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A Grounded Theory of International Muslim and Former Muslim Students’ Shifts in Religious and Cultural Identity at Two Midwestern Universities

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A Grounded Theory of International Muslim and Former Muslim Students’ Shifts in Religious and Cultural Identity at Two Midwestern Universities DISCERNING IDENTITY: A GROUNDED THEORY OF INTERNATIONAL MUSLIM AND FORMER MUSLIM STUDENTS’ SHIFTS IN RELIGIOUS AND CULTURAL IDENTITY AT TWO MIDWESTERN UNIVERSITIES Brett Tyler Erickson A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2014 Committee: Bruce Collet, Advisor Hyeyoung Bang Russell Mills i i ABSTRACT Bruce Collet, Advisor This study examines the shifts of international Muslim students’ religious and/or cultural identity as they studied at one of two Midwestern universities. This study uses an inductive approach to analyze interview data for the purpose of answering the central question: What are the shifts international Muslim students are experiencing in regards to their Muslim and/or cultural identity? And, the following sub-questions are addressed: What is contributing to international Muslim students’ shifts in Muslim and/or cultural identity? What are the implications of these shifts? Using a grounded theory approach, these questions are answered using inductively arrived at axial categories, which include independence, exposure, and questioning, and a central category of discernment. The categories resulted from the participants’ data, and help understand what shifts international Muslim students are experiencing. Additionally, these categories help to understand what is contributing to these shifts, and what the implications of these shifts are. Open-ended, semi-structured interviews were conducted with international Muslim and former Muslim students who were studying, or had studied at one of the two chosen universities. These participants were selected as a result of their status as international students, in addition to their Muslim or former Muslim identities. The results of the study revealed that many of the participants did experience a shift in their Muslim and/or cultural identity while studying at one of the two Midwestern universities. Furthermore, the results showed that many of the participants’ shifts in their Muslim and/or cultural identity, were a result of studying at one of the two universities. The participants who experienced a shift in their Muslim and/or cultural identity appeared to all share in a similar iii process, which led them to their shift. In this process, the participants had to consider what the implications of their shift were, especially with regard to their home culture. This study shows that some international Muslim students may experience a unique shift in their Muslim and/or cultural identity as a result of studying at one of the two universities. This study also shows what contributes to these students’ shifts, and what the implications of their shifts are, especially as they relate to their home culture. iv ACKNOWLEDGMENTS I would like to thank my thesis committee, Dr. Collet, my advisor and chair, Dr. Bang, my methodologist, and Dr. Mills, my consultant, for their guidance, patience, and support. As they know, I needed much of it. I want to thank Dr. Collet and Dr. Bang for their high expectations and standards of excellence that forced me to go beyond what I thought I was capable of. Thank you both for being available at inconvenient times, and for the grace you showed me throughout this process. I want to thank Dr. Mills for his wisdom and encouragement, and for being a soundboard for me at times. Thank you to Leslie Straka for showing me grace and patience in accommodating much of the demands of this process. Thank you to Dr. Edward Laarman, Dr. Michael Brown, Dr. Carney Strange, Dr. Nicholas Bowman, Julie George, and Naima Dahir for your help in a variety of capacities. You have all greatly contributed to this process, and this study would not be what it is without your help, support, and advising. To all of my participants, thank you for allowing me to tell a part of your story. Thank you for your time and trust. Without you this story does not exist. MACIE faculty, staff, and students, thank you for providing me with an incredible opportunity to learn as a student and to grow as an individual. It has been a blessing being a part of this program and knowing and learning from all of you. Thank you. To my family, you have been a rock for me to stand on. Thank you to my mom, dad, and sister for your constant encouragement and prayers when I doubted myself. Thank you for helping me to see beyond myself. Thank you to my in-laws for sacrificing your time and money to allow me to participate in this program. Thank you for taking care of Abraham when my plate became too full. v Thank you to Abraham for motivating me in ways you will not soon know. Abraham, you have been the best distraction I could ask for. I love you. And most of all, thank you Leigh Ann. My words will never do justice to what you mean to me, and to the impact you have had, and continue to have on my life. You reflect the image of the creator, and I am thankful that because of you, I get to share in his glory. You are the plumb line for which all beauty is measured. I love you. vi TABLE OF CONTENTS Page CHAPTER I: INTRODUCTION ........................................................................................... 1 Purpose of Study ............................................................................................................... 2 Significance of Study ........................................................................................................ 2 Researcher’s Background ................................................................................................. 3 Organization of Thesis ...................................................................................................... 5 CHAPTER II. LITERATURE REVIEW ............................................................................. 7 International Muslim Students Studying in the U.S. ........................................................ 8 International Education as a Business ............................................................................... 10 Acculturation, Culture Shock, and the International Student Identity Model ................. 12 The Public Practice of Islam ............................................................................................ 15 Muslim Students Association (MSA) and University Accommodations ........................ 17 Apostasy Laws ............................................................................................................ 18 Spiritual and Religious Development in Higher Education ............................................. 19 Definitions ............................................................................................................ 24 Summary ............................................................................................................ 26 CHAPTER III: METHODOLOGY ....................................................................................... 28 Chapter Overview ............................................................................................................ 28 Research Design and Rationale ....................................................................................... 29 Rationale for Qualitative Methodology ..................................................................... 29 Rationale for Grounded Theory ................................................................................. 30 Participant Selection and Site ........................................................................................... 31 vii Cardinal State University: Participant Profiles ................................................................. 34 Frank ............................................................................................................ 34 Elaine ............................................................................................................ 34 Martin ............................................................................................................ 35 Neda ............................................................................................................ 35 Lana ............................................................................................................ 36 Moses ............................................................................................................ 36 Samantha ............................................................................................................ 36 Gold Finch State University: Participant Profiles ............................................................. 37 Tania ............................................................................................................ 37 Matthew ............................................................................................................ 37 Samuel ............................................................................................................ 38 Adam ............................................................................................................ 38 Helen ............................................................................................................ 39 Data Collection and Procedures ........................................................................................ 39 Data Analysis ............................................................................................................ 41 Summarizing Data ....................................................................................................
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