Seton Hall University eRepository @ Seton Hall Seton Hall University Dissertations and Theses Seton Hall University Dissertations and Theses (ETDs) Summer 8-17-2015 The nflueI nce of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey Ismael A. Khalil Seton Hall University, [email protected] Follow this and additional works at: https://scholarship.shu.edu/dissertations Part of the Educational Administration and Supervision Commons, and the Higher Education Commons Recommended Citation Khalil, Ismael A., "The nflueI nce of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey" (2015). Seton Hall University Dissertations and Theses (ETDs). 2126. https://scholarship.shu.edu/dissertations/2126 The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey ISMAEL A. KHALIL Dissertation Committee Gerard Babo, Ed.D., Mentor James Caulfield, Ed.D. James Pavlin, Ph.D. Maryrose Caulfield-Sloan, Ed.D. Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Leadership, Management, and Policy Seton Hall University 2015 © Copyright by Ismael A. Khalil, 2015 All Rights Reserved ABSTRACT The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey Arab American and Muslim students’ population growth on campuses has been very rapid, which in turn has required comprehensive planning to accommodate the needs of this minority. Documented experiences of Arab American and Muslim students are underrepresented in research literature and lag behind every other minority, despite the fact that Islam is the fastest growing religion in the United States. With all the challenges facing Arab American and Muslim students in our society, it is important to ensure their ability to sustain a positive attitude toward their religion, culture, and college education to prevent imminent problems such as cultural conflict, dropouts, and non-integration into higher education. This study examined the influence of social, religious, institutional, and cultural factors on Arab American and Muslim Students’ transition from high school to postsecondary education in northern New Jersey. Using qualitative methodology, Arab American and Muslim students from two higher education institutions were given the opportunity to describe their perceptions regarding their transition experience from high school to college. The findings of this study were drawn from face-to-face interviews of 24 participants and a demographic questionnaire. This investigation shed light on some conditions of Arab American and Muslim college students in northern New Jersey, including students’ successes, life styles, financial issues, religious life, diversity, and Islamophobia on college campuses. Although social, cultural, and institutional factors influenced Arab American and Muslim students’ transition, this study revealed that religion plays a central role in their life. Furthermore, II the study suggested that improving postsecondary education to meet the challenges and needs of the growing diverse population is essential to the effectiveness of a postsecondary education system. III ACKNOWLEDGMENTS I commence my dissertation, In the name of God, Most Gracious, Most Merciful. I am grateful to Almighty God for giving me the courage and strength to finish my doctorate degree. With gratitude, I am honored to have exceptional members of my dissertation committee. Each provided me with support and guidance and believed in the quality of my work. I would like to express my deepest gratitude to Dr. Gerard Babo, my mentor, for his endless support, assistance, and excellent guidance throughout the process of completing this research; you made my dissertation experience rewarding and meaningful. Dr. James Caulfield, you helped me to join the Seton Hall University Graduate Program and were there for me from the first course until proofreading my dissertation. I will not forget your commitment to supporting the completion of my educational journey, even after leaving your position as a director of the program. Thank you for your dedication and caring. My deepest thanks and appreciation to Dr. James Pavlin, who willingly volunteered to cross over from the field of Islamic theology and history to the field of education in order to help me. I appreciate your help and suggestions; your reflective comments enriched my work and the final product of my research. My sincere appreciation is extended to Dr. Caulfield-Sloan for answering the call to help in supporting me while finishing my research and pointing me in the right direction. Thank you for your time and insights. IV Special thanks to all professors of the Educational Leadership Program; I am thankful for what you have given me to apply in my practice. I am thankful to the students who participated in this research willingly and shared their experiences with me and the future readers of this dissertation. This work would not have been possible without your willing contributions of sharing your stories. Beyond the research, it was a pleasure for me to meet and know 24 bright undergraduate students. I hope that your input will help improve the education of your fellow students. Your stories reaffirmed for me the reason why I continue serving young adults of our community and chose the field of education. Finally, and most importantly, I owe most thanks to my wife, Amal, and my children, Mohammed, Hana, Diaa, and Alaa. Without your encouragement, support, patience, and love, I would not have had a chance for this accomplishment and to be a doctor. V DEDICATION This dissertation is dedicated to Deah Barakat, his wife, Yusor Mohammad, and her sister, Razan Mohammad Abu-Salha, the three Arab-American Muslim college students who were murdered in the fatal shooting on February 11, 2015, in Chapel Hill, North Carolina. To my parents, Badiah and Ahmad, from whom I received the greatest love and sacrifice. To my wife, Amal, who has been my supporter and critic during my doctorate studies. To my children, Mohammed, Hana, Diaa, and Alaa, may God guide you to transform my greatest principles, culture, traditions, and religion to following generations to whom I dedicate my life to transmit peace, knowledge, and education. VI TABLE OF CONTENTS ABSTRACT ........................................................................................................................ ii ACKNOWLEDGMENT.................................................................................................... iv DEDICATION ................................................................................................................... vi TABLE OF CONTENTS .................................................................................................. vii LIST OF TABLES ...............................................................................................................x LIST OF FIGURES ........................................................................................................... xi CHAPTER I: INTRODUCTION .........................................................................................1 Background of the Study .........................................................................................6 Statement of the Problem .........................................................................................9 Purpose of the Study ..............................................................................................15 Research Questions ................................................................................................17 Theoretical Framework ..........................................................................................18 Research Design and Methodology .......................................................................23 Significance of the Study .......................................................................................27 Limitations of the Study.........................................................................................31 Definition of Terms................................................................................................32 Summary ................................................................................................................35 Organization of the Study ......................................................................................36 CHAPTER II: REVIEW OF RELATED LITERATURE .................................................38 Overview of Islam and Arabs/Muslims .................................................................40 Religion of Islam........................................................................................41 Migration....................................................................................................44 Arab American and Muslim Population ....................................................46 Historical Perspective of Postsecondary Education ...............................................50 Diversity in Education ...........................................................................................54 Academic Preparation ............................................................................................65