The Lived Experiences of Black Muslim Students Attending a Predominantly White Institution
Principal investigatorKeon McGuire
Award start date05/01/2018
Award end date03/31/2019
Originating sponsorMary Lou Fulton Teachers College
A growing body of scholarship investigates the experiences of spiritually and religiously minoritized populations, such as black Muslim men. Findings from these studies highlight the ways students engage with campus support services, and their decisions concerning religious stylings and representations. A second line of inquiry examines students who occupy multiple marginalized social locations. With a few notable exceptions, much of empirical research on college students focuses on the realities of Muslim women. There is much to be learned about what religion, race and gender mean for black Muslim college men and immigrant-origin Muslim students. This study by Assistant Professor Keon McGuire and Assistant Professor Saskias Casanova seeks to answer: 1) How do black Muslim college students discursively construct their blackness and Muslim identity; 2) How do race, gender, immigration status and religion inform students’ educational experiences; and 3) How do students experience and respond to intersectional microaggressions targeting multiple stigmatized identities?
Findings and impact
Findings from this study will assist educators in developing programs, policies and inclusive learning environments that better support students’ educational and developmental needs. Further, this study will advance understanding of black, religious, gender and immigrant social identities in student development research and practice. The researchers will use preliminary data to apply for a larger grant from either the Russell Sage Foundation or W.T. Grant Foundation. Preliminary data will also result in recommendations for professional development workshops for faculty, staff and higher education administrators working with these diverse students. Other deliverables will include peer-reviewed articles, reports for the community colleges, and an intersectional microaggressions psychometrics scale to be used in the larger, longitudinal study funded through the external grant.