Introduction
The American Muslim population today is a mosaic of ethical, linguistic, economic, religious, and social group. As the newcomers adjust to the American ways of life, the Native Muslim American are well integrated into the American Society. Researchers have classified the American Muslims according to their religious devotion from highly orthodox to moderate secular. The rapid increase in the American Muslim population today has been associated to factors such as high birth rates, increasing immigration and the conversion of American population into Islam. Currently, they are approximated between five and seven million. Arguably, the living conditions for Muslim American have changed following the 9/11 attacks in four major cities including Washington DC. Most people today consider Muslims as terrorists. Additionally, even though most people identify Arabs with Islam, research indicates that more than half of the Arab population is Christian.
Education and religion are some of the contradicting aspects of Muslim America lives since their neighborhoods are controlled and dominated by non-Muslim forces. Education can also be studies in relation to religion to ascertain the effects of educational attainment on the level of religiosity Among the Muslim Americans.
Statement of Purpose
While considering the religious affiliation of the Muslim American society, this paper studies the different effects of education on the level of religiosity. It will also discuss the problem facing the Muslim Americans’ education with regard to their gender and age differences. Other religious affiliations in the United States consider Muslim teachings as encouraging misconduct against other religious groups. Muslim Americans attend special schools affiliated to their faith, which makes it difficult to incorporate the Muslim American students into the American society. However, the trend of the Muslim students attending the general schools has been increasing. This paper also delves into different societal backings and assertions on the religious subdivisions in the education sector and the religion of the American Muslims.
Hypothesis
The following listed below are some of the hypotheses and research questions that this research study sought to prove.
- Education attainment among the Muslim Americans reduces their level of religiosity
- Muslim Americans value the education of their boys over their girls
- Other religious affiliations in America associate Muslim Americans with terrorism
- American women are discriminated against in the American society because they are easily identified by their Hijab
- Educated Muslim Americans prefer national identity over religious identity
Methods
Participants
The participants of this research study will include college students randomly selected from different higher learning institution in America. The number of the participants will be 200 students of balanced gender compositions. Women will be more than men since more Muslim girls enroll for colleges than their boys do. The mean age of the students will be 23 years.
Procedures
The data will majorly be collected through interviews, which will take about six weeks of the study. The participants will be allowed to fill the questionnaires at their convenience. I will collect secondary data from library searches, previously established literature, and credible internet sources. Research centers such as the Pew Research Center will also provide relevant information. The school librarian will assist me in selecting the literature and books related to the topic within the past ten years. The 7-point Likert Scale will be used to analyze the data, where 1, 3, and 7 will represent little education and high religiosity, moderate educational attainment and moderate religiosity, and very high educational attainment and very low religiosity.
References:
Syed I. B., (May/June 2000). Education of Muslim Children: Challenges and Opportunities. Mission Islam. Retrieved from http://www.missionislam.com/homed/education_muslim_child.htm
Gingras F. (April 8, 1998). National and Religious Identities: Conditions of Conflict or Harmony. Department of Political Science: University of London. Retrieved from http://aix1.uottawa.ca/~fgingras/text/harmony.html
Vincent I., (December 9, 2012). No community programs at ‘Ground Zero’ mosque a year after the controversy. The New York Post. Retrieved from http://nypost.com/2012/12/09/no-community-programs-at-ground-zero-mosque-a-year-after-the-controversy/
