Chapter 14 Promoting Allyship Among South Asian and Arab Muslims Toward Black and Latino/A Muslims in American Islamic Centers

Total Page:16

File Type:pdf, Size:1020Kb

Chapter 14 Promoting Allyship Among South Asian and Arab Muslims Toward Black and Latino/A Muslims in American Islamic Centers Chapter 14 Promoting Allyship Among South Asian and Arab Muslims toward Black and Latino/a Muslims in American Islamic Centers Nausheen Pasha-Zaidi, Meg A. Warren, Yvonne El Ashmawi, and Neneh Kowai-Bell Abstract. Increased social justice awareness in the United States and shifting demographics are giving birth to a more diverse and egalitarian generation. Improving relations across social categories has been a key topic in diversity, equity, and inclusion work, but less emphasis has been placed on cross-racial allyship within minority populations. While allyship in racial contexts is often perceived as a White versus non- White issue, this binary position erases the diversity that exists within communities of color. A dichotomous approach to allyship that positions White heterosexual males as the primary holders of privilege does not address the disparities that exist within and across minoritized communities. While Arabs and South Asians are minorities in the US on a macrolevel, they often hold privileged positions in Islamic centers and other Muslim spaces—even though Black Americans make up a larger percentage of the Muslim population. Additionally, there is an increasing number of Latino/a Muslims in the US, but they are often invisible in larger conversations about Islam in America as well as in discourse among Muslim Americans. In this chapter, we explore the concept of allyship and how South Asian and Arab Muslims can support and advocate for Black and Latino/a Muslims in American Islamic centers. We also discuss Islamophobia in the US as well as the anti-Blackness and racism that exists within Muslim communities and provide suggestions on how Islamic centers can serve as spaces of allyship and cross-racial dialogue. Draft Version: December 26, 2020 © 2021, Springer. This chapter is not the copy of record and may not exactly replicate the final, authoritative version of the chapter published in the Springer Book, Toward a Positive Psychology of Islam and Muslims: Spirituality, Struggle, and Social Justice. Please do not copy without authors' permission. The final chapter is available at https://doi.org/10.1007/978-3-030-72606-5_14 The final citation will be: Pasha-Zaidi, N., Warren, M. A., El Ashmawi, Y., & Kowai-Bell, N. (2021). Promoting allyship among South Asian and Arab Muslims toward Black and Latino/a Muslims in American Islamic centers. In Pasha-Zaidi, N. (Ed.), Toward a positive psychology of Islam and Muslim: Spirituality, struggle, and social justice, pp. 307-331. Springer Publishers. https://doi.org/10.1007/978-3-030-72606-5_14 ___________________________________________________________ Nausheen Pasha-Zaidi, Houston Community College and University of Houston Downtown Email: [email protected] Meg A. Warren, College of Business and Economics, Western Washington University Email: [email protected] Yvonne Pilar El Ashmawi, Loyola University Chicago Email: [email protected] Neneh Kowai-Bell, Houston Community College Email: [email protected] 14.1 Introduction Allyship is becoming an increasingly important part of the dialogue on diversity, inclusion, and equity. An ally is a motivated and committed privileged group member who offers affirmation and social support (e.g., fosters positive relationships) and performs dedicated, informed action, that is, activism, to stand with and stand up for marginalized groups and their members. According to Washington and Evans (1991), an ally is “a person who is a member of the ‘dominant’ or ‘majority’ group who works to end oppression in his or her personal and professional life through support of, and as an advocate for, the oppressed population” (p. 195). Collins and Chlup (2014) define allies as “friends of and advocates for minority and/or disempowered social groups that experience oppression based on markers such as race, ethnicity, sexual orientation, gender, religious affiliation, disabilities, age, and so forth” (p. 482). From the perspective of the marginalized group (e.g., people of color), allies are described as providing affirmation (i.e., active social support) and performing informed action (i.e., constructive action born of disciplinary knowledge, debate, and