Examining Muslim Student Experiences With Campus Insensitivity, Coercion, and Negative Interworldview Engagement

Cole, Darnell; Ahmadi, Shafiqa; Sanchez, Mabel E.

doi:10.1080/2194587x.2020.1822880

Cited by 9 publications

(7 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Muslim college students often navigate hostile and exclusionary campus environments as many lack the infrastructure necessary to support their religious needs, such as the availability of prayer spaces, halal food options, and institutional recognition of Muslim holidays (Abderrazzaq, 2021;Ali & Bagheri, 2009). In addition, Muslims experience a climate fraught with insensitivity, discrimination, and negative inter-religious interactions (Cole et al, 2020;Tineo et al, 2021)-dynamics documented as barriers for college student success, especially among minoritized students (see . Enhancing the experiences of Muslims on campus necessitates attention to how non-Muslim students can become more appreciative of their Muslim peers.…”

Section: Introductionmentioning

confidence: 99%

Inspiring Muslim Appreciation in the First-Year of College: What Makes a Difference?

et al. 2022

View full text Add to dashboard Cite

The purpose of this study was to examine first-year change in appreciative attitudes toward Muslims by non-Muslim students. To this end, we longitudinally assessed 6229 undergraduate students at the beginning and end of their first year in college. We performed a hierarchical linear modeling analysis and found evidence that Muslim appreciation can change as a result of exposure to and participation in the first year in college, specifically through provocative encounters that are adequately supported by administrative practices designed for helping students interact productively. Implications are discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Inspiring Muslim Appreciation in the First-Year of College: What Makes a Difference?

et al. 2022

View full text Add to dashboard Cite

show abstract

“…The MRSCC also notes the importance of student experiences with coercion, insensitivity, and otherwise negative interactions relating to their religious, spiritual, or secular identity on their overall perceptions of the campus climate (Cole et al., 2020). For practitioners, this emphasizes the importance of vigilance and deliberate efforts to promote inclusion and religious literacy—such as interfaith initiatives and diversity trainings/workshops—on their campuses to minimize potential negative interactions students have with staff, faculty, and peers.…”

Section: Understanding Non‐christian Students/improving Climatesmentioning

confidence: 99%

“…Likewise, practitioners should note the existence of these negative experiences on campus for their non‐Christian students, make an effort not to invalidate those experiences, and navigate work with those students from a perspective of sensitivity and understanding. Cole et al (2020) emphasize the importance and urgency for campuses to improve in this area of religious diversity and equity, noting findings from numerous institution‐ and system‐level reports indicating hostile climates for Muslim students have been increasing within many higher education institutions in the United States. As the student population on campuses continues to become more demographically diverse, the more pressing the need for religiously equitable climates will become.…”

Section: Understanding Non‐christian Students/improving Climatesmentioning

confidence: 99%

“…As described by Small (2020), the two primary goals of CRPT are to "acknowledge the central roles of religious privilege, oppression, hegemony, and marginalization in maintaining inequality between Christians and non-Christians in the United States" and to subsequently identify ways to combat those inequalities (p. 11). Cole et al (2020) proposed the minoritized religious and spiritual campus climate (MRSCC) framework: an adaptation of a previous campus climate framework by Mayhew et al(2014) to measure the religious and spiritual climate of a campus, with an added fifth component to account for the organizational/structural dimension of the campus climate. The five dimensions of the framework are (1) the historical legacy of religious affiliation, (2) the compositional diversity of the campus, (3) the way students psychologically perceive the campus climate, (4) the behavioral activities of students around religious diversity, and (5) the organizational and structural dimension of the campus climate (Cole et al, 2020, p. 303).…”

Section: Understanding Non-christian Students/improving Climatesmentioning

confidence: 99%

See 1 more Smart Citation

Complexities, complications, and change for non‐Christian students

Maples,

Broadhurst

2024

New Drctns Hghr Edu

View full text Add to dashboard Cite

Building on the previous chapters in the volume, this concluding chapter provides a practical overview of theories relating to religious diversity and organizational change to outline recommended actions for practitioners across higher education functional areas who want to create a more equitable landscape for non‐Christian college students.PRACTICAL TAKEAWAYS Individuals across university communities and stakeholder groups can have an influence on changing the campus climate for non‐Christian students through advocacy and action within their institutions. Current theories provide insights and guidance on how and where individuals can influence change within their institutions, including pushing for reviews of standing policies relating to religious accommodations and advocating for religious literacy training for staff and faculty. The issues surrounding the campus climate for non‐Christian students are systemic: making strides towards a more equitable future will take deliberate and long‐term efforts across institutions and stakeholder groups, but can start with coalition building across staff, faculty, and students to focus on those efforts.

show abstract

“…Higher education institutions have been shown repeatedly to be hostile environments for Muslim students (e.g., Ahmadi et al., 2019; Ali, 2014; Barakat, 2018; Cole & Ahmadi, 2010; Cole et al., 2020; Garrod & Kilkenny, 2014). The intersection of other marginalized identities compounds these negative experiences, such as the experience of Muslim international students (Cole et al., 2020) and Muslim women (Yousafzia, 2020). In this chapter, I highlight manifestations of Islamophobia in higher education environments and offer guidelines for new directions in practice, policy, and research.…”

Section: Islamophobia In Higher Education Environmentsmentioning

confidence: 99%

Islamophobia in higher education environments

Shaheen

2024

New Drctns Hghr Edu

View full text Add to dashboard Cite

Islamophobia is a reality facing Muslim college students daily on and off campus. In this chapter, I highlight Islamophobia in higher education environments and explore its structural and interactional manifestations. I provide practical recommendations to address institutional and interpersonal Islamophobia and specify how campus educators can work to respond to and prevent Islamophobic incidents. I also make policy recommendations to respond to the hostility toward Muslims in the national discourse. Finally, I outline future frontiers for higher education research, such as the need to account for the complexity of the Muslim identity and its intersections and the need to distinguish Islamophobia from Muslim appreciation through empirical measurement. Future directions in higher education should take on the responsibility of responding to Islamophobia and eradicating its hold on Muslim lives.Practical Takeaways Colleges and universities should critically examine their infrastructures and policies concerning accommodating the religious needs of Muslim students. Each campus should have an academic accommodations policy that specifies how students may go about requesting an accommodation for religious reasons. This policy should be explicitly stated in syllabi, websites, and orientation materials. Institutional leadership should explicitly commit to countering religious‐based hate, including Islamophobia, through policies that condemn such forms of hate and outline specific means of responding to incidents when they occur. A proactive effort to counter hate on campus requires knowledge of the structures in place to utilize these resources when needed and to identify areas for improvement. Educators should create programs and opportunities that promote interactions across religious, spiritual, and secular (RSS) identities and must offer the time, resources, and effort to support formalized campus activities that foreground interfaith engagement. Educators should proactively create spaces for these encounters and incorporate these opportunities into campus architecture and the required programming (e.g., orientation). In the face of a national movement to eliminate, ban, or otherwise weaken diversity, equity, and inclusion (DEI) resources on college campuses, religious accommodations must be codified in both state and federal laws and guidelines to create consistency across states and a standard of how universities could actively work to create a welcoming environment for all.

show abstract

Examining Muslim Student Experiences With Campus Insensitivity, Coercion, and Negative Interworldview Engagement

Cited by 9 publications

References 7 publications

Inspiring Muslim Appreciation in the First-Year of College: What Makes a Difference?

Inspiring Muslim Appreciation in the First-Year of College: What Makes a Difference?

Complexities, complications, and change for non‐Christian students

Islamophobia in higher education environments

Contact Info

Product

Resources

About