Exploring Muslim university students’ experiences and identity construction within HEI settings

Fara, Hanan (2024). Exploring Muslim university students’ experiences and identity construction within HEI settings. University of Birmingham. Ph.D.

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Abstract

This thesis provides an in-depth exploration of their multifaceted experiences through the lens of the novel Muslim Identity Intersectional Matrix (MIIM) conceptual framework. Utilising a qualitative methodology which involves semi-structured interviews with 30 Muslim students aged 18-21 from two universities in the West Midlands region, this study captures the diversity and complexity of Muslim students' identities, challenges, and strategies within the university context. The key findings revealed the centrality of faith in participants' lived experiences, manifesting across a spectrum of interpretations and practices that are intricately woven into their identity construction processes. As Muslim students navigate university life, they undergo transformations to negotiate their religious, cultural, and academic identities in secular institutional environments. The findings also highlight pervasive experiences of marginalisation and Islamophobia, ranging from microaggressions to systemic exclusion, which undermine their sense of belonging on campus. Nonetheless, Muslim students demonstrate resilience and agency, actively resisting marginalisation through community building efforts, strategic self-representation, and embodied placemaking practices, carving out inclusive spaces that affirm their multifaceted identities. These contrasting university environments shape Muslim students' experiences, support, engagement, and academic aspirations, underscoring the significance of the institutional factors. The MIIM framework developed in this thesis offers a nuanced understanding of the complex processes involved in Muslim students’ identity formation and institutional engagement. By amplifying Muslim students' voices and perspectives, this study challenges deficit narratives and highlights their creativity and resourcefulness in navigating university life. These findings provide invaluable insights for policymakers, educators, and practitioners aiming to create truly inclusive and equitable environments that empower all students to thrive academically, socially, and spiritually, embracing religious pluralism as an integral part of the academic and social landscape.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):