deliberation) (Brown & Ostrove, 2013). Thus, an ally displays strong commitment to supporting marginalized group members and is willing to dedicate considerable effort to learning to be effective. In discussing allyship, heterosexual, cisgender, White males are typically in a position of privilege based on the intersection of their social categories. However, Patel (2011) contends that this limits the conversation to binary terms, particularly regarding racial categories where the perception of White versus non-White becomes the focus of attention, thereby disregarding the cultural diversity of non-White racial groups. Additionally, religious orientation is missing altogether in this characterization of allyship, which further erases the perspectives of stigmatized religious groups. Although there are multiple factors involved in supporting minoritized groups, there is a lack of information on cross-racial allyship, particularly within Muslim populations. Whereas Arab and South Asians are minorities in the United States, within Muslim communities, they are often the ones with greater privilege. This is particularly interesting because the number of Black Muslims in the US is greater than either of these groups, yet they have lesser power within Muslim spaces. Furthermore, there is a growing population of Latino/a Muslims, which often remains unrecognized altogether. As such, South Asian and Arab Muslims are in a position to provide support and advocacy for Black and Latino/a Muslims within Muslim organizations and spaces. As Muslims have collective experiences of Islamophobia, the importance of allyship across racial categories is particularly important within the ummah (community of believers) to better address the social, political, and psychological effects of anti-Muslim rhetoric and policy. 14.2 Diversity of Muslims in the United States Although Islam is one of the fastest growing religions in the US, it represents only about 1% of the American population. The dominant narrative often portrays American Muslims as being first generation immigrant Arabs, but in fact, the American Muslim population in the United States is comprised of a complex mix of racial and ethnic groups (Pew Research Center, 2011). Haddad and Lummis (1987) categorize Muslims in North America as two distinct groups: immigrant Muslims and US born Muslims. Among US born Muslim Americans, 40% identify as Black, 18% as White, 10% as Latino/a, 10% as Asian, and 21% representing other or mixed races (Pew Research Center, 2011). Immigrant Muslims represent almost eighty different nationalities, with Pakistan accounting for the largest nation of origin (Foley, 2012). In addition to the plethora of ethnicities and national origins, there is great diversity in other aspects as well, including socioeconomics, home language, and sect (Haddad, 2011). Wingfield (2006) explains that Islam “has its legalists, rationalists, mystics, humanitarians, and ideologues, and many people of Muslim heritage are quite secular in outlook” (p. 261). While the number of mosques in the US nearly doubled between the years 2000 and 2011 (Bagby, 2012), most American Muslims are ‘un-mosqued’, meaning that they do not have a mosque that they attend regularly (Grewal, 2014). However, according to Jamal (2005), “mosque participants, as a concentrated group of observant Muslims, feel the pangs of stereotypes more sharply than non-mosqued Muslims because their basic religious identities visibly differentiate them from mainstream society” (p. 62). In addition to varying levels of religiosity, there are also more than a dozen sects of Islam practiced in the United States today, including the most mainstream Sunni and Shi’a sects1. Among the Sunnis, there are two main groups that figure prominently in American Muslim life in addition to the Sunni Islam brought to the United States by the waves of Muslim immigrants: the Sufis and the Salafis2. The Sunni Sufis, not to be confused with other Sufi sects, study the traditional canons of Islam, encourage adherents to study with qualified Muslim theologians, and work hard at establishing an American Islam rooted in traditional texts interpreted for the modern US context. The Salafi group is an outgrowth of the Wahhabi movement in Saudi Arabia which preaches a strict interpretation of Islamic doctrine and practice as well as the political view that Muslim leaders should not be challenged in public or private (Grewal, 2014). Although not considered a part of