Date of Award
Master of Arts in Child Development
First Reader/Committee Chair
Dr. Amy Van Schagen
American Muslims have increasingly experienced Islamophobia-related discrimination and stereotypes, including unjust accusations of violence, hatred, and terrorism, especially since 9/11. This study investigates the experience of Muslim immigrants in the U.S. and its impact on their children’s school outcomes. Using the theoretical frameworks of segmented assimilation, acculturation, social identity theory, and critical race theory, post-9/11 Muslim immigrants and their elementary school children are the focus of this study. Specifically, this study examines the associations among the following constructs: Muslim identity, culture and traditions, community connectedness, and children's school outcomes. This study hypothesized that there is a negative correlation between Muslim identity, culture and traditions, and school outcomes. Furthermore, it also hypothesized a positive correlation between community connectedness and school outcomes. A survey consisting of 55 questions was administered to 59 Muslim immigrant participants with children aged five to twelve years old who attend elementary school. The findings supported only H2, linking Muslim identity with community connectedness, while H1, H3, and H4 were not supported, precluding further examination of H5. The limitations of the current project are discussed, highlighting opportunities for future research to enhance the novel measures introduced.
Kassir, Ghada, "THE ROLE OF MUSLIM COMMUNITIES IN EASING THE CHALLENGES FOR YOUNG U.S. MUSLIM IMMIGRANT CHILDREN’S SCHOOL OUTCOMES" (2023). Electronic Theses, Projects, and Dissertations. 1807.