Perspectives and experiences of Muslim women who veil on college campuses

Journal of College Student Development, Jan/Feb 2003 by Cole, Darnell, Ahmadi, Shafiqa

Conducted prior to the terrorism of September 11, 2001, this qualitative study explored the perceptions and experiences of 7 women who veiled on a large college campus in the Midwest. With national origins ranging from Pakistan, Turkey, Egypt, to the United States, some participants reevaluated and subsequently unveiled due to their college experiences.

The impact of college on students' growth, both intellectually and personally, is at the core of student affairs administration in particular, and of higher education in general. Given the zeitgeist of cultural diversity and college enrollment trends, exploring the experiences of Muslim women who veil has the capacity to broaden the complexity and understanding of our diverging college student populations. When examining recent enrollment patterns in U.S. colleges, "foreign students accounted for 3% of the total student enrollment" in 1999 (Desruisseaux, 1999, p. A57), a 2% increase from 1998 to 1999. In 2000, international student enrollment increased 7.5% from the previous year, though the total percentages have decreased over the last 20 years (McMurtrie, 2001). Despite this progressive decline, postsecondary institutions in the U.S. still educate the largest numbers of international students when compared to "Australia, Britain, and other European countries" (McMurtrie, p. A45). The terrorist attacks of September 11, 2001, will inevitably affect these enrollment patterns. Yet, as institutions of higher education continue to target and recruit students within the United States and abroad, there will remain a need to reexamine, redesign, and review student services and academic objectives so that current and future student populations are equitably served (Anaya & Cole, 2001; Bennett, Cole & Thompson, 2000; Jones, Castellanos & Cole, 2002; Pascarella & Terenzini, 1991).

Research examining the college experiences of Muslim students, specifically women wearing the hijab (veil) and its probable influence on their academic and social development is scanty. Most research on Muslim students is embedded in data on international students, which is often indiscriminate in terms of gender and religious affiliation. Hence, excavating empirical data specific to this student group is arduous and generally lacks depth once uncovered. This study is designed to provide depth of understanding through anecdotal evidence discussing: (a) the college experience and perceptions of Muslim women who veil, (b) their reasons for veiling, (c) their perceptions of the college environment, and (d) whether their collegiate experience affected their decision to continue or discontinue veiling. Moreover, the differing perspectives and experiences discussed illuminates not only the contrasting opinions and interpretations on veiling, but also the multifold approach likely necessary for enhancing the college experiences of Muslim women who veil.

In the context of this study, veiling is synonymous with hijab, which is a cultural and religious practice that pertains to Islam. The practice of hijab varies in tradition, style, and usage from country to country and culture to culture (Ahmed, 1992). Whether it is a light, sheer scarf covering part of the hair, or a full length jilbab (coat, worn over one's clothes) with a scarf covering the hair and sometimes face, showing only the eyes, each represent various styles of hijab or veiling (Islamic dress code, see Figure 1). Depending on an individual's cultural practice, family tradition and personal choice, each of the above mentioned styles of hijab are likely to be seen on today's college campuses.

Considering the lack of research specifically examining this student population, the following literature review relies on studies exploring international students' collegiate experiences. Of course, not all Muslim women who veil and attend U.S. colleges are international students. They may, however, be the most visible population on campus or perceived as such. Given the qualitative focus of this study, much of the supporting research discovered and discussed is unfortunately quantitative in nature: though, background characteristics and college experiences identified as statistically important provides, on aggregate, some level of understanding and interpretation regarding the relative influence college has on students. In this review of the literature, religious bigotry, gender differences, psychosocial factors (e.g., adaptation, alienation, concerns), and Sedlacek's (1989) noncognitive variables emerge as themes.

Speck (1997) reported, in a study exploring the experiences of Muslim college students, that cultural differences and prejudice based on religious practice negatively influenced Muslim students' educational experience. Due primarily to misrepresentations and lack of respect from professors and peers, Muslim students often viewed their academic integration as estranged. A Muslim woman wearing the hijab, for instance, reported that some peers and faculty held negative misconceptions about veiled women. She also expressed being perceived as docile, oppressed, and as having limited English speaking ability because of her veil. Although these perceptions are more grounded in exaggeration than in fact, these misrepresentations persist. They are further magnified when students have a limited command over the English language or are unable to correct misconceptions or to defend their cultural and religious practices when opposition arises (Speck, 1997).