Black Belonging: Assessing Antiblackness in Full-time US Islamic Schools

Rukayat Yakub

Etd

Black Belonging: Assessing Antiblackness in Full-time US Islamic Schools

Público Deposited

MLA citation style (9th ed.)

Rukayat Yakub. Black Belonging: Assessing Antiblackness In Full-time Us Islamic Schools. ctschicago.ir.atla.com/concern/etds/f9e7d375-fe1a-47b2-8631-d1e95879ad51?locale=pt-BR.

APA citation style (7th ed.)

R. Yakub. Black Belonging: Assessing Antiblackness in Full-time US Islamic Schools. https://ctschicago.ir.atla.com/concern/etds/f9e7d375-fe1a-47b2-8631-d1e95879ad51?locale=pt-BR

Chicago citation style (CMOS 17, author-date)

Rukayat Yakub. Black Belonging: Assessing Antiblackness In Full-Time Us Islamic Schools. https://ctschicago.ir.atla.com/concern/etds/f9e7d375-fe1a-47b2-8631-d1e95879ad51?locale=pt-BR.

Note: These citations are programmatically generated and may be incomplete.

O Criador

Rukayat Yakub

Declaração de Direitos

In Copyright - Educational Use Permitted

Abstrato

A sense of belonging is an essential part of youth development. Antiblackness, the inability to see Black humanity, is an undeveloped topic in Muslim spaces. In this thesis Black belonging is studied because despite Muslims having an identity construct that embraces all humanity, preliminary studies indicate that this construct is not actualized in Muslim schools. To understand this phenomenon and fill this research gap I conducted a mixed method study to understand alumni’s sense of belonging and what role antiblackness plays in their sense of belonging at U.S. Islamic schools. After describing the methodology, five themes are discussed: the deep sense belonging that Prophet Muhammad developed specifically around Black community members, the role antiblackness plays in and around us, the ease by which students use disparaging language around blackness, the inability to see Black American Muslim culture as a legitimate Muslim culture with history, norms, and traditions, and the importance of schools having an ummah embracing identity. The findings explored how hypervisibility and invisibility shaped how students experience school and their sense of belonging. To conclude, using Islamic sources and the data gathered six data-driven recommendations were made to help Muslim education leaders address antiblackness and develop a sense of belonging amongst Black students

Ano