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
Article Details
Copyright (c) 2023 Arjie B. Barihasion, Grace Mae Donque, Nica Leslie Mediana, Alfer Jann Tantog, Rovelyn Cerdiña
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References
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
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
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
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
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.
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
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
Pope, E. M. (2021). Facilitator guidance during interfaith dialogue. Religious Education, 116(4), 369–382. https://doi.org/10.1080/00344087.2021.1943139
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