true Islam according to mainstream Muslim groups, the Ahmadis have also contributed significantly to propagation of Islam in the US. The Ahmadiyya movement was founded in India during the late 1800s by Mirza Ghulam Ahmad. As they are often labeled as heretics in Muslim majority countries, most Ahmadis worship in private spaces and do not disclose their affiliation for fear of persecution (Abdullatif, 2020). In the US, the Ahmadiyya community began with the arrival of Mufti Muhammad Sadiq. While the American Ahmadiyya community today consists of different ethnic backgrounds, early Ahmadis were comprised of mainly African American converts (Khan, 2018).The Ahmaddiya movement is also considered by some historians to have paved the way for other missionary movements such as the Nation of Islam, which was founded by Elijah Muhammad (Grewal, 2014). Like Ahmadis, the Nation
Recommended publications
  • Overlooking Sexism: How Diversity Structures Shape Women's
    Overlooking Sexism: How Diversity Structures Shape Women’s Perceptions of Discrimination Laura M. Brady A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science University of Washington 2013 Committee: Cheryl Kaiser Janxin Leu Program Authorized to Offer Degree: Psychology ©Copyright 2013 Laura M. Brady Acknowledgements This research was conducted under the guidance of Cheryl Kaiser and Brenda Major and was supported by a National Science Foundation Graduate Research Fellowship awarded to Laura Brady and by National Science Foundation grants 1053732 & 1052886 awarded collaboratively to Brenda Major and Cheryl Kaiser. University of Washington Abstract Overlooking Sexism: How Diversity Structures Shape Women’s Perceptions of Discrimination Laura Michelle Brady Chair of the Supervisory Committee: Cheryl Kaiser, PhD Psychology Two experiments test the hypothesis that the mere presence (vs. absence) of diversity structures makes it more difficult for women to detect sexism. In Experiment 1, women who learned that a company required diversity training for managers thought the company was more procedurally just for women and was less likely to have discriminated against a female employee compared to women who learned the company offered general non-diversity related training for managers. Experiment 2 used a similar design, but also gave women evidence that the company had indeed discriminated against women in hiring practices. Again, compared to the control condition, women who learned that the company offered diversity training believed the company was more procedurally just for women, which led them to be less supportive of sexism related litigation against the company. To the extent that diversity structures legitimize the fairness of organizations, they may also make it more difficult for members of underrepresented groups to detect and remedy discrimination.
    [Show full text]
  • The Trouble We''re In: Privilege, Power, and Difference
    The Trouble Were In: Privilege, Power, and Difference Allan G. Johnson Thetroublearounddifferenceisreallyaboutprivilegeandpowertheexistenceofprivilege andthelopsideddistributionofpowerthatkeepsitgoing.Thetroubleisrootedinalegacyweall inherited,andwhilewerehere,itbelongstous.Itisntourfault.Itwasntcausedbysomethingwedid ordidntdo.Butnowitsallours,itsuptoustodecidehowweregoingtodealwithitbeforewe collectivelypassitalongtothegenerationsthatwillfollowours. Talkingaboutpowerandprivilegeisnteasy,whichiswhypeoplerarelydo.Thereasonforthis omissionseemstobeagreatfearofanythingthatmightmakewhitesormalesorheterosexuals uncomfortableorpitgroupsagainsteachother,1eventhoughgroupsarealreadypittedagainstone anotherbythestructuresofprivilegethatorganizesocietyasawhole.Thefearkeepspeoplefrom lookingatwhatsgoingonandmakesitimpossibletodoanythingabouttherealitythatliesdeeper down,sothattheycanmovetowardthekindofworldthatwouldbebetterforeveryone. Difference Is Not the Problem Ignoringprivilegekeepsusinastateofunreality,bypromotingtheillusionthedifferenceby itselfistheproblem.Insomeways,ofcourse,itcanbeaproblemwhenpeopletrytoworktogether acrossculturaldividesthatsetgroupsuptothinkanddothingstheirownway.Buthumanbeingshave beenovercomingsuchdividesforthousandsofyearsasamatterofroutine.Therealillusionconnected todifferenceisthepopularassumptionthatpeoplearenaturallyafraidofwhattheydontknowor understand.Thissupposedlymakesitinevitablethatyoullfearanddistrustpeoplewhoarentlikeyou and,inspiteofyourgoodintentions,youllfinditallbutimpossibletogetalongwiththem.
