Muslims Students In College

Running head: MUSLIM STUDENTS IN COLLEGE

Muslim Students in College Alejandro Rico Northern Illinois University

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Muslim Students in College INTRODUCTION When it comes to college there have always been populations which suffer from misrepresentation. From the beginning of time colleges have been geared towards the white, heterosexual, rich male (Thelin, 2004). Every other population has played catch up with a system that was inherently not designed for them to be successful. As time has passed, different racial and ethnic groups have managed to get a chance to attend higher education institutions and find their own place within these institutions. First came women with their Women’s Colleges, then African American and Black students who could go to Historically Black Institutions. Eventually colleges merged and every race, gender, sexual orientation, and economic standing was allowed through the doors to study and pursue the ‘college life’. Even though institutions were created for marginalized students, these students still had many hardships. In today’s society, student groups such as underprivileged, first-generation, international, and the LGBTQ community are still not experiencing equal rights compared to their White, privileged peers. However, there is one student population that goes almost completely ignored, and it is one of the populations that are currently going through the most turmoil: Muslims. Our students who follow Islamic faith are rarely spoken about, and perhaps it has something to do with the fact that religion is such a taboo topic to be discussed alongside education. But regardless of the why the fact of the matter is that Muslim students are never given the attention they deserve. This can be seen when one compares the peer-reviewed journal entries for “Muslims in College” against any other population, from “Transgender College Students” to “Latinos in College” or “First-Generation College Students”. The sources that can be found with information regarding Muslim students are far lesser than any of the others. Literature does not really tell higher

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education professionals much about this student population, and perhaps it has something to do with what Nina Daoud speaks about on her dissertation piece about self-authorship and there not being enough Muslims in the higher education field to write about their own population (Daoud, 2017). Regardless of why, the fact of the matter is even the literature does not seem to remember our multiple students of Islamic faith. HISTORIC CONTEXT It is difficult to pin-point the history of Muslim students in college because for a long time they were just another population of students who were simply different than the norm. In reality Muslims were placed in the category of immigrants and not given their own voice. Much like racial minorities were placed together, Muslims never really had a voice. It was not until the attacks on the World Trade Center on September 11, 2001 that Muslims as a population really came to the forefront of news everywhere. The history of Muslims in the United States of America starts in a dark place, much like that of most minorities in the country. The first Muslims came into the United States in the seventeenth century from Africa as slaves, their religion and strong faith was prohibited by the country they were immigrating (Herzig, 2011). Arabs with Christian faith immigrated to the country in the nineteenth century, but it was not until about 1930 to 1964 that Islam became a much more prevalent religion in the United States because of people like Elijah Muhammad, Malcolm X, and the Black Nationalism movement (Herzig, 2011). The current version of Islam did not start until around 1975 when the Black Nationalist movement and branch of Islam started moving back to the more traditional teachings of Islam. Since 1965 with the Immigration and Nationality Act it is estimated that about four million of Muslims have entered the United States of America most of which went to the Mid-West to work in the factories, they were viewed as

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well-educated and very religious. In the 1990’s the Muslim population of immigrants doubled, however with the attacks on 9/11 the amount of Visas given to people from the Muslim community were heavily limited making it so that the majority of Muslims in the country are no longer immigrants but instead either first or second generation American citizens (Herzig, 2011). As it is clear the history of Muslims in the United States has never been one with a lot of victories, or a positive spin. Muslims went from slaves to prosecuted and feared due to their religion and lose ties to the attacks on the World Trade Center. The history of Muslims in America is obviously linked to Muslim students, who have not had an easy path in the United States. Violence against Muslims has increased ever since the attacks of 9/11 in 2001 when physical violence against Muslims was at its peak. Afterward, it calmed down only to resurface with more physical attacks and graffiti on mosque’s in 2015 again (Kishi, 2016). Particularly Muslim women who wear a hijab, a sign of their strong faith, are easy targets for those who share anti-Muslim sentiments. The hijabs work as a target of some sort letting those who wish to harm Muslims to know who practices Islam and turning hijabwearing Muslim women the main victim of discrimination and anti-Muslim violence (Daoud, 2017). When it comes to violence against Muslims it is acted upon by hurting people, instead of vandalizing buildings or signs like it is done for other underrepresented groups. However, it is important to realize that when it comes to hijab wearing women the removal or tampering of the hijab or head scarf is a huge offense as it is worn to protect their modesty, show their faith, and it is viewed by Muslim women as a sign of femininity and strength (Abbasi, 2017). To many people the removal of a hijab would not seem like a great offense, but this due to the ignorance and lack of understanding that Muslims have in the United States of America. People do not care to learn about Islam as a religion instead choosing to believe what the media says, and

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portraying those who practice Islam as violent despite the fact that Islam is a faith funded on the concepts of peace, as well loving and accepting each other. Faith and religion has never been used to distinguish people in college, which is more focused on classifying people on their gender identity, racial or ethnic background, sexual orientation, or socioeconomic status (Patel, 2012). Because of this the Muslim student population has been ignored for a long time, their struggles not being brought to light. The focus when it comes to Muslims has always been on the media, on the ‘terrorism’ or anti-Islam policies, particularly recently with the Muslim-ban signed by president Trump which says immigrants from six countries are not allowed in the United States of America. As higher education professionals it is important to realize that a huge part of the job is to help students to adapt to college and thrive, but without giving a place to Muslim students and having close to no knowledge about their faith it is hard to do so. And thus the historic context of the issue is that as a nation the United States of America and higher education have never had much of a space for Muslim voices to be heard. RELEVANCE OF THE ISSUE Muslim students do not feel like they have a voice or a place in current higher education. While there are multiple movements to support students of different races, ethnicities or genders, there is not much being done to help Muslim students. As such, Muslim students become isolated from the overall community and can only rely on each other; the majority of professionals in higher education have a very basic understanding on what Islam is. Likewise their traditions and holidays are not viewed as important or are not seen like they have a place in the classroom (Chenoweth, 2009). While most institutions give time away for Christian holidays

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such as Easter, or recognize the importance of Sunday mass, there are very few institutions which recognize giving Muslim students time to practice their Salah’s which are a key part of their religious practices. Classes that are mandatory do not take into consideration the times that Muslim students would have to do the Zuhr Salah, for example, which is at noon. In reality Muslim students feel far more comfortable attending Christian or Catholic universities because even though it is not the same faith that they share with the institutions, religious based institutions seem to have a much better understanding on the importance of faith and religious practices (Chenowth, 2009; Patel, 2012). In most public institutions religion, spirituality and faith are things that are not often seen in a positive light, they are not subjects that are discussed openly and tend to be viewed as controversial. By choosing to ignore the impact of religion in college, Muslim students are left on their own because their faith defines a lot of facets of their life and it is something that is not addressed or understood by higher education professionals. The field of student affairs has always been one to advocate for unheard voices, in many instances it was of huge help to make a difference for different populations. For example, student affairs professionals tend to be supporters of the addition of non-gendered bathrooms and programs for students of low socioeconomic levels such as CHANCE. However, the field of student affairs has not yet reached a way to advocate for Muslims. Universities have been proven to be one of the institutions which have the most influence in people. The college years are viewed as a time to explore new things, and learn about other cultures, beliefs and values (Chenoweth, 2009) which makes colleges and universities the key to educating the general population about what Muslims really believe in. Muslim students are commonly stereotyped as

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terrorists or that they want to hurt American citizens. Student affairs professionals can help combat these stereotypes of Muslim students on college campuses. The issue of Muslims students being stereotyped as terrorists is still present in contemporary higher education. The violence against Muslims is a level which is much higher than before, almost as high as it was than it was after the attacks of September 11, 2001. The violence against women wearing a hijab is particularly on a rise, this is because they are viewed an easy target due to the fact that they showcase their faith through their dress-code (Daoud, 2016; Herzig, 2011; Kishi, 2016). The constant fear, and the burden of carrying as many negative stereotypes as Muslims do results in lower academic standing and less achievements being reached by this student population (Daoud, 2017). Higher education professionals are meant to guide and support students, as well as to ensure said students have a safe environment where they can focus on their studies and achieving their objectives while fostering growth. However, so far the ignorance about Muslim students’ lives and faith is not allowing for higher education professionals to truly help them adapt to college and make the most out of their experience. After all, how can higher education professionals advocate for Muslim students, or help them become more comfortable when you do not understand who they truly are? STRATEGIES The main thing that higher education professionals can do in order to help with the discrimination going on towards Muslim students is to be advocates for this population. Multiple big universities such as University of Michigan or Harvard have created special accommodation for Muslim students, such as footbaths for students to wash their feet before their offering prayers, or women-only hours at the gym for Muslim women to be able to work out without feeling observed and lusted after by men (Herzig, 2011). By offering small

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accommodations such as a footbath or special gym-hours both institutions are showing their students of Muslim faith that they care about them, their traditions and that they are willing to advocate for them. Not only that but such changes do not really affect the rest of the student population which is important as no population should be favored over another. Footbaths, which are used to clean the feet before certain Muslim prayers, are something that non-Muslim students will simply not use. Likewise, women-only hours can be used by other female students as well particularly if they do not feel comfortable working out in front of men. Thus these strategies become inclusive to multiple populations, and also make Muslim students feel more comfortable in their environment. Universities that do not have the resources to build things like a footbath, for example, can do other things that are more significant such as having designated safe spaces for prayers, and have food that is prepared according to Islamic costumes available in dining halls (Herzig, 2011). Likewise they can be more conscious about class hours not conflicting with the customary prayers and Salahs, or excusing Muslim students if they are observing a religious holiday. By being conscious about their religious practices universities are demonstrating their will to help Muslim students without affecting other students. Another thing that can be done is to have classes which educate students about faith. By having classes on religion being a requirement to all students, every single student would find their own beliefs and stereotypes challenged and thus have to develop critical thinking about certain “taboo” topics. Not only that but by faith being explained in an academic setting Muslim students (as well as other religious students) would have a place to discuss how they view, and practice their religion and thus not be reduced to what the media portrays them as (Chenoweth, 2009). Classes about religion make it so that there can be an open discussion on what Islam

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really means, and what it talks about, to really zero in on the fact that Islam is a religion that speaks about peace and loving others. By educating students on Islam, and other religions, universities would be able to create a less divisive student population and in a way create peace and understanding about what Islam means, and how Muslim students live the way they do. The first step to fixing things is to educate the students universities serve, something that should be achievable considering that is the ultimate job of universities and colleges: to provide an education to students. If offering classes on religion, or if creating a curriculum where a religious class is mandatory goes against the college’s principles, a strategy that should be used is to educate staff and faculty. Student affairs professionals are the ones who interact with students the most, faculty and staff should know more about Islam so that they can help Muslim students feel at home on campus. Not only that, but being able to advocate for Muslim students requires faculty and staff to have an actual knowledge of what they are talking about, the life Muslim students live, and their traditions. Hiring more faculty that follow Islam or identify as Muslim would be another way for Muslim students to feel themselves identified and more comfortable on campus; not only would they have more role-models to look up to, but Muslim students would be able to find someone who can empathize with their struggles. At the very least, by ensuring that faculty and staff are educated on Islam they are creating a more inclusive environment and helping Muslim students feel like they are understood. It also becomes easier for faculty to advocate for Muslim students if they actually understand what they are talking about, and they can use that knowledge to educate students themselves.

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CONCLUSION Muslim students are a population that is largely ignored in higher education, due to the separation of Church and State a lot of institutions have made it a rule of thumb to not support religious practices on their campuses. By doing this college campuses have managed to exclude the population of Muslim students as their identity is heavily influenced by their religion. While there are multiple movements and organizations to help other marginalized population, Muslim students fall through the cracks and do not have a voice in many issues. Not only do they lack student representation but a grand majority of the faculty and staff do not even understand what Islam is, which makes it difficult for them to advocate for the Muslim student population. While more attention is being given to this population of students, Muslims are still highly invisible on most campuses. It is important for higher education professionals to make an effort to begin advocating for this group of students who have been marginalized greatly since the September 11, 2001 attacks on the World Trade Center. Muslim students do not feel safe or accepted on campus, and it is the job of higher education professionals to ensure that they are able to get the same experience as other populations on campus.

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References

Abbasi, W. (2017, March 15). Hijab becomes symbol of resistance, feminism in the age of Trump. USA Today. Retrieved December 10, 2017, from https://www.usatoday.com/story/news/nationnow/2017/03/15/hijab-becomes-symbol-resistance-feminism-age-trump/98475212/ Chenoweth, G. A. (2009). Thedocracy: Christian Universities and Muslim Students. Forum on Public Policy Online, 2009(2), 1-26. Retrieved November 3, 2017, from http://files.eric.ed.gov/fulltext/EJ870093.pdf Daoud, N. (2017). Verily, With Hardship There Is Ease: Navigating College As A Black Muslim Woman. Maryland, United States of America. Retrieved November 26, 2017, from https://webcourses.niu.edu/bbcswebdav/pid-4920043-dt-content-rid36251744_2/courses/20178-CAHE-522----P1/Daoud%20%28ASHE%202017%29%20%20Verily%2C%20With%20Hardship%20There%20Is%20Ease.pdf Herzig, B. A. (2011, April 4). An Examination of American-born Muslim College Students’ Attitudes toward Mental Health . Dissertation. Keene, New Hampshire, United States of America: Department of Clinical Psychology . Kishi, K. (2016, November 21). Anti-Muslim assaults reach 9/11-era levels, FBI data show. Retrieved from Pew Research Center: http://www.pewresearch.org/fact-tank/2016/11/21/anti-muslimassaults-reach-911-era-levels-fbi-data-show/ Patel, E. (2012, September 17). Is Your Campus Diverse? It's a Question of Faith. The Chronicle of Higher Education, N/A. Retrieved October 29, 2017, from http://www.chronicle.com/article/Is-YourCampus-Diverse-Its-a/134448 Thelin, J. R. (2004). A History of American Higher Education. JHU Press.