Article Sidebar

Exploring the Unseen Muslim Students' Journeys in Catholic Religious Education Classes
Submitted
July 31, 2023
Accepted
August 15, 2023
Published
August 28, 2023
Download
PDF Review Reports Originality Report
Statistic
Read Counter : 1605 Download : 1466

Downloads

Download data is not yet available.

Main Article Content

Abstract

Muslim students who attend Catholic institutions engage with Catholic religious education classes by bringing a variety of narratives to the fore. The aim of this study employs how these students contribute diverse narratives to the classroom, which intertwine with a range of challenges and struggles. Through an in-depth examination of the experiences of ten (10) participants enrolled in Catholic institutions, the researchers employ qualitative research techniques, including interviews and verbatim transcriptions. They identify significant patterns, behaviors, and distinguishing characteristics essential to the case's setting through a careful categorizing procedure. Positive experiences, such as a sense of happiness and inclusion, fostering interfaith connections, and promoting a broader comprehension of Catholic religious beliefs and practices, emerge from the findings. Conversely, negative encounters, including unmet accommodation needs, challenges in understanding unfamiliar doctrines, academic struggles, and limited class participation, prompt the development of coping strategies. The findings of this study offer valuable insights for educators, school administrators, and policymakers within Catholic institutions. By recognizing and addressing the challenges encountered by Muslim students, these results foster the establishment of learning environments that are inclusive and provide meaningful support. Moreover, the study underscores the importance of interfaith dialogue within educational settings, contributing to a more harmonious and enriching experience for all students involved.

Keywords

Catholic Institutions Muslim Students Qualitative Approach Verbatim Transcriptions

Article Details

License

Copyright (c) 2023 Arjie B. Barihasion, Grace Mae Donque, Nica Leslie Mediana, Alfer Jann Tantog, Rovelyn Cerdiña

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY-SA) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.

How to Cite
Barihasion, A. B. ., Donque, G. M. ., Mediana, N. L. ., Tantog, A. J. ., & Cerdiña, R. (2023). Exploring the Unseen: Muslim Students’ Journeys in Catholic Religious Education Classes. Millah: Journal of Religious Studies, 22(2), 465–496. https://doi.org/10.20885/millah.vol22.iss2.art7
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Abu Khalaf, N., Woolweaver, A. B., Reynoso Marmolejos, R., Little, G. A., Burnett, K., & Espelage, D. L. (2022). The impact of Islamophobia on Muslim students: A systematic review of the literature. School Psychology Review. Scopus. https://doi.org/10.1080/2372966X.2022.2075710

  2. Abu-Nimer, M., & Smith, R. K. (2016). Interreligious and intercultural education for dialogue, peace and social cohesion. International Review of Education, 62(4), 393–405. https://doi.org/10.1007/s11159-016-9583-4

  3. Aderibigbe, S. A., Idriz, M., Alzouebi, K., AlOthman, H., Hamdi, W. B., & Companioni, A. A. (2023). Fostering tolerance and respect for diversity through the fundamentals of Islamic education. Religions, 14(2), Article number 212. https://doi.org/10.3390/rel14020212

  4. Ahmad, C. V. (2021). Causes of students’ reluctance to participate in classroom discussions. ASEAN Journal of Science and Engineering Education, 1(1), 47–62. https://doi.org/10.17509/ajsee.v1i1.32407

  5. Ahrari, S., Krauss, S., Suandi, T., Abdullah, H., Hamizah, A., Abdullah Sahimi, N. A. H., Adekalu, S., & Dahalan, D. (2019). A stranger in a strange land: Experiences of adjustment among international postgraduate students in Malaysia. Issues in Educational Research, 29(3), 611–632. https://www.iier.org.au/iier29/ahrari.pdf

  6. Amatullah, S., & Dixit, S. (2023). Situatedness of school choice among Muslim students: An intersectional approach. Contemporary Education Dialogue, 20(2), 206–235. https://doi.org/10.1177/09731849231187706

  7. Baatsen, R. A. (2017). The will to embrace: An analysis of Christian-Muslim relations. HTS Teologiese Studies / Theological Studies, 73(6), 33–90. https://doi.org/10.4102/hts.v73i6.4883

