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Muslim Female Students and Their Experiences of Higher Education in Canada Western University Scholarship@Western Electronic Thesis and Dissertation Repository 6-18-2015 12:00 AM Muslim Female Students and Their Experiences of Higher Education in Canada Farzaneh Khosrojerdi The University of Western Ontario Supervisor Dr. Goli Rezai-Rashti The University of Western Ontario Graduate Program in Education A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Farzaneh Khosrojerdi 2015 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Education Commons Recommended Citation Khosrojerdi, Farzaneh, "Muslim Female Students and Their Experiences of Higher Education in Canada" (2015). Electronic Thesis and Dissertation Repository. 2896. https://ir.lib.uwo.ca/etd/2896 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Muslim Female Students and Their Experiences of Higher Education in Canada Thesis Format: Monograph By Farzaneh Khosrojerdi Graduate Program in Education A thesis submitted in partial fulfilment of the requirement for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada ©Farzaneh Khosrojerdi, 2015 i Abstract Through conducting qualitative case studies on 10 Muslim female students in Canadian universities and drawing on theories of third-wave feminism, post-colonial feminism, and anti- racist feminism, this research explores the experiences of Canadian Muslim female university students. It explores how gender, race, ethnicity, and religion, and their intersection, impact Muslim female students’ identity construction and their overall experiences of higher education in Canada. This research investigates Muslim female students’ perceptions of, and reactions towards, the prevailing stereotypes about Muslim women in Canadian universities. It also explores how Muslim female university students perceive the hijab and wearing it in Canadian universities. The findings of this research indicate the significance of the hijab in the lives of Diasporic Muslim women, and the different meanings that those women identify for the hijab. The findings highlight race, racism, and Othering as prominent issues in Canadian universities. They further reveal the prevalence of a number of negative stereotypes about Muslim women in Canadian universities. These stereotypes homogenize Muslim women and (mis)represent them as oppressed by Islamic patriarchy. The study findings show the heterogeneity of Muslim women’s lives and identities, and emphasize the need for a nuanced analysis of the cultural, political, historical, and geographical contexts in which the practice of veiling is exercised. In addition, Muslim women are identified by the research as active agents who challenge the stereotypes through reifying the best representation of Muslim women and by educating non- Muslims about Islam and Islamic beliefs. Furthermore, the findings demonstrate the challenges associated with negotiating multiple identities amongst Muslim women and the supportive role that Muslim students associations play for Muslim women in maintaining their Islamic identities. The results of this research can have significant implications for policy makers at the higher education level. By informing university authorities and policy makers about the challenges that Muslim women face in Canadian universities, there is potential for improvements in the future. Keywords: Muslim female students; Muslim identity; the hijab; veiling; higher education. ii Acknowledgements This dissertation would have not been completed without the support and encouragement of a number of people. First, I would like to thank the women whose accounts helped me produce this work; the women who trusted me, received me warmly, and generously shared their time and stories with me. I thank them all for their courage and dedication to make a change. I would like to thank my supervisor and mentor Professor Goli Rezai-Rashti whose continues support and encouragement has made me progress. I am forever grateful to her intellectual guidance and to her support in making me maintain a balance between my academic and family lives. I am also truly grateful to Professor Wayne Martino for his careful review of my work and for his insightful feedback during the course of this research. I feel blessed to have had the chance to learn from Goli and Wayne during the years of my Ph.D. journey in the University of Western Ontario. Last but not least, I would like to thank my wonderful family for their unconditional support and love which enabled me to complete this project. Special thank goes out to my sister, Azadeh Khosrojerdi, for her invaluable assistance and impactful presence in a number of very difficult periods of my life when starting, continuing, and finishing this undertaking seemed impossible in view of the aggressive sickness of my little boy and the births of my two beautiful little girls. I am truly grateful to my life partner, Professor Amirnaser Yazdani, who has unconditionally mentored and supported me in every step of my academic life. I thank him for his profound understanding of the challenges of an academic life and for his warm supportive words at moments when I needed them the most. Finally, financial support of the University of Western Ontario during the course of my Ph.D. studies is gratefully acknowledged. iii To Amir, Who taught me how to believe in my dearms, And To my beautiful angels, Arman, Ava, and Emma, Who taught me how to love unconditionally. iv Table of Contents Title Page………………………………………………………………………………………………………………………………………………….i Abstract……………………………………………………………………………………………………………………………………………………ii Acknowledgements…………………………………………………………………………………………………………………………………iii Dedication………………………………………………………………………………………………………………………………………………iv Chapter 1 ....................................................................................................................................................... 1 1. Introducing the Study ............................................................................................................................... 1 1.1 Research Problem ............................................................................................................................... 2 1.2 Research Questions ............................................................................................................................ 4 1.3 Theoretical and Conceptual Frameworks ........................................................................................... 5 1.4 Race and Ethnicity ............................................................................................................................... 7 1.5 Feminist Theory .................................................................................................................................. 9 1.6 Emergence of Third-Wave Feminism ................................................................................................ 13 1.7 Theoretical Issues in Intersectionality .............................................................................................. 14 1.8 Anti-Racist Feminism ........................................................................................................................ 21 1.9 Post-Colonial Feminism ..................................................................................................................... 25 1.10 Summary ......................................................................................................................................... 28 Chapter 2 ..................................................................................................................................................... 30 2. Review of the Literature ......................................................................................................................... 30 2.1 Muslim Female Students and Their Educational Experiences .......................................................... 31 2.1.1 Muslim Female Students and Their Interactions with White Non-Muslim Students .................... 31 2.1.2 Muslim Female Students, Discrimination, and Teacher’s Low Expectation .................................. 32 2.1. 3 Muslim Female Students and Parental Support ........................................................................... 36 2.1.4 Muslim Female Students, Anti-Muslim Sentiments, and Lack of Accommodation ....................... 40 2.1.5 Muslim Female Students and Sense of Belonging ......................................................................... 44 2.1.6 Muslim Female Students and Negative Stereotypes ..................................................................... 45 2.1.7 Muslim Female Students and the Construction of Religious Identity ........................................... 48 2.1.8 Muslim Female Students and Their Experiences in Canada .......................................................... 50 2.1.9 Minority Students and College Atmosphere.................................................................................. 52 2.2 Muslim Women in Diaspora ............................................................................................................. 54 2.2.1 Muslim Women and the Veil ........................................................................................................
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