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" Religion and Schools: Exploring the Best Practices of Educational Leaders and the Experiences of First Generation Muslim Students in High School "
Gass, Carolyn Danielle
Tucker, Janice L.
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1051436
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| Doc. No
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TL50553
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| Main Entry
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Gass, Carolyn Danielle
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| Title & Author
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Religion and Schools: Exploring the Best Practices of Educational Leaders and the Experiences of First Generation Muslim Students in High School\ Gass, Carolyn DanielleTucker, Janice L.
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| College
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California Lutheran University
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| Date
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2019
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| Degree
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Ed.D.
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| student score
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2019
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| Note
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151 p.
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| Abstract
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Due to increasing conflicts in the Middle East, the number of Muslim immigrants immigrating to the United States has exponentially increased, including the number of first generation Muslim students who we serve in our school communities. It is important for educational leaders to understand how to support these students in their school lives. This study asks the question, “What are the best practices educational leaders can employ in supporting Muslim students, and subsequently, what are the experiences of Muslim students in school? Three high school principals and seven Muslim students were interviewed in this qualitative multicase study to determine if principals’ perspectives on best practices are best serving Muslim students. Field notes, observations, and school policy documents were used to triangulate the data. While the data demonstrated that principals are already incorporating a number of best practices that they feel serve this population well, students feel that current practices are not sufficient enough to serve their needs. Findings of this study show that student support groups, restorative justice practices, having a connection with a caring adult, and developing cultural awareness at school about religious practices can all contribute to a better school experience. In addition, Muslim students face acts of intolerance from both peers and adults at school, and find that their cultural identity is misrepresented in the high school curriculum. Implications include looking through the lens of culturally proficient practices to evaluate school policies, conducting full curriculum audits, and incorporating cultural bias training in schools.
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Education Policy
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Educational leadership
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Multicultural Education
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Secondary education
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Tucker, Janice L.
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| Added Entry
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California Lutheran University
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