Voice Project: Female Muslim Students. Aida Montes Peifer. Wright State University

Running head: VOICE PROJECT 1 Voice Project: Female Muslim Students Aida Montes Peifer Wright State University

VOICE PROJECT 2 Week 1. (September 10th) Muslim Women: Their rights and traditions in the Islamic world I selected this topic with the intention of obtaining a better understanding of Islam as a religious culture and the role of women in this religion. I found the website Islam s Women, the Jewels of Islam that provides information about women s rights in the Islamic law. The Qur an indicates that men and women are equal: Men are the protectors and maintainers of women, but Allah has made one of them to respect the other. Women are righteous and obedient and observe, in absence of the husband, what Allah orders them to guard. In the economic aspect, Muslim women have the independent right of ownership; they can inherit and participate in contracts. They also have equal access to education and can choose to have any profession. Muslim women are allowed to work outside of home. They have the right to choose their husband and keep their family name after marriage. They also have the right to end the marriage when it is unsuccessful. Married women accept the leadership role of the men in their families, the disciplinary power of their husbands for disobedience, and the husbands right to restrict their freedom for safety purposes. In the spiritual phase, Muslim women have the same religious duties as men. Women must practice daily prayer, fasting, pilgrimage and charity. They are allowed to pray in mosques, but in a separate section from men. Modesty is a core virtue in Islam; it restrains men and women from any sexual behavior outside of marriage, including brazen glances of a man to a woman. Modesty serves as the spiritual protection for women and men, and explains why Muslim women cover parts of their body to avoid enticing men. Despite the Qur an s stipulation that prescribes equality between men and woman, the reality is different. Muslim women are not oppressed by their religion, but by the customs and traditions of society. Muslim women live in a patriarchal culture that is constantly reminding them of their social role. The article titled Muslim Women in the U.S. Struggle to Balance Western Freedoms with the Islamic Culture by FoxNews describes how many immigrant Muslim women living in United States believe that the process of assimilating to a new culture is difficult. In Muslim countries, women face many restrictions, for example: In Saudi Arabia women are not allowed to drive, cannot obtain a passport without the authorization of their father or husband, and their right to vote in public elections is restrained; in Pakistan and Afghanistan, women cannot leave their home without a male family member escorting them. When Muslim women come to the United States, cultural differences conflict their religious beliefs, and they are hesitant of taking advantage of the new opportunities.

VOICE PROJECT 3 FoxNews (2009) Muslim women in the U.S. struggle to balance Western freedoms and Islamic Culture. FoxNews. Retrieved on September 9, 2013 from http://www.foxnews.com/story/2009/03/28/muslim-women-in-us-struggle-to-balancewestern-freedoms-and-islamic-culture Islam s Women, Jewels of Islam: women s rights. Islam s Women. Retrieved on September 9, 2013 from http://www.islamswomen.com/articles/women_in_islam.php Week No. 2 (September 19th) Veiling or unveiling After researching on the challenges that Muslim women face in today s society, I discovered the article Seeing Clearly, which depicts the controversial connection between Muslim women s identity and the hijab: Aside from the flag, no piece of cloth in history has been imbued with as much power to liberate and oppress, rally and divide as the veil (Power & Hall, 2006). It is important to underline that the Qur an does not impose veiling practices to women. The hijab became part of Islamic practices due to a literal interpretation of a Qur an stipulation that mandated the head covering only to prophet Muhammad s wives. Since the Qu ran does not mandate the wearing of the hijab or any other veiling practices, many Muslim women in America are opting out the hijab in the process to define their identity and let other aspects of their identities shine out. I found a radio documentary on National Public Radio (NPR) titled Lifting the veil: Muslim women explain their choice, that depicts how in the United States many American Muslim women have decided to give up their hijab to express their individuality. Twenty women were interviewed in this radio report. The majority indicted that the hijab has condemned them to negative social assumptions, and they have decided that wearing the hijab is a personal choice and have abandoned the practice. I found interesting the statement made by one of these women. She indicated that America is a deeply religious Nation, but religion is fluid; a person may be born Christian and change to another church in the course of his or her life. This fluid religious atmosphere has allowed American Muslim women to decide whether or not to follow veiling practices, and has distinctively defined Islam in America. But, the characteristics of Western Islam are notoriously different from the religious practices in countries where Islam is the predominant religion. About 69% of the Muslim congregations reside in Asia. These countries have specific beliefs about women and have set behavioral restrictions on them. The article titled The veil and Muslim women s identity: Cultural pressure and resistance to stereotyping explains the perception that women have of the veil in majority Muslim countries versus minority Muslim countries. In predominant Muslim countries, the majority defines what is normal and acceptable regarding social norms and religion, and

VOICE PROJECT 4 Muslim women see the veil not only as an ideological statement, but also as a symbol of dress code, convenience and fashion (Wagner et. al., 2012). For them, the veil defines their cultural identity. In contrast, in minority Muslim countries the veil is a contested issue and a reason for stereotyping. Muslim women in these countries think of their veil as a marker of their personal identity and a personal choice. This is the case of Muslim women in India and in the United States. The following link shows the interviews to a group of American Muslim women, who decided to unveil: http://www.npr.org/2011/04/21/135523680/lifting-the-veil-muslