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Muslim Women Leading Islamic Schools in the United States: Their Story.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Muslim Women Leading Islamic Schools in the United States: Their Story./
作者:	Shatara, Leila H.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	149 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29211736
ISBN:	9798438786382

Muslim Women Leading Islamic Schools in the United States: Their Story.
Shatara, Leila H.

Muslim Women Leading Islamic Schools in the United States: Their Story. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 149 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2022.

This item must not be sold to any third party vendors.

The number of Islamic schools continues to increase in the United States and the majority of these schools are led by Muslim women (Islamic School League of America, 2021). Whether women in general or Muslim women specifically, research on women in leadership remains sparse; the need to document the stories of these leaders is imperative. Muslim women are targets of negative imagery in the media and are sometimes secondary players within their own communities because cultural traditions often overshadow religious rights. Islam is clear on the position of women as equal to men as illustrated in Surah 33 Verse 35: "The submitting men, the submitting women, the believing men, the believing women, the obedient men, the obedient women, the truthful men, the truthful women, the steadfast men, the steadfast women, the reverent men, the reverent women, the charitable men, the charitable women, the fasting men, the fasting women, the chaste men, the chaste women, and the men who commemorate Allah frequently, and the commemorating women; Allah has prepared for them forgiveness and a great recompense." As the above verse clearly identifies the status of men and women in the Quran, often Muslim communities, like much of the world, tend to judge women and treat women differently than their male counterparts. The reality is that both Muslims and non-Muslims have misconceptions about the position of women in Islam. This study provides a platform for Muslim women leading Islamic schools, their perspective, and is founded in a framework centered on Prophetic characteristics of leadership. The purpose of this narrative inquiry was to understand the lived experiences of Muslim women who serve or have served as principals in Islamic schools in the United States. The phenomenon of being a woman principal in an Islamic school and how faith and gender played a role in that experience was defined by the participants' stories. The overarching research question was, what are the lived experiences of women who serve as principals of Islamic schools in the United States? and the research questions were: (1) What led them to become school leaders? (2) What was the role of their faith in their leadership experience? (3) What role did gender play in their leadership experience? The methodology was qualitative and a narrative design was used which included conducting semi-structured interviews with participants, gathering demographic data through a questionnaire, and document and artifact review. The data analysis included compiling background information on the schools and school leaders and a thematic analysis of the interview transcripts. The study included 14 participants from different regions of the United States of varying ages and ethnicities who all served as school leaders in Islamic schools. The study found that the participants, although they had diverse personal backgrounds and worked at schools with varying demographics, had shared similarities in their experiences and perspectives. The findings painted a picture of the individuality, as well as the commonality among these women. The six findings were: (1) the catalyst that propelled them to Islamic schooling and education was their children, (2) they believed their faith was everything and had everything to do with why they chose this path, and it guides all that they do, (3) they did not seek the leadership position but were asked to take on the responsibility, (4) they made a career shift into education and earn additional degrees and certifications (5) they faced challenges but had success as school leaders, and (6) they perceived the role of gender and leadership differently based on their experiences. The recommendations that emerged from this study include both practice and policy. The recommendations for practice are the need for leadership preparation programs and support networks for Islamic school principals, as well as the need for Islamic schools to provide more equity in salaries for female school leaders. The policy recommendations are that Islamic school governance boards need to develop policies that are founded on best practices, including equitable gender representation on school boards. There remains a need for further study of Islamic schools in general and Islamic school leadership, specifically. Further study is needed to counter the hegemonic narrative in leadership, including the narratives of women and religious minorities.

ISBN: 9798438786382Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Educational Leadership

Muslim Women Leading Islamic Schools in the United States: Their Story.
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