The Self-Perception and Campus Experiences of Traditional Age Female Muslim American Students

The Self-Perception and Campus Experiences of Traditional Age Female Muslim American Students by Carol Warren Koller MA, Fuller Theological Seminary, 2000 BA, University of Washington, 1982 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Global and Comparative Education Walden University February 2015 Abstract Religion and spirituality have been found to contribute to the well-being of American university students. Although practiced by a small minority, Islam is the fastest growing faith in the United States, indicating a growing campus presence. The purpose of this study was to identify campus experiences that influenced the identity perception of traditional age Muslim American women. The conceptual framework included theoriesReligion and spirituality have been found to contribute to the well-being of American university students. Although practiced by a small minority, Islam is the fastest growing faith in the United States, indicating a growing campus presence. The purpose of this study was to identify campus experiences that influenced the identity perception of traditional age Muslim American women. The conceptual framework included theories of identity negotiation, intergroup contact, and religious identity as well as campus climate structures developed to improve diversity. This phenomenological study took place at 2 public 4-year universities in California and included interviews with 6 participants. Interview protocol was framed by 4 research questions and focused on classroom and campus experiences that affected the choice to wear or refrain from wearing the hijab, campus satisfaction, and how student services might support a positive religious climate. Data were analyzed through continuous comparison of codes developed from organization of significant student statements into units of meaning, context, and synthesis of significance of events experienced. Themes that emerged were harassment, stereotyping based on media portrayals, and student and faculty ignorance of Islam. The participants expressed a deep personal and spiritual identification with their faith and requested campus spaces for this expression. This study may contribute to positive social change through the initiation of education and training programs for campus policymakers, student affairs personnel, faculty, and staff regarding the unique needs of religious minority groups, including Muslim American women. The Self-Perception and Campus Experiences of Traditional Age Female Muslim American Students by Carol Warren Koller MA, Fuller Theological Seminary, 2000 BA, University of Washington, 1982 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Global and Comparative Education Walden University February 2015 Dedication This dissertation is dedicated to the young women who have struggled to develop and assert their religious identities while pursuing the means to make a positive difference in a global community through higher education. It is because of them and their struggle that tolerance, acceptance, and the ability to embrace pluralism in its richness may have its greatest success. This dissertation is also dedicated to those in my life from whom I have inherited life-long learning and the desire to pursue education. First, my grandfather, Lorris M. Dimmitt (1884-1981), former Superintendent of King County Schools in Washington State, whose antique desk awaits me upon completion of this degree. Second, this is for my parents, J. Gilbert and Helen Koller, who dedicated their time and careers to teaching not only their students but their children. Third, for Dr. Collen McElroy and Dr. Lois Phillips Hudson (1927-2010), both English professors at the University of Washington, who inspired and encouraged me to write to the edge of my ability and beyond. Fourth, to Dr. Cheryl Keen, who personifies positive social change through education, action, and mentorship. Finally, this effort is dedicated to my best friend, companion, and life partner, J. Kim McNutt. Without you none of this would have come to pass. Acknowledgments I am grateful and indebted to several individuals for the time, effort, encouragement, advice, and comfort they provided throughout this incredible process. From start to finish I was not alone. I would especially like to thank and acknowledge the following: Dr. Cheryl Keen, my Chair and mentor. Her steady guiding hand, wisdom, direction, and incredible standards have been invaluable to me and my development as a writer and researcher. Her love and dedication of to the causes I admire most have made me a better person. I never imagined that a faculty member could be so dedicated and committed to a student. Dr. Catherine Marienau, my committee member. Her sharp focus, attention to detail, and direction for my research and its challenges kept me on track. I am grateful for her reassurance and interest in the subject matter of this study and its potential. Dr. John Davis who served as my faculty sponsor on one of the campuses where this research was conducted. His generous offer of time and assistance was much appreciated. J. Kim McNutt. For the 3 years of this journey I received his love, encouragement, editing advice, insights, and strong coffee to help me through this process. He was my greatest fan and the best listener anyone could ever hope to find. We’ve already agreed to name our next cat John Dewey. Finally, I would like to recognize the six women in this study who allowed me into their lives and provided me with insight and admiration into their faith and identities. So much of this belongs to them.