surviving prejudice: a feminist ethnography of muslim women living and studying

207 Pages·2009·1.02 MB·English

SURVIVING PREJUDICE: A FEMINIST ETHNOGRAPHY OF MUSLIM
WOMEN LIVING AND STUDYING
IN MIDDLE TOWN, INDIANA, UNITED STATES

A DISSERTATION
SUBMITTED TO THE GRADUATE SCHOOL
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE
DOCTOR OF EDUCATION
BY
IRIANTI USMAN
APPROVED BY:
_________________________________ ____________________
Dr. Michelle Glowacki-Dudka Date

_________________________________ ____________________
Dr. Thalia Mulvihill Date

_________________________________ ____________________
Dr. W. Holmes Finch Date
_________________________________ ____________________
Dr. Nazim Ahmed Date

__________________________________ ____________________
Dr. Robert Morris Date

Ball State University
Muncie, Indiana
May 2009
ii

SURVIVING PREJUDICE: A FEMINIST ETHNOGRAPHY OF MUSLIM
WOMEN LIVING AND STUDYING
IN MIDDLE TOWN, INDIANA, UNITED STATES

A DISSERTATION
SUBMITTED TO THE GRADUATE SCHOOL
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE
DOCTOR OF EDUCATION
BY
IRIANTI USMAN
DISSERTATION ADVISOR: DR. MICHELLE GLOWACKI-DUDKA

BALL STATE UNIVERSITY
MUNCIE, INDIANA
MAY 2009
iii

ABSTRACT
DISSERTATION: Surviving Prejudice: A Feminist Ethnography of Muslim Women
Living and Studying in Middle Town, Indiana, United States
STUDENT: Irianti Usman
DEGREE: Educational Doctor (Ed. D)
COLLEGE: Teachers‘ College Department of Educational Studies
DATE: April, 2009
PAGES: 196
This study described a subculture of Muslim women who live and study in
Middle Town, Indiana and who actively participate in the religious and social activities
conducted by the Middle Town Islamic Center. Acting in response to negative
stereotyping of this population, this study shines a light on the lives and learning of
female Muslim adults in a small Midwestern city. The results of this particular study
promoted understanding about female Muslim learners in the United States.
Ethnographic techniques of in-depth, semi-structured interviews and participant
observation techniques were used to gather the data, and member checking was also
performed to ensure consistency. Doman analysis, as described by Spradley (1979), was
the technique used to analyze the data.
The data and analysis suggested some fundamental characteristics of this
subculture, Middle Town Islamic Ladies. One major finding that could be inferred was
the inconsistency between the experiences of the participants with negative stereotyping
propagated by some U.S. media and some people in general. Women in this study tended
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to be very deliberate in defining their status as women and as learners by examining and
referring to the most legitimate resources of Islam: The Qur‘an and Hadith. The
participants also understood that many interpretations of the Qur‘an and Hadith about
women are influenced by a patriarchal mindset to preserve cultural beliefs that men are
superior to women. Such beliefs are inconsistent with what the Qur‘an and Hadith
prescribe.
As most of the informants came from different countries, they reported that their
cultural expectations influenced their learning styles and their lives in this city. This
expectation generated some problems with their comfort in living and studying.
However, their faith, their association with the Middle Town Islamic community,
especially the Muslim women, family support (especially from their husbands), and
harmonious relationships with professors facilitated smooth adjustments to the
challenges.
Finally, the findings in this study also introduced teaching strategies and training
styles in higher education that would accommodate and emphasize students‘ cross-
cultural differences.
v

