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The Experience of Muslim Migrant Students in Armenian, German and French Institutions of Higher Education Siranush Chubaryan University of South Carolina - Columbia

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The Experience of Muslim Migrant Students in Armenian, German and French Institutions of Higher Education Siranush Chubaryan University of South Carolina - Columbia University of South Carolina Scholar Commons Theses and Dissertations 2018 The Experience Of Muslim Migrant Students In Armenian, German And French Institutions Of Higher Education Siranush Chubaryan University of South Carolina - Columbia Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Educational Administration and Supervision Commons Recommended Citation Chubaryan, S.(2018). The Experience Of Muslim Migrant Students In Armenian, German And French Institutions Of Higher Education. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5034 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. THE EXPERIENCE OF MUSLIM MIGRANT STUDENTS IN ARMENIAN, GERMAN AND FRENCH INSTITUTIONS OF HIGHER EDUCATION by Siranush Chubaryan Bachelor of Arts Yerevan State University, 1998 Master of Education Rutgers, The State University of New Jersey, 2004 Master of Economics Yerevan State University, 2006 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Educational Administration College of Education University of South Carolina 2018 Accepted by: Doyle Stevick, Major Professor Kara Brown, Committee Member Peter Moyi, Committee Member Christian Anderson, Committee Member Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Siranush Chubaryan, 2018 All Rights Reserved. ii Dedication To Mama I wish I could share this day with you. Your inspiration will always guide me. To Daddy If not you, this entire dissertation would never be possible. Thank you for who you are. iii Acknowledgements Firstly, I would like to thank my advisor Prof. Dr. Doyle Stevick for all the support, ethical mentorship and the continuous encouragement he has given to me. It was a great pleasure to work under his supervision and get infected with his passion for research in general and education in particular. For a foreign student in a foreign country the immense support and guidance from an academic advisor is very important. I would also like to express my deep gratitude to my thesis committee: Prof. Dr. Kara Brown, Prof. Dr. Peter Moyi, Prof. Dr. Christian Andersen, not only for their insightful comments and encouragement, but also for the hard questions which incented me to widen my research from various perspectives. Special thanks to Prof. Dr. Arman Grigoryan for numerous fruitful and educative discussions and for his help with materials. This research would not be possible without my nine student participants who shared their incredible stories with a hope that one day their problems would be voiced and possible solutions would be found. Most of all, l would like to thank my family: My husband, Dr. Smbat Gasparyan and children, Davit and Anna, for their patience and love; my parents, Prof. Dr. Edvard Chubaryan and MD. Gayane Mamyan (who did not live to this day) as well as my sister, Prof. Dr. Astghik Chubaryan, for all their help, support, guidance, inspiration, understanding and love. iv Abstract Migrant students from Muslim backgrounds constitute a minority in Armenia, France and Germany. This study, conducted in 2014, explored the influence of higher education on the civic and social integration of migrant students from Muslim backgrounds into French, German and Armenian societies. The present research sought to understand whether and how the social and religious identities of migrant students from Muslim backgrounds changed while trying to integrate into the society of their respective European host countries. Qualitative, semi-structured interviews with nine migrant student-participants from Muslim backgrounds and post-interview reflections on responses written by student participants were the main methods of data collection for this study. The results of the study revealed that migrant students from Muslim backgrounds noticed changes in their social and religious identities. Some of the interviewed students paid attention on their appearance and tended to look like their European peers; others spoke only the language of their host country and tried to make friends mostly with Europeans. Moreover, some students did not follow their religious traditions and rituals because they thought that religious practice could hinder their integration. Despite their willingness to integrate, there were still some students among interviewed participants who were trying to preserve various aspects of cultures and traditions of their home country. v Further, The narratives of student-participants revealed that they faced problems on their path towards integration, which according to them could be solved, if the higher educational policy tackled in more depth the following important aspects: creation of interactive student clubs; incorporation of culture related subjects into the curriculum; having professors from diverse ethnic and religious backgrounds; participation of all students in decision making processes; introducing need based scholarships. vi Table of Contents Dedication .......................................................................................................................... iii Acknowledgements ............................................................................................................ iv Abstract ................................................................................................................................v Chapter 1: Introduction .......................................................................................................1 Chapter 2: Conceptual Framework ....................................................................................28 Chapter 3: Narrative Inquiry Design for Germany, France and Armenia ........................56 Chapter 4: Individual Cases ...............................................................................................77 Chapter 5: Cross-Case Analysis and Discussion .............................................................251 Chapter 6: Implications and Conclusion ..........................................................................297 References ........................................................................................................................312 Appendix A: Invitation to Participate in a Study and Consent Form ..............................340 Appendix B: Interview 1 Protocol ...................................................................................345 Appendix C: Interview 2 Protocol ...................................................................................348 Appendix D: Interview 3 Protocol ...................................................................................351 Appendix E: Student Data ...............................................................................................353 vii Chapter 1 Introduction There are many talented and educated people among Muslim immigrants, who are looking for peace in Europe. Believe it or not but Muslims can become skilled workers, engineers and scientists. (Margelov, 2006, p. 38) In 2008, when I was a program coordinator at the Open Society Foundation of Armenia, the Foundation organized a conference about civic education. The conference examined the challenges facing student engagement within the framework of the Bologna Process. Experts from different European countries participated, many of them students. Among them were Muslim students whose parents had immigrated to different parts of Europe. Because I was one of the organizers of the conference, I had a chance to speak with many of these students and hear their thoughts about the Bologna Process. The problems that we discussed mostly focused on engaging the younger generation in the civic life of their adoptive countries. On the third day of the conference, I moderated a round table with five second- generation Muslim immigrants who shared their experiences as European citizens and students in Europe. We mostly talked about the Bologna Process in Europe and the problems that Eastern European countries faced while implementing the Bologna Process. Student engagement was also discussed, along with the idea that within the framework of Bologna and with the opportunities created by the Process, student 1 engagement could be facilitated because the system allows more flexibility in student decision-making as well as participation. Thus, the Bologna Process was viewed as a student-centered educational policy, which would enable students to promote their educational, cultural as well as social interests along their studies in higher educational institutions of various European states. Suddenly, one of the Muslim students interrupted the discussion and expressed his concerns regarding various aspects of European higher educational policy (i.e. Bologna Process). His concerns were mainly related to Muslim students’ (from migrant background) integration/engagement into the civic life of Europe. The student asserted that the whole adaptation and integration process worsened especially after the September 11, 2001 terrorist attacks. The student also mentioned that after those tragic events, European Muslims of migrant backgrounds were viewed (and still are) as potential terrorists. Another important issue voiced by the student was related to the Bologna Policy. Specifically the participant suggested coming up
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