Brooks, M. C., Ezzani, M. D., Sai, Y., & Sanjakdar, F. (2023). Racialization of Muslim students in Australia, Ireland, and the United States: cross-cultural perspectives. Race Ethnicity and Education, 26(2), 164-183. https://arrow.tudublin.ie/cgi/viewco
Country
Ireland
Title
Brooks, M. C., Ezzani, M. D., Sai, Y., & Sanjakdar, F. (2023). Racialization of Muslim students in Australia, Ireland, and the United States: cross-cultural perspectives. Race Ethnicity and Education, 26(2), 164-183. https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1093&context=ltcart
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Year
2023
Publication type
Research evidence/report
Geographical coverage
International
Area/location of interest
Not applicable - national level
Type of Institution
Academic/research institution
Institution
Ireland, Technological University Dublin
Thematic focus
Discrimination
Groups
Muslims
Key findings
While the Irish Constitution guarantees freedom of religious practice, most Muslim students attend government schools that are multi-denominational, interdenominational, or predominantly Catholic. The accommodation of Muslim students varies, with "reasonable" accommodations differing across institutions. Muslim students in Ireland face derogatory remarks, including being called "black monkey," "chocolate," "terrorist," and other racial slurs. Instances of bullying and initiation rites are also reported. Muslim students in Ireland shared common experiences with students in Australia and the USA of being subjected to derogatory names and slurs, and inadequate accommodations in school. Physical harassment and assault was less frequently reported by students in Ireland than in Australia and the United States.
Methodology (Qualitative/Quantitative and exact type used, questionnaires etc)
Focus groups of 45 to 60 minutes in length were recorded with students in Australia, the USA and Ireland. In Ireland, two focus groups were held with 4 Muslim boys and 4 Muslim girls.
Sample details and representativeness
Muslim students aged 13 to 18 years old, of which 16 resided in Australia, 8 in Ireland, and 8 in the United States for a total of 32 participants. All the participants interviewed attended state funded or private Islamic primary schools and were enrolled either in middle or secondary government or faith-based schools
DISCLAIMERThe information presented here is collected under contract by the FRA's research network FRANET. The information and views contained do not necessarily reflect the views or the official position of the FRA.