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 iv 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 vi 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. vii 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. viii 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 ix 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 x 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