Respect for Religious Differences: The Case of Muslim Students

Abstract

Because Muslim students are a significant part of many college campuses, professors need to know how to work with these students in the classroom. Through interviews, Muslim students provide examples of problems they have encountered in the American classroom, and solutions to those problems.

Perspectives and Experiences of Muslim Women Who Veil on College Campuses

“…Although these perceptions are more grounded in exaggeration than in fact, these misrepresentations persist. They are further magnified when students have a limited command over the English language or are unable to correct misconceptions or to defend their cultural and religious practices when opposition arises (Speck, 1997). Moderate gender distinctions, less discerning than the above veiled woman's experience, were also reported in Mallinckrodt and Leong's (1992) investigation of international students.…”

“…In this review of the literature, religious bigotry, gender differences, psychosocial factors (e.g., adaptation, alienation, concerns), and Sedlacek's (1989) noncognitive variables emerge as themes. Speck (1997) reported, in a study exploring the experiences of Muslim college students, that cultural differences and pre- judice based on religious practice negatively influenced Muslim students' educational experience. Due primarily to misrepresentations and lack of respect from professors and peers, Muslim students often viewed their academic integration as estranged.…”

Gender and higher education in different national spaces: Female Palestinian students attending Israeli and Jordanian universities

“…Consequently, they suffer the most from prejudice and lack of encouragement and leniency on the part of their peers and instructors (Speck 1997). Furthermore, the hegemonic majority does not take the religious holidays of minority students, especially Muslims, into account when planning the annual academic calendar (Watson, Terrell, and Wright 2002).…”

Do College Students Who Identify with a Privileged Religion Experience Greater Spiritual Development? Exploring Individual and Institutional Dynamics

“…For instance, Jewish students may be less involved in student religious groups on campus, leading to fewer experiences of community support for their beliefs (Sax 2002). Muslim students may find themselves and their religion grossly misunderstood, even by faculty members (Speck 1997). Certain groups of students have been studied so little that it is difficult to locate any research about them (for example, see Kurien 2005, on the topic of Hindu college students).…”