    [Show full text]
  • Poetry and the Arab Spring
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2015 Poetry And The Arab Spring George A. Simon Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/624 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Poetry and the Arab Spring By George Simon A master’s thesis submitted to the Graduate Faculty in Middle Eastern Studies in partial fulfillment requirements for the degree of Master of Arts, The City University New York. 2015 i This manuscript has been read and accepted for the Graduate Faculty in Middle Eastern Studies in satisfaction of the requirement for the degree of Master of Arts. Approved by ______________________________________________ Date: ___________________ Prof. Christopher Stone Advisor ______________________________________________ Date: _____________________ Prof. Simon Davis Acting Director Master’s in Middle Eastern Studies THE CITY UNIVERSITY OF NEW YORK ii Poetry and the Arab Spring By: George Simon Advisor; Prof. Christopher Stone Abstract: In 2010-11 the world saw the rise of the Arab Spring, a series of uprisings across the Arab world. These uprisings were attempts by the Arab peoples to over throw their governments and bring freedom and change to their societies in order to live in dignity and grace. These populist uprisings produced powerful poetry that of cuses on the corruption of Arab governments and the rampant economic social prob lems.
    [Show full text]
  • Homer: an Arabic Portrait1
    Edin Muftić Homer: An Arabic portrait1 Homer is rightfully seen as the first teacher of Hellenism, the poet who educated the Greek, who in turn educated Europe. But, as is well known, Europe doesn’t have a monopoly on Greek heritage. It was also present in the Islamic tradition, where it manifested itself differently. Apart from phi- losophy, mathematics, astronomy, medicine and pharmacology, Greek poetry, even if usually not translated, was also widely read among the Arab-Islamic intellectual elite. The author analyses the extent to which Homer’s works circulated, how well known were his poetics, and the influence his verses exerted during the heyday of Classical Arab-Islamic civilization. Keywords: Homer; translation movement; Al-Biruni; arabic poetry; Al-Farabi; Averroes INTRODUCTION The Greek and Arab epic tradition have much in common. Themes of tribal enmity, invasions and plunder, abduction of women, revenge, heroism, chivalry and love feature prom- inently in both traditions. While the Greeks have Hercules, Perseus, Theseus, Odysseus, Jason or Achilles, the Arabs have ʻAntar bin Šaddād (the “Arab Achilles”), Sayf bin ī Yazan, Az-Zīr Sālim and many others. When it comes to the actual performance of poetry, similarities be- Ḏ tween the two traditions are even greater. Homeric aoidos playing his lyre has a direct coun- terpart in Arab rawin playing his rababa. The Arab wandering poet often shares the fate of his Greek colleague (Imruʼ al-Qays, arafa and Al-Aʻšá, and Abū Nuwās and Al-Mutanabbī are the most famous examples). Greek tyrants who were famous for hosting poets like Ibycus, Anacre- Ṭ on, Simonides, Bacchylides or Pindar, while expelling others like Alcaeus, have a royal counter- part in An-Nuʻmān bin al-Mun ir, the ruler of Hira.
    [Show full text]
  • What Works? an Evaluation of the Effectiveness of Anti-Racism Strategies
    Anti-Racism – What Works? An evaluation of the effectiveness of anti-racism strategies Prepared by the: Centre for Social Change & Social Equity Murdoch University For the: Office of Multicultural Interests March 2003 Anti-Racism – What works? An evaluation of the effectiveness of anti-racism strategies Prepared for the Office of Multicultural Interests Anne Pedersen, Iain Walker, Mark Rapley, & Mike Wise School of Psychology Murdoch University South Street Murdoch, Western Australia Telephone: (08) 9360 2186 2. CONTENTS Page no 1. Executive Summary 4 2. Background, definition of terms, and overview of report 6 2.1 What are anti-racism strategies? 8 2.2 Why are anti-racism strategies needed? 9 3. Method 9 4. Overview of evaluations of anti-racism strategies 10 4.1 Individual Strategies 12 - Providing knowledge about cultural issues 12 - Dissonance 13 - Empathy 13 4.2 Interpersonal Strategies 15 - Intergroup contact 15 - Providing consensus information 17 - Dialogue 17 - Advertising campaigns 18 5. Description of reviews 21 6. Methodological adequacy 24 7. Broader issues 26 8. Summary, conclusions, and implications 28 9. References 30 10. Endnotes 36 11. Appendices Appendix A. Annotated bibliography: Anti-racism and related strategies 37 Appendix B. A summary evaluation of strategies 78 3. “Laws in this area will not change the hearts of men [sic], they can only restrain the actions of the heartless” (Martin Luther King, Jr.) 1. Executive Summary This report, for the Office of Multicultural Interests, provides a review of the literature on anti-racism strategies, and incorporates evidence from various key researchers and policy workers from around Australia. Although serious methodological limitations restrict the generalisability of much of this literature, a number of key findings consistently emerge.
