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"It Is Not in the Stars to Hold Our Destiny but in Ourselves": Tales of Saudi Muslim Women Maintaining Their Identities in U.S

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Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2015 "It is not in the Stars to Hold our Destiny but in Ourselves": Tales of Saudi Muslim Women Maintaining their Identities in U.S. Higher Education Debi Sheridan Utah State Unviversity Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Teacher Education and Professional Development Commons Recommended Citation Sheridan, Debi, ""It is not in the Stars to Hold our Destiny but in Ourselves": Tales of Saudi Muslim Women Maintaining their Identities in U.S. Higher Education" (2015). All Graduate Theses and Dissertations. 4635. https://digitalcommons.usu.edu/etd/4635 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. “IT IS NOT IN THE STARS TO HOLD OUR DESTINY BUT IN OURSELVES”: TALES OF SAUDI MUSLIM WOMEN MAINTAINING THEIR IDENTITIES IN U.S. HIGHER EDUCATION by Debi Sheridan A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Education Approved: Spencer Clark, Ph.D. Sylvia Read, Ph.D. Major Professor Committee Member Sue Kasun, Ph.D. Abdulkafi Albirini, Ph.D. Committee Member Committee Member _________________________________ Sherry Marx, Ph.D. Mark R. McLellan, Ph.D. Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2015 ii Copyright © 2015 Debi Sheridan All rights reserved iii ABSTRACT “It Is Not In the Stars to Hold Our Destiny but In Ourselves”: Tales of Saudi Muslim Women Maintaining Their Identities in U.S. Higher Education by Debi Sheridan, Doctor of Philosophy Utah State University, 2015 Major Professor: Spencer Clark, Ph.D. Department: School of Teacher Education and Leadership This work explored the lives of four veiled female Saudi English Language Learners as they progressed through an American university where the programs they studied were delivered in the English language. This population is easily identified and is often met with distrust and fear based on their sartorial choices. The participants were asked to identify how parts of their identities changed and how they maintained other parts. The interviews were analyzed using Islamic Feminism and intersectionality theory to explain how the multiplicity of roles the participants adopted, were impacted by a new culture. The work revealed that the participants used their identities, culture, language and education to resist the difficult complexities of negotiating a foreign culture, and the questioning and micro-aggressions of the host population based on their linguistic, physical and ethnic differences. These observations led to the conclusion that the iv American university system could facilitate improved opportunities for students to be more internationally aware, and more tolerant of difference. Also facilities on university campuses could be improved to provide more social justice. (232 pages) v PUBLIC ABSTRACT “It Is Not In the Stars to Hold Our Destiny but In Ourselves”: Tales of Saudi Muslim Women Maintaining Their Identities in U.S. Higher Education Debi Sheridan The objective of these oral histories was to examine, explain and reveal the success of a small group of Saudia (female Saudis) whose studies at a mid-Western American university through the medium of English (their second or third language). Four students were randomly selected from a group of volunteers, based on their successful completion of the English as a Second Language (ESL) program, plus a year of other academic classes in the university. One student, who had not completed the ESL program, was admitted to the master of English program having passed the Test of English as a Foreign Language (TOEFL) test at the required level. The student participants were interviewed a number of times in the course of the study and after the completion of the writing to check the evidence. The interviews were semi-structured to allow the participants to expand as they desired. The data was analyzed using the theories of Islamic feminism and intersectionality to discover how the students were able to succeed in a profoundly different school and social culture as an English Language Learner (ELL) where many other ELLs fail to complete a degree program. Attention was focused on the participants explanations of their successes, failures and challenges. vi The study findings indicate that the participants face the same challenges that many minority groups face. However, the students developed or were equipped with access to personal, familial and Saudi social connections that enabled them to deal with the adversities that student life brings. They were empowered by their experiences and achievements in school and in dealing with a foreign culture, and were successful in spite of the challenges they faced as women, ELLs, and international students. It also found that there are many efforts that schools can undertake to create more equitable and accessible resources for this minority population. vii ACKNOWLEDGMENTS My deepest thanks to the willing participants and their sister Muslimas, husbands, brothers, and families, for their willingness to share their time, resources and stories. Dr. Barry Franklin, who inspired me to follow this path and exploit my training as an historian and educator. My initial muse, Omar Alam, who listened patiently as I enthused about the topic and narrowed it to its present end. I am grateful to the patient souls who constituted my committee and believed that this work was important; my chair, Dr. Spencer Clark, and members Drs. Sherry Marx, Sue Kasun, Sylvia Read, and not least to Dr. Abdulkafi Albirini, who patiently corrected my poor Arabic. My colleagues, friends, and cheerleaders, Toni Asay, Jay and Tina Baggaley, Dr. Shannon Butler, Giana Curtis, Bryce Day, Ross Fraser, Jody Halverson, Debbie Hansen, Amy Reimann Hudson, Claire Hughes, Brooke Kelly, Dr. Kathleen Herndon, Dr. Susan Mackay, Maria Mortensen, Karen Osterburg, Mark Peterson, Monica Rodriguez, Dr. Gene Sessions, Dr. Eva Szalay, Sandy Thomas, and Dr. Michael Wutz, for tough love, encouraging enquiries, setting new goals, and mopping tears. To my ibni (adopted son and roommate), Hasan Nezam, who encouraged, calmed, and cheered my efforts when they faltered, as did so many other appropriated children and friends whose small gestures and kind words lent unwitting cheers, comfort and encouragement; Kristen, Joel, Kelly, Halla, Lisa, Holly, Shellie, Karlee, Trevor, Carly, Adrianna, Yazmin, Chanar, Taylor, Jamerica, Andreas, Tim, Chase and Laura, Anishka, Morteza, Sweetie Darling, and all the Saudia bintis and Saudi Walaydis so far from home whom I have taught in the last 16 years. viii Not least, and most importantly of all these, is my amazing and patient family; my mother, June Cotier; my children Kate, Sam, Nathan, Laura, and Jennie, for they did not doubt it, and did not disown me. The in-law children, Steve Nelson, Jeremy Moulds, Suzanne Mackay, Amanda Drake, and Adam Bliss; and my brothers and sisters. I dedicate this work to my granddaughters Ruby Read, Jessica, Mai Sheridan, Josephine Jane, Maggie Grace, and my only grandson, wee Sam. I fervently hope that they will inherit a world more filled with love, tolerance, and acceptance of difference than the world we presently accept. And with fond memories of my first Muslim binti, Ibtissame Talbi. Debi Sheridan ix CONTENTS Page ABSTRACT ................................................................................................................... iii PUBLIC ABSTRACT ................................................................................................... iv ACKNOWLEDGMENTS ............................................................................................. vii CHAPTER I. INTRODUCTION .......................................................................................... 1 II. LITERATURE REVIEW ............................................................................... 10 Introduction ..................................................................................................... 10 Feminisms ....................................................................................................... 11 Veiling............................................................................................................. 19 Media Representations of Muslimas ............................................................... 25 Gendered Islamophobia .................................................................................. 28 Identity and Self-Identity ................................................................................ 28 Muslim Resistance .......................................................................................... 36 III. PROCEDURES AND METHODS................................................................. 48 Oral History .................................................................................................... 48 Interviews ........................................................................................................ 50 Participative Observation and Focus Groups .................................................. 53 Data Collection ..............................................................................................
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