  8. Barton, W. (2005). Methodological challenges in the study of resilience. In M. Ungar (Ed.), Handbook for working with children and youth: Pathways to resilience across cultures and contexts (pp. 135–148). SAGE Publications, Inc. https://doi.org/10.4135/9781412976312

  9. Bauman, S. S. M. (2016). Fostering resilience in children experiencing developmental disruptions. In C. L. Juntunen & J. P. Schwartz (Eds.), Counseling across the lifespan: Prevention and treatment (Second Edition, pp. 39–53). SAGE Publications, Inc. https://doi.org/10.4135/9781506321547

  10. Bidabadi, F. S., & Yamat, H. (2014). Strategies employed by Iranian EFL freshman university students in extensive listening: A qualitative research. International Journal of Qualitative Studies in Education, 27(1), 23–41. https://doi.org/10.1080/09518398.2012.737042

  11. Blau, G., Goldberg, D., & Kyser, D. (2023). Organizational belonging – Proposing a new scale and its relationship to demographic, organization, and outcome variables. Journal of Workplace Behavioral Health, 38(3), 226–253. https://doi.org/10.1080/15555240.2023.2178448

  12. Bravo, A. J., Pearson, M. R., & Stevens, L. E. (2016). Making religiosity person-centered: A latent profile analysis of religiosity and psychological health outcomes. Personality and Individual Differences, 88, 160–169. https://doi.org/10.1016/j.paid.2015.08.049

  13. Canpolat, M., Kuzu, S., Yıldırım, B., & Canpolat, S. (2015). Active listening strategies of academically successful university students. Eurasian Journal of Educational Research, 15(60), 163–180. https://doi.org/10.14689/ejer.2015.60.10

  14. Carter, D. F., Locks, A. M., & Winkle-Wagner, R. (2013). From when and where I enter: Theoretical and empirical considerations of minority students’ transition to college. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research: Volume 28 (pp. 93–149). Springer Netherlands. https://doi.org/10.1007/978-94-007-5836-0_3

  15. Chen, B., Tabassum, H., & Saeed, M. A. (2019). International Muslim students: Challenges and practical suggestions to accommodate their needs on campus. Journal of International Students, 9(4), 933–953. https://doi.org/10.32674/jis.v9i3.753

  16. Dallavis, J., Kuhfeld, M., Tarasawa, B., & Ponisciak, S. (2021). Achievement growth in K-8 Catholic schools using NWEA data. Journal of Catholic Education, 24(2), 1–19. https://doi.org/10.15365/joce.2402012021

  17. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

  18. Donlevy, J. K. (2007). Non-Catholic students impact on Catholic teachers in four Catholic high schools. Religious Education, 102(1), 4–24. https://doi.org/10.1080/00344080601117663

  19. Duric, A. (2021). Growth in confidence and search for belonging: A case study of Muslim student experience at an American college [Muslim Student Life. 7]. Syracuse University. https://surface.syr.edu/msl/7

  20. Elder, T., & Jepsen, C. (2014). Are Catholic primary schools more effective than public primary schools? Journal of Urban Economics, 80, 28–38. https://doi.org/10.1016/j.jue.2013.10.001

  21. Erken, H. G., Francis, L. J., & McKenna, U. (2023). Love for Allah and love for self: Exploring the connection between religious affect and self-esteem among Muslim adolescents in England. Journal of Beliefs and Values, 44(1), 99–109. Scopus. https://doi.org/10.1080/13617672.2021.2018215

  22. Estrada, C. A. M., Lomboy, M. F. T. C., Gregorio, E. R., Amalia, E., Leynes, C. R., Quizon, R. R., & Kobayashi, J. (2019). Religious education can contribute to adolescent mental health in school settings. International Journal of Mental Health Systems, 13(1), 28. https://doi.org/10.1186/s13033-019-0286-7

  23. Garmezy, N. (1991). Resiliency and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34(4), 416–430. https://doi.org/10.1177/0002764291034004003

  24. Giess, M. E., Correia‐Harker, B. P., Patel, E., & Silverman, N. (2020). Interfaith leadership as a civic priority: Higher education’s role in developing bridge‐builders. New Directions for Student Leadership, 2020(166), 83–96. https://doi.org/10.1002/yd.20384

