Date of Award

December 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching, Leadership & Professional Practice

First Advisor

Bonni Gourneau

Abstract

The growing number of Muslim students enrolled in U.S. public schools necessitates a more comprehensive understanding of their unique experiences within their educational environments. This phenomenological qualitative study investigated Muslim students' perceptions of their lived experiences in a high school in the Northern Great Plains of the United States. Six Muslim students in their junior and senior years were selected to participate in semi-structured interviews. Through the lens of Bronfenbrenner’s ecological systems theory, this study aimed to deepen understanding of how Muslim students develop their sense of identity and the factors that contribute to this development. The findings revealed that participants’ identities were profoundly shaped by their faith, cultural heritage, and the challenges they faced as immigrants navigating a new environment in both their schools and communities. Students demonstrated their devotion to their Islamic faith and values while struggling with inadequate school accommodations for their religious practices and emotional needs. Their experiences reflected the challenges they face at school and in the community, such as marginalization, misunderstanding, and emotional strain, while also underscoring their resilience, commitment to education and faith, and hope for a better future. Recommendations for stakeholders were offered to better address the needs of the growing number of Muslim students enrolled in public schools in the Northern Great Plains.

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