There is an abundance of research concerning diversity issues in American classrooms. However, researchers have not provided enough attention to religious goals of Muslim parents and their experiences with educational institutions. For this qualitative study, the researcher interviewed 15 Muslim parents, eight females and seven males, to explore how participants’ experiences and expectations influence the way they negotiate their religious needs with schools/preschool in Southern California. The results showed that cooperation and negotiations were key strategies adopted by Muslim parents to maintain relationships with educational organizations. Schools accommodated religious practices when requested and parents negotiated their needs when necessary. Findings also showed that participants connected the school’s role with academic learning and that teachers lacked accurate knowledge of Islam. There was a sense of restraint among participants. Participants did not want to share the name of their child’s school/preschool or materials shared by the school.
|Commitee:||An, Shuhua, Reza, Fawzia|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 58/02M(E), Masters Abstracts International|
|Subjects:||Educational sociology, Educational leadership, Multicultural Education|
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