Students’ Sense of Belonging at Full-Time Islamic Schools in the United States A Phenomenological Analysis

Abstract

Sense of belonging is a critical aspect of human development that has been identified as an important ingredient for school success. Yet the construct has not been explored in relation to the experiences of Muslim students in full-time Islamic schools. To fill this gap, the authors conducted a qualitative study using phenomenology to understand alumni’s sense of belonging at U.S. Islamic schools. After describing the methodology, three superordinate themes are discussed: the importance of teachers, the creation of a school community, and the minority experience in Islamic school. The range of experiences that cultivated and hindered belonging are also explored in the findings. To conclude, five recommendations grounded in research and Islamic sources are provided to educators to help develop students’ sense of belonging at Islamic schools: (a) emulate the Prophetic character, (b) create a caring classroom, (c) foster strong student-teacher relationships, (d) intentionally welcome and orient new students, and (e) pursue antiracism and inclusion.