  25. Haider, M. (2018). Double consciousness: How Pakistani graduate students navigate their contested identities in American universities. In Y. Ma & M. A. Garcia-Murillo (Eds.), Understanding International Students from Asia in American Universities: Learning and Living Globalization (pp. 107–125). Springer International Publishing. https://doi.org/10.1007/978-3-319-60394-0_6

  26. Hamid, A., Shalih, M. U., & Uyuni, B. (2023). Christianization as a challenge for Islamic daʿwah in Indonesia. Millah: Journal of Religious Studies, 22(1), 19–60. https://doi.org/10.20885/millah.vol22.iss1.art2

  27. Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324–345. https://doi.org/10.2307/2673270

  28. Johnson, D. R., Soldner, M., Leonard, J. B., Alvarez, P., Inkelas, K. K., Rowan-Kenyon, H. T., & Longerbeam, S. D. (2007). Examining sense of belonging among first-year undergraduates from different racial/ethnic groups. Journal of College Student Development, 48(5), 525–542. https://doi.org/10.1353/csd.2007.0054

  29. Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58–71. https://doi.org/10.1080/07294360.2017.1344197

  30. Khan, S., & Imam, S. (2022). Students’ sense of belonging at full-time Islamic schools in the United States: A phenomenological analysis. Journal of Education in Muslim Societies, 3(2), Article 2. https://scholarworks.iu.edu/iupjournals/index.php/jems/article/view/4487

  31. Kim, Y. K., Edens, D., Parra, O. E., & Lopez, K. M. (2016). Sense of belonging in religious-based colleges and universities: Predictors and patterns among students of color and white students. In B. J. Glimps & T. Ford (Eds.), Gender and diversity issues in religious-based institutions and organizations. IGI Global. https://doi.org/10.4018/978-1-4666-8772-1

  32. Lapsley, D., & Kelley, K. (2022). On the Catholic identity of students and schools: Value propositions for catholic education. Journal of Catholic Education, 25(1), 159–177. https://doi.org/10.15365/joce.2501072022

  33. Larson, E. M. (2022). Learning to navigate the ethics of boundaries: Schools, youth, and inter-religious relationships in Manado, Indonesia. Journal of the Royal Anthropological Institute, 28(2), 432–450. https://doi.org/10.1111/1467-9655.13702

  34. Lee, Y.-J., & Cha, K.-W. (2017). Listening logs for extensive listening in a self-regulated environment. The Asia-Pacific Education Researcher, 26(5), 271–279. https://doi.org/10.1007/s40299-017-0347-0

  35. Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1). https://doi.org/10.24059/olj.v22i1.1092

  36. Marzola, E. S. (1988). Interrogating the text: Questioning strategies designed to improve reading comprehension. Journal of Reading, Writing, and Learning Disabilities International, 4(4), 243–258. https://doi.org/10.1080/0748763880040403

  37. Meehan, A. (2023). The quality of mercy: A central characteristic of authentic Catholic school ethos. International Studies in Catholic Education. https://doi.org/10.1080/19422539.2023.2214476

  38. Merriam, S. B. (2007). Qualitative research and case study applications in education: Revised and expanded from case study research in education (2nd edition). Jossey-Bass.

  39. Misra, R. (2017). An empirical investigation of student’s motivation towards learning quantitative courses. The International Journal of Management Education, 15, 47–19. https://doi.org/10.1016/j.ijme.2017.05.001

  40. Naparan, G. B., & Balimbingan, N. A. (2020). Challenges and coping mechanisms of Muslim students in a Catholic higher education institution. Social Sciences & Humanities Open, 2(1), 100021. https://doi.org/10.1016/j.ssaho.2020.100021

  41. Nuñez, A.-M. (2009). A critical paradox? Predictors of Latino students’ sense of belonging in college. Journal of Diversity in Higher Education, 2(1), 46–61. https://doi.org/10.1037/a0014099

  42. Oades, L. G., Robinson, P., Green, S., & Spence, G. B. (2013). Towards a positive university. In A. Parks (Ed.), Positive psychology in higher education. Routledge.