    [Show full text]
  • Diversity Training Curriculum
    Diversity and Inclusion Training Presented by: Office of Institutional Equity Office for Diversity and Inclusion Training Team • Office of Institutional Equity - Elizabeth Conklin (she/her/hers) Associate Vice President and Title IX Coordinator, - Sarah Chipman (she/her/hers) Director of Investigations and Deputy Title IX Coordinator - Bob Camilleri, (he/him/his) Associate Director of Investigations - Jamila Goolgar (she/her/hers) EEO Investigator - Katherine Kenyon (she/her/hers) EEO and Search Compliance Specialist • Office for Diversity and Inclusion – Elsie Gonzalez (she/her/hers), Director, Diversity and Inclusion Programming Initiatives – Kelsey O’Neil (they/them/theirs), Director, Rainbow Center – Angela Rola (she/her/hers), Director, Asian-American Cultural Center – Willena K. Price, (she/her/hers) Director, African-American Cultural Center 2 Basics Cell Phones Laptops/iPads Questions & Breaks Late Entry/Early Exit 3 Agenda Understanding Diversity and Its Definition Stereotypes, Bias, and Microaggressions Prejudice, Discrimination, Privilege, and Oppression Applicable Federal and State Laws & University Policies Remedies Available to Victims of Discrimination and Hate Crimes Your Rights, Responsibilities & Obligations 4 GRADUATE STUDENT CONTEXT Graduate • Positions of authority within the scope Students have of teaching and research assistant roles. two intersecting • Subordinate positions within the scope roles: of graduate student role. We will discuss both roles today, with a focus on your roles when acting in positions of authority. 5 Policy Against Discrimination, Affirmative Action & Equal Harassment, and Related Employment Opportunity Interpersonal Violence Policy Applicable University Policies Policy Statement: People Non-Retaliation Policy With Disabilities 6 Commitment to Diversity “…encompasses the presence and participation of people who differ by age, color, ethnicity, gender, national origin, race, religion, and sexual orientation; and includes those with disabilities and from various socio-economic backgrounds.
    [Show full text]
  • May 0 2 1993
    Segregation by Design? The Evolution of an Islamic Community in Michigan By Rula Habal Bachelor of Arts in Architecture and Sociology Wellesley College, Wellesley, Massachusetts June, 1989 SUBMITTED TO THE DEPARTMENT OF ARCHITECTURE IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREES MASTER OF SCIENCE IN ARCHITECTURE STUDIES AND MASTER OF CITY PLANNING AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY JUNE, 1993 @ RULA HABAL 1993 ALL RIGHTS RESERVED The Author hereby grants to M.I.T. permission to reproduce and to distribute publicly copies of this thesis in whole or in part. Signature of Author Rula labal, Depai-tmenfs of Architecture and Urban Studies, May 7, 1993 Certified by IMrry Vald, Assistant Professor of Urban Studies and Planning, Thesis Advisor Accepted by Ju an Beinart, ChajmN trtmentds92tinmittee onpeduate Students, Course IV Accepted by ak er, Professor, ChairmanMaiters PrograassusrMSTITTE MAY 0 2 1993 Page 2 * ABSTRACT Segregation by Design? The Evolution of an Islamic Community in Michigan by Rula Habal Submitted to the Department of Architecture on May 7, 1993 In partial fulfillment of the requirements for the Degrees of Master of Science in Architecture Studies and Master of City Planning Abstract Today, the notion of the melting pot can no longer explain the process of assimilation in American society. The current cultural scene is comprised of a mainstream group and a large number of subcultural enclaves. The coexistence of these groups leads to tensions between the mainstream culture and the various subcultures, in this case, the immigrant ones. Transformation of the ethnic enclaves occurs over generations of interchange with the mainstream environment and results in specialized communities that are a hybrid of the immigrant's culture and the prevailing American one.