ACKNOWLEDGEMENTS
All praise is due to God, The Most Merciful and Most Beneficent, who has guided
me, strengthened my heart, and never allowed me to give up in all aspects of life.
Writing this thesis had been an arduous and challenging task. However, with the help of
God and many incredible people during the research and writing process who have given
me their time, their thoughts, and psychological support, I was finally able to complete
the report. My sincere thanks to the women who kindly allowed me to interview them
and observe their activities; without their willingness to help, this work would lose its
meaning.
All of my committee members have been magnificent. I was on the verge of
giving up at a certain point during the process. However, they kept on pushing me to
carry on and provided me with any necessary favors and advice to put myself on track
again. My special thanks to my Chair, Dr. Michelle Glowacki-Dudka, who went above
and beyond to ensure that I would achieve success. She is not only helpful in academic
life in general, but she has always been my main cheerleader and a source of inspiration
for assisting my future students. I am indebted to her. I thank also Dr. Thalia Mulvihill
for her guidance in helping me find my spirit and self-confidence to excel in my thinking
and writing. I always felt compelled to do my best work and to continuously improve
because I knew that she believed in me and my ability. Thank you to Dr. W. Holmes
Finch and Dr. Nazim Ahmed for their sincere understanding, time, and support; to Dr.
Peter J. Murk for his constant prayers; to Julia Dotson for her willingness and time to be
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involved in the study; and to all professors that I cannot mention specifically given the
limited space in this section.
I am also thankful to my friends‘ unrelenting encouragement in surviving the
attainment of my degree. They all helped to sustain me by reminding me that there will
be light at the end of the tunnel: Anila Din, Cecilia Williams, Bibi Bahrami, Jamalat,
Sara, Du‘a, Suha, Becky Hammons, Carolyn Brewer, Mbak Diba, Budi, Tim, Dwi,
Linda, Mbak Hesti, Thenjiwe, Fumi, and other friends that I cannot mention by name
here; I am grateful for your prayers, tips, and friendship. May God bless you all.
Finally, to my beloved husband, Zulfa Zainuddin, whose unquestioning love and
sacrifice has brought me this far in my educational endeavors. His dedication to me was
never more evident than when he offered to assist with dissertation formatting at a crucial
time while he was ill. Thank you, dear husband for your endless support and patience
throughout this journey of the Doctorate degree. Last but not least, to my children Harits,
Lamis, and Rayhan for your patience, to my family back in Indonesia for their
psychological and financial support. We will never forget the love and favors you have
given us. I hope everyone‘s sacrifice will be worthy.
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DEDICATION
I dedicate this dissertation to my late parents: H. Usman Udin and Hj. Nurma
Djarat. I know you did not have the chance to see the fruit of your persistent guidance,
love, prayers, and encouragement to help me succeed in all aspect of life here on earth.
However, Mom and Dad, you are constantly in my thoughts and prayers. I hope in
heaven you will be proud of me.
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TABLE OF CONTENTS
ABSTRACT ..................................................................................................................... iii
ACKNOWLEDGEMENTS .............................................................................................. v
DEDICATION ................................................................................................................ vii
TABLE OF CONTENTS .............................................................................................. viii
CHAPTER I Introduction ........................................................................................... 1
Purpose of the Study ........................................................................................................... 3
Research Questions ............................................................................................................. 4
Conceptual Framework ...................................................................................................... 5
Islamic Feminism ........................................................................................................................... 5
Significance of the Study ................................................................................................. 10
Operational Definitions .................................................................................................. 12
Limitations of the Study .................................................................................................. 15
Personal Statement .......................................................................................................... 16
Theoretical Perspective .................................................................................................. 18
CHAPTER II Literature Review ............................................................................. 20
Introduction ........................................................................................................................ 20
Feminism and Islam ................................................................................................................... 20
Critical thinking in Islam .......................................................................................................... 21
Muslim women learners in America.................................................................................... 22
Islam and methodology............................................................................................................. 26
Qur’an and gender equality: .................................................................................................... 28
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Right for employment ................................................................................................................ 29
Right as a daughter ..................................................................................................................... 29
Right as a mother ......................................................................................................................... 30
The ideal and the current practices ..................................................................................... 31
Cultural differences and treatment of women across the Islamic world ............. 34
Islam and education ................................................................................................................... 39
Cultural competencies and expectations about education across the Islamic
world ................................................................................................................................................................ 41
Politeness theory, high context and low context culture, and learning style ..... 42
Hofstede components of culture and learning style ..................................................... 43
Critical thinking and reflective practice ............................................................................. 48
Ethnography as a research tool ............................................................................................. 50
CHAPTER III Methodology ..................................................................................... 54
Participants ......................................................................................................................... 55
Sampling Method ............................................................................................................... 57
Emic and Etic Status ................................................................................................................... 57
Data Gathering Techniques ........................................................................................... 59
Coding .................................................................................................................................... 64
Data Analysis ...................................................................................................................... 66
Writing the Results ........................................................................................................... 68
CHAPTER IV Findings .............................................................................................. 69
Description of Informants .............................................................................................. 70
Barbara ............................................................................................................................................ 70
Christine .......................................................................................................................................... 72
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Sandra .............................................................................................................................................. 74
Jackie ................................................................................................................................................. 76
Susan ................................................................................................................................................. 77
Deedee .............................................................................................................................................. 79
Living as the Member of Middle Town Community .............................................. 80
The Monthly Dinners ................................................................................................................. 97
The 3 F’s (Faith, Family, Friend) and Professors Roles ............................................ 107
Islam and women status; Islam vs. culture .................................................................... 116
Faith and self-identity as a learner and as a woman ................................................. 120
Reasons to learn ........................................................................................................................ 125
Barriers to learning and living ............................................................................................ 126
Impacts of educational achievement to their lives ..................................................... 131
CHAPTER V Analysis and Conclusions ........................................................... 133
Introduction ...................................................................................................................... 133
Purpose of the Research ............................................................................................... 133
Hurried ethnography for harried ethnographers ....................................................... 133
Summary of the Findings .............................................................................................. 135
Living as a member of Middle Town community ....................................................... 135
The 3 F’s (faith, family, friends) and professors roles ............................................... 137
Islam and women status; Islam vs. culture .................................................................... 140
Faith and self-identity as a learner and as a woman ................................................. 141
Reasons to learn and adjustment to American educational system.................... 142
Barriers to learn and live ...................................................................................................... 144
Impacts of educational achievement to their lives ..................................................... 146