Impact of Islamophobia on post-secondary Muslim students attending Ontario universities

Abstract

This study investigated the experiences of Muslim Canadian students attending institutions of higher education in the context of increasing Islamophobia. This study utilized qualitative case study methodology to investigate the following questions: (1) What are the experiences of Muslim Canadians attending institutions of higher education in the current context of Islamophobia? (2) How is the rising anti-Muslim sentiment impacting the academic performance of Muslim students? (3) How do Muslim students negotiate or navigate their identities subsequent to recent national and international tragic events (e.g. Paris Attacks, San Bernardino and other terrorist atrocities)? The students' responses resulted in three major themes that included: (a) Islamophobia on Campus; (b) Strong religious identity, and Resisting and challenging Islamophobic sentiments; (c) Gendered Islamophobia. The findings of this research indicate that Muslim students have more attachment to their religious identity, are at the forefront of advocating for Muslims and are actively working to demystify Islamophobic notions.

Perspective Chapter: Behind the Exceptional Educational Pathways of Canadian Youth from Immigrant Background - Between Equality and Ethnic Hierarchy

“…Even when elements of the curriculum are not Eurocentric, the students observed a penchant for Anglo-Saxon assumptions and premises. Similar perceptions were reported in studies of immigrants from the Caribbean, Central Asia, and Sub-Saharan Africa [38,44,45].…”

“…In qualitative terms, examples of perceived discrimination and racism have also been reported by students. Among other things, they refer to a stigmatization of otherness founded on a lack of linguistic competence or accent [39], an unexpected, increased categorization of "minority" status and racial difference by the majority group [39,44], and violence (harassment, bullying, and threats) experienced in the academic environment [23,45]. In addition, the prejudices and ideology of the dominant group, and the stereotypes, prejudices, and pure and simple ignorance of the teaching staff in relation to the Other [racialized students] contribute to provoking stress, despair, and a feeling of alienation in immigrant students and have a negative effect on their school performance.…”

A Sociomaterial Investigation into Chinese International Students’ Navigation of a Doctoral Trajectory During COVID-19

“…To a certain extent, Jessica's discriminatory experience did not surprise us given that it has long been argued that body-based material markers or corporeal dispositions such as gender and skin tone are accorded a hierarchy of values and statuses, thus (dis)empowering the educational experience ( Alizai, 2020 ; Brooks & Waters, 2018 ; Hunter, 2015 ). This study further portrays extra vulnerability and hostility imposed upon a particular race by political and media manipulation against a backdrop of a pervasive health crisis.…”

Racialization of public discourse: portrayal of Islam and Muslims

“…Akbarzadeh observed the effects of Islamophobia on the Australian Muslim community and discovered that it weakened the bond between Muslim Youth and Australian society and disturbed the health of the environment ( 2016 ). Alizai (2020) investigated negative impacts of Islamophobia on Muslim students in Canadian universities. She found out that Muslim students suffered from the adverse effects of Islamophobia becoming isolated, ever conscious of surveillance, concerned about safety issues and facing unexpected violence.…”