    [Show full text]
  • Adaptation of Arab Immigrants to Australia: Psychological, Social' Cultural and Educational Aspects
    ,l q o") 'no ADAPTATION OF ARAB IMMIGRANTS TO AUSTRALIA: PSYCHOLOGICAL, SOCIAL' CULTURAL AND EDUCATIONAL ASPECTS Nina Maadad,8.4., Dip. Ed., MBd. Studies Research Portfolio submitted in fulfillment of the requirements for the degree of Doctor of Bducation in the University of Adelaide, March 2007. ADDENDUM Table B (cont) Eclucational and Occupational Background of Respondents page 45b. ERRATA Page Line AMENDMENT 7 11 delete etc 10 13 l¡r should be lts 26 5 from that shouldbe thctn bottom 34 I4 group should be groups 53 6 from Add century afÍer nineteenth bottom 4 I Tuttisia should be Cairo 8 2 Insefi (Robinson, 1996) 19 1 Delete is and insert has an 2 Delete a 26 4 Delete of 28 2from Delete to the extent and delete lr bottom 70 9 suit case should be suitcase 98 4 there nationality should be their nationality 110 t7 ¿v¿r should be every t20 16 other shouldbe others 160 l7 than shouldbe then 161 t7 Arabian should be Arab r70 4 Arabian should be Arabic 1 9 1 4 from convent should be convert bottom 230 1 Abdullah, S. should be Saeed, A. 234 6 from Taric shouldbe Tarigh bottom TABLE OF CONTENTS Page Abstract lv Declaration vt Äcknowledgements vll Dedication lx INTRODUCTION TO PORTFOLIO Introduction 2 Støtement of the Problem 4 Arabian Cultural Background 7 Arøbían Core Values 7 Islnm ínthe Arab World t4 Hístory of Druze Sect 22 Educatíon ìn the Arab World 26 Muslíms ín Australía 30 Druze ìn Australia 32 Theoretical Framework and Research Method Theoríes of ImmigraÍíon ønd Interactíon 33 Assumptions 38 Research MethodologY 38 S ele ctíon of
    [Show full text]
  • Implementation of a Cultural Diversity Program in an Urban Catholic Male High School
    Rowan University Rowan Digital Works Theses and Dissertations 4-12-2004 Implementation of a cultural diversity program in an urban Catholic male high school Diane Casey Rowan University Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Elementary and Middle and Secondary Education Administration Commons Recommended Citation Casey, Diane, "Implementation of a cultural diversity program in an urban Catholic male high school" (2004). Theses and Dissertations. 1125. https://rdw.rowan.edu/etd/1125 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. IMPLEMENTATION OF A CULTURAL DIVERSITY PROGRAM IN AN URBAN CATHOLIC MALE HIGH SCHOOL By Diane Casey A Thesis Submitted in partial fulfillment of the requirement of the Master of Arts Degree of The Graduate School at Rowan University May, 2004 Approved-by- Professor/ Date Approved gj4i j J D ABSTRACT Diane Casey IMPLEMENTATION OF A CULTURAL DIVERITY PROGRAM IN A URBAN CATHOLIC MALE HIGH SCHOOL 2003/04 Dr. Theodore Johnson Master of Art in School Administration The purpose of this study is to create and implement a cultural diversity team of high school students. These students with a faculty leader will spearhead student activities and events around the topic of diversity. The students will be selectively chosen by the intern to be involved in the leadership and implementation of this project. This program is intended to increase cultural awareness of students; staff, faculty and administration so that they can put into practice the skills to confront prejudice and discriminatory behavior in themselves and others.