  43. Paul VI, P. (1965, December 7). Dignitatis humanae: On the right of the person and of communities to social and civil freedom in matters religious. https://www.vatican.va/archive/hist_councils/ii_vatican_council/documents/vat-ii_decl_19651207_dignitatis-humanae_en.html

  44. Pike, M. A. (2019). The future of publicly funded faith schools. British Journal of Educational Studies, 67(3), 409–411. https://doi.org/10.1080/00071005.2019.1577591

  45. Pope, E. M. (2021). Facilitator guidance during interfaith dialogue. Religious Education, 116(4), 369–382. https://doi.org/10.1080/00344087.2021.1943139

  46. Quiñónez, A. N. (2001). Sense of belonging and inclusion among non-Christian students at Jesuit Catholic universities: A qualitative study [Doctoral dissertation, University of Southern California]. ProQuest Dissertations Publishing. https://www.proquest.com/openview/612ff9115462d9c6bd24a1704c6f387d/1?pq-origsite=gscholar&cbl=18750&diss=y

  47. Rew, L. (2005). Conceptualizations of resilience and protection. In Adolescent health: A multidisciplinary approach to theory, research, and intervention (pp. 195–220). SAGE Publications, Inc. https://doi.org/10.4135/9781452233550

  48. Saleem, T., Saleem, S., Mushtaq, R., & Gul, S. (2021). Belief salience, religious activities, frequency of prayer offering, religious offering preference and mental health: A study of religiosity among Muslim students. Journal of Religion and Health, 60(2), 726–735. https://doi.org/10.1007/s10943-020-01046-z

  49. Shevchenko, N., & Mukomel, S. (2022). Empirical study of motivational component of self-education of future specialists [Емпіричне дослідження мотиваційної складової самоосвіти майбутніх фахівців]. Psychological Journal, 8(4), Article 4. https://doi.org/10.31108/1.2022.8.4.2

  50. Singh, S., Misra, R., & Srivastava, S. (2017). An empirical investigation of student’s motivation towards learning quantitative courses. The International Journal of Management Education, 15(2, Part A), 47–59. https://doi.org/10.1016/j.ijme.2017.05.001

  51. Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement – Replicating and extending previous findings. Frontiers in Psychology, 10, 1730. https://doi.org/10.3389/fpsyg.2019.01730

  52. Swanson, S. (2019). Interreligious dialogue in the religious styles perspective: A qualitative analysis of instrumental cases [Master’s thesis, University of Tennessee at Chattanooga]. Masters Theses and Doctoral Dissertations. https://scholar.utc.edu/theses/616

  53. Tuckman, B. W. (1991). Motivating college students: A model based on empirical evidence. Innovative Higher Education, 15(2), 167–176. https://doi.org/10.1007/BF00898028

  54. Wang, C., Wu, S.-Y., Nie, Y.-Z., Cui, G.-Y., & Hou, X.-Y. (2022). Open-mindedness trait affects the development of intercultural communication competence in short-term overseas study programs: A mixed-method exploration. BMC Medical Education, 22(1), Article number 219. https://doi.org/10.1186/s12909-022-03281-2

  55. Wang, T. (2018). Religion-based cultural identity and conflicts of migrant Muslim students in Northwest China. Race Ethnicity and Education, 21(6), 858–875. https://doi.org/10.1080/13613324.2017.1395324

  56. Wodon, Q. (2022). Heterogeneity in parental priorities for what children should learn in schools and potential implications for the future of Catholic schools. Journal of Catholic Education, 25(1), 178–205. https://doi.org/10.15365/joce.2501082022

  57. Yang, M. (2006). A critical review of research on questioning in education: Limitations of its positivistic basis. Asia Pacific Education Review, 7(2), 195–204. https://doi.org/10.1007/BF03031543

  58. Zamani, H., Dumais, S., Craswell, N., Bennett, P., & Lueck, G. (2020). Generating clarifying questions for information retrieval. Proceedings of The Web Conference 2020, 418–428. https://doi.org/10.1145/3366423.3380126

List of Cited By :

Crossref logo
No Related Submission Found