expectations for student performance in the online environment, measuring course quality, and using student evaluations to enhance course quality. Congruent beliefs and expectations are important to ensure that both faculty and students involved in online courses are satisfied with their experiences, leading to better retention and learning outcomes.

Most studies about inclusion of traditional minority groups and women on university campuses have been conducted at Predominantly White Institutions with student populations. This chapter focuses on the experiences, perceptions, and implications of diversity, belongingness, and inclusion of faculty at Historically Black Colleges and Universities (HBCUs). Data collected from students, staff, and faculty highlight the diversity and positive climate at HBCUs but indicate that there are important differences in how particular groups perceive inclusion. This chapter offers suggestions on how faculty and HBCUs can celebrate diversity and yet acknowledge, discuss, and act against the negative experiences that shape feelings of inclusion. The authors emphasize the role of HBCUs in standing for and leading discussions on diversity, equity, and inclusion.