Date

4-2011

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Clarence C Holland

Primary Subject Area

Education, General; Education, Administration; Education, Educational Psychology

Keywords

Muslims student in New York, Muslim student's experience in the USA, Muslim students in American school system, Pakistani and Indian students, Pakistani Muslims in New York School, Terrorism

Abstract

This hermeneutical phenomenological research study, using two rounds of semi- structured open ended interviews and focus group data, described the lived experience of Muslim Pakistani and Indian students in their New York school system experience. The purpose of this study was to collect and examine the stories and explore the lived experience of Muslim young adults from Pakistan and India in the American school system and document the positive and negative experiences they had while in the American school system. The study looked for the common denominators, which helped and encouraged the Muslim students to continue their education, regardless of the accusations and their affiliation to a religion that has been held responsible for the 9/11 tragedy. In order to uncover what motivated these students to continue their education in the American school system and what brought peace and comfort in their lives, regardless of the reports that Muslims in America have been receiving discriminatory treatment in the aftermath of 9/11, the data was collected by interviewing seven participants. The data revealed that the group had a strong desire to live and to be educated in the United States; and their belief that, unlike other countries, America provides a safe haven to every citizen, was the consistent theme in every participant's life. The participants also shared their experiences regarding how Muslim and non-Muslim students can live in harmony and study in peace in the American school system. However, the data also indicated obstacles that female Muslim students face while in school. Strategies suggested by the data include emphasis on increasing the positive experiences of the school, such as open discussion between Muslim and non-Muslim students, increased collaboration between the school and the Muslim community in the area, Muslim and non-Muslim parents' panel group discussion, equal rights and equal treatment for all the students, faculty supervision of religious clubs on campus, better communication between the school and the Muslim community, preference in hiring minority staff for social studies, workshops on religious tolerance by community members of all religions, and avoiding having any political or religious organization conduct such workshops on campus.

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