    [Show full text]
  • Social Change Or Status Quo: Approaches to Diversity Training
    ChangeWorks Consulting Transformation for a Better Future Social Change or Status Quo? APPROACHES TO DIVERSITY TRAINING By Patti DeRosa, needs of the type of organization where the training takes ChangeWorks Consulting, 2001 place, such as schools, businesses, social services, or health care institutions. iversity training” is an increasingly common Each training approach has strengths that should be “Dapproach that organizations are using to address recognized and encouraged. There are also limitations the realities and challenges of the diverse workforce and involved in each that are at times related to their underly- society. A 2001 industry report by Training Magazine ing philosophical systems. The focus of this discussion will (October 2001, Vol. 38, No. 10) documented that 75% of be specifically on diversity training approaches used in U.S. companies with 100 or more employees offered workplace settings. It will not directly address diversity diversity training. With so many companies offering planning strategies and multicultural organizational devel- diversity training, it is important to determine exactly opment nor will it discuss approaches to multicultural what is meant by this term. education or the broader issue of multiculturalism in aca- The term “diversity” has become commonplace, but demic institutions (although the models have application it is not often clear what is meant by it. Sometimes it is for these endeavors). I have arranged them alphabetically, used to include such a wide variety of personal human except for anti-racism, which I have placed at the end for differences that it seems that nothing is exempt from it's reasons that will become evident later in this article.
    [Show full text]
  • Organizationally Mandated Diversity Training: Participants’ Perceptions at a Southeastern State University Michelle Lynn Hurley East Tennessee State University
    East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 12-2012 Organizationally Mandated Diversity Training: Participants’ Perceptions at a Southeastern State University Michelle Lynn Hurley East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Social Control, Law, Crime, and Deviance Commons Recommended Citation Hurley, Michelle Lynn, "Organizationally Mandated Diversity Training: Participants’ Perceptions at a Southeastern State University" (2012). Electronic Theses and Dissertations. Paper 1492. https://dc.etsu.edu/etd/1492 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Organizationally Mandated Diversity Training: Participants’ Perceptions at a Southeastern State University __________________ A dissertation presented to the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education in Educational Leadership __________________ by Michelle Lynn Hurley December 2012 __________________ Dr. Eric Glover, Chair Dr. Don Good Dr. James Lampley Dr. Leslie McCallister Keywords: diversity
    [Show full text]
  • A Study of Acculturation of an Arab-Muslim Community
    A STUDY OF ACCULTURATION OF AN ARAB-MUSLIM COMMUNITY IN DEARBORN BY Gisele Farah Presented to the American Culture Faculty at the University of Michigan-Flint in partial fulfillment of the requirements for the master of Liberal Studies in American Culture November 21, 1994 First Reader: Dr. Neil Leighton Second Reader: Dr. Nora Faires ACKNOWLEDGEMENTS I would like to extend special thanks to the women in the Dearborn community who consented to be interviewed and who graciously accepted my "stepping into their private lives", and to the ACCESS center which gave me that opportunity. I also want to express gratitude to Dr. Neil Leighton, who directed this study and to Dr. Nora Faires, who served as the second reader. Last, but not least, a special acknowledgment is due to my family and especially my husband, for his encouragement and moral support. i CONTENTS Acknowledgements i I. Arab-American Background in Perspective 1 II. The Assimilation of Arab-Americans on a local and National Level 12 III. Methodology 16 IV. Physical Factors contributing to the Unacculturation of the Arab-Muslim Community A. Arabic Environment 19 The South End 19 East Dearborn 22 V. Cultural Factors Contributing to the Unacculturation of the Arab-Muslim Community 27 A. The nuclear and extended family 27 Husband - Wife relationships 28 Parent - Children relationships 29 Kinship relationships 30 B. Traditional food habits 30 C. Socialization 31 D. Religion 32 Facts about Islam 35 Islamic Institutions 37 Islamic Schools 40 Muslims First 40 E. The prevalence of the Arabic Language 46 Children and the Arabic Language 49 The bilingual program 51 VI.
    [Show full text]