中东和北非校园文化中心作为 2016 年美国总统大选后的包容与归属之地

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Innovative Higher Education Pub Date : 2024-02-27 DOI:10.1007/s10755-024-09700-0
Ramy Cappellino Abbady
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引用次数: 0

摘要

2016 年美国总统大选之后,仇视伊斯兰教的情绪在美国各地日益明显,影响到任何被认为是穆斯林的人。尽管以宗教命名,但伊斯兰恐惧症是一种种族意识形态,主要针对中东、北非和南亚(MENASA)后裔。在这项定性研究中,作者通过考察以中东、北非和南亚为重点的文化中心提供包容和归属空间的方式,探讨了中东、北非和南亚学生如何在 2016 年大选后不久的时期在大学校园中游刃有余。研究结果表明,种族形成和泛民族身份形成的过程影响了中东和北非学生在此期间的经历。学生们在白人之外表现出明确的种族化意识,并开始形成跨群体的泛民族身份认同。这些发现是在特定的时间背景下得出的,即大学年龄的成年人在年幼时经历了 9/11 事件,在成年早期经历了 2016 年总统大选。
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MENASA Campus Cultural Centers as Sites of Inclusion and Belonging in the Aftermath of the U.S. Presidential 2016 Election

Following the 2016 U.S. presidential election, Islamophobia became increasingly visible across the U.S, impacting anyone perceived to be Muslim. Despite being named after a religion, Islamophobia is a racial ideology predominantly targeting people of Middle Eastern, North African, and South Asian (MENASA) descent. In this qualitative study, the author explores how MENASA students navigated their college campuses in the period shortly following the 2016 election through examining the ways in which MENASA-focused cultural centers provided spaces of inclusion and belonging. The findings suggest that processes of racial formation and panethnic identity formation influenced the experiences of MENASA students in this period. Students demonstrated both a clear sense of racialization outside of whiteness, and the beginnings of panethnic identity formation across groups. These findings are situated in the particular temporal context of college-aged adults who both experienced 9/11 as young children and the 2016 presidential election in early adulthood.

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来源期刊
Innovative Higher Education
Innovative Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
9.10%
发文量
46
期刊介绍: Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: (1) to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; (2) to focus on the effect of such innovations on teaching and students; (3) to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and (4) to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.
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