Naspa religious oppression and identity development of muslim students
Transcript of Naspa religious oppression and identity development of muslim students
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Religious Oppression & Identity Development of Muslim Students
March 20, 2013
Anil Shetty & Alyssa Zewe
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Today’s Learning Outcomes• Define religious oppression and its connections to social
identity development
• Recognize Christian privilege and its relevance to understanding the experience of diverse minority religious populations at public institutions
• Establish the relevance of the Muslim student population to the field of student affairs
• Explore support issues for Muslim students
• Promote interfaith dialogue and programming on campuses
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Why are you here?
Images designed to reinforce the question: Why are you here?
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Relevance of the Muslim Population
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Demographics Population is consistently growing Mosque Study Project (MAPS) American Jewish Committee American Religious
Identification Survey (ARIS)
College Enrollment will reflect these demographic trends
Muslim population in the U.S. in terms of higher education
24% have had some college attendance and 58% are college graduates according to the MAPS Survey (Ahmadi and Cole, 2010)
Number of Muslim students is proportionately higher than the general population (Smith, 2001)
Ahmadi, S., Cole, D. (2010). Reconsidering Campus Diversity: An Examination of Muslim Students’ Experiences. Journal of Higher Education, 81, 121-139.The Global Religious Landscape: A Report on the Size and Distribution of the World’s Major Religious Groups as of 2010. (2012, December 18). The Pew Forum on Religious & Public Life. Retrieved from http://www.pewforum.org/global-religious-landscape-exec.aspx
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
ACPA/NASPA Professional Competency Areas
• History, Philosophy, and Values• Personal, Foundations• Equity, Diversity, and Inclusion
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Fowler’s Theory of Faith Development
• Stages of Faith (1981)oPrestage: Primal FaithoStage 1: Intuitive – Projective FaithoStage 2: Mythic-literal FaithoStage 3: Synthetic-conventional FaithoStage 4: Individuative-reflective FaithoStage 5: Conjunctive Faith
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Faith Development Theory of Parks
• The Critical Years (1986)• Big Questions, Worthy Dreams (2000)
• Principles:o Forms of Knowingo Forms of Dependenceo Forms of Community
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Limitations of Theory
• Ethnically and religiously biased• Spirituality framed from lens of
Western traditions• Cross-sectional studies
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Origins of Islam• Historical
context• Divergence
Esposito, J. L. (2011). What everyone needs to know about Islam. New York, New York: Oxford University Press, Inc.
Image of the Kaaba
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Religious Oppression & Christian Privilege
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Iris Marion Young’ 5 Faces of Oppression
1. Marginalization: Expelled from social life
2. Exploitation: Energy expended
3. Powerlessness: Lack of authority in decision-making as well as individual development
4. Cultural Imperialism: the dominant meanings of society that render alternative views invisible or unworthy
5. Violence: fear of unprovoked attacks on their person or property
Young, I. M. (2000). Five faces of oppression. In M. Adams, W. J. Blumenfeld, R. Castañeda, H. W. Hackmann, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (pp. 35-49). New York: Routledge.
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
How Does This Affect Our Campuses?
• Cultural background • Societal attitudes • Campus climate
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Christian Privilege
Five Faces of Oppression Christian Privilege
Christian Privilege: Conscious and subconscious advantages afforded to the Christian faith in America’s colleges and universities
• Formal: Physical Facilities, On-Campus Dining Options, Institutional Calendar
• Informal: Traditions, Language, Dress, Assumptions
Seifert, T. (2007). Understanding Christian privilege: Managing the tensions of spiritual plurality. About Campus, 12, 10-17. doi: 10.1002/abc.206Young, I. M. (2000). Five faces of oppression. In M. Adams, W. J. Blumenfeld, R. Castañeda, H. W. Hackmann, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (pp. 35-49). New York: Routledge .
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Muslim Student Experiences
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Muslim Student Experience• Muslim students were shown to do the following more frequently
than their Christian counterparts:– Have a roommate of a different racial/ethnic and religious background– Participate in racial/ethnic specific organizations– Socialize with someone of a different racial/ ethic group– Attend racial/cultural awareness workshops– Tutor another college student
• However, Muslim students spend less time in religious service/prayer
Ahmadi, S., Cole, D. (2010). Reconsidering Campus Diversity: An Examination of Muslim Students’ Experiences. Journal of Higher Education, 81, 121-139.
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Muslim Student Experience
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
College Student Learning Outcomes
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Conscious Modes of Thought
Conscious Modes of Thought – “Active Thinking”
New ideas and ways of processing information
Complex social environments
Enhanced intellectual engagement & cognitive growth
Ahmadi, S., Cole, D. (2010). Reconsidering Campus Diversity: An Examination of Muslim Students’ Experiences. Journal of Higher Education, 81, 121-139.
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Complex Social Environment
• Interfaith dialogue, religious diversity, and ethnic/racial diversity can serve as complex social environments and enhance learning
• Muslim population in the U.S. is the most racially & ethnically diverse religious group (Gallop, 2008)
Ahmadi, S., Cole, D. (2010). Reconsidering Campus Diversity: An Examination of Muslim Students’ Experiences. Journal of Higher Education, 81, 121-139.
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Traditional Learning Outcomes
Religious activities are most often correlated with increases in…• Social integration• Emotional well-being• Knowledge of different cultures
Religious/spiritual development has positive effects on…• Intellectual/Academic Outcomes• Personal/Emotional Outcomes• Attitudinal Outcomes Ahmadi, S., Cole, D. (2010). Reconsidering Campus Diversity: An Examination of Muslim Students’ Experiences. Journal of Higher Education, 81, 121-139.Astin, A. W., Astin, H. S., & Lindholm, J. A. (2010). Cultivating the spirit: How college can enhance students’ inner lives. San Francisco, CA: Jossey-Bass.
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Reflection• How does your campus offer multi-faith
spaces for students to engage in spiritual reflection?
• How do you support the spiritual identity development of your students?
• Have you consciously or unconsciously contributed to the religious oppression of Muslim students?
• What do you plan to take back to your campus as a result of today’s discussion?
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Parting Thoughts
• Relevance of Muslim student population• Create complex social environments to:– Change campus cultures– Develop diversity & multicultural
competencies for students, staff, and faculty–Help students achieve cognitive and
affective development through religious and spiritual exploration
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Takeaways• 3 C’s Model:
– Congruent– Comprehensive– Consistent
• Examples:– Interfaith programming such as dialogue series, spiritual walks,
workshops & trainings, retreats– Providing physical spaces for exploration– Reflection– Faculty & staff education & development– Living learning communities– Co-curricular learning
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Florida State University – Center for Global Engagement
Meditation Room
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
Questions?
Anil [email protected]
Alyssa [email protected]
2013 NASPA Annual Conference * Orlando, Florida * March 16-20, 2013
References• Ahmadi, S., & Cole, D. (2010). Reconsidering campus diversity: An examination of Muslim students’ experiences. Journal of Higher
Education, 81, 121-139. • Astin, A. W., Astin, H. S., & Lindholm, J. A. (2010). Cultivating the spirit: How college can enhance students’ inner lives. San Francisco,
CA: Jossey-Bass.• Bagheri, E., Ali, R.S. (2009). Practical Suggestions to Accommodate the Needs of Muslim Students on Campus. New Directions for
Student Services, 2009, 47-54. doi:10.1002/SS.307• Dalton, J., & Crosby, P. (2007). Let's talk about religious differences: The neglected topic in diversity discussions on campus. Journal of
College and Character, 9(2), Retrieved from http://journals.naspa.org/cgi/viewcontent.cgi?article=1125&context=jcc• Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and
practice (2 ed.). San Francisco: Jossey-Bass.• Esposito, J. L. (2011). What everyone needs to know about Islam. New York, New York: Oxford University Press, Inc.• Leonard, D. (2012, Feb. 13). Interview by Alyssa Zewe [Personal Interview]. • National Association of Student Personnel Administrators & American College Personnel Association. (2010). Professional competency
areas for student affairs practitioners. Washington, DC: National Association of Student Personnel Administrators.• Seifert, T. (2007). Understanding Christian privilege: Managing the tensions of spiritual plurality. About Campus, 12, 10-17. doi:
10.1002/abc.206• Speck, B. (1997). Respect for religious differences: The case of Muslim students. New Directions for Teaching and Learning, 70, 39-46.• Takim, L. (2004). From conversion to conversation: Interfaith dialogue in post 9-11 America. The Muslim World, 94, 343-355.• The Global Religious Landscape: A Report on the Size and Distribution of the World’s Major Religious Groups as of 2010. (2012,
December 18). The Pew Forum on Religious & Public Life. Retrieved from http://www.pewforum.org/global-religious-landscape-exec.aspx
• Young, I. M. (2000). Five faces of oppression. In M. Adams, W. J. Blumenfeld, R. Castañeda, H. W. Hackmann, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (pp. 35-49). New York: Routledge.
• Younis, M. (2009, March 2). Muslim Americans Exemplify Diversity, Potential: Key Findings from a new report by the Gallup Center for Muslim Studies. Gallup World. Retrieved from http://www.gallup.com/poll/116260/muslim-americans-exemplify-diversity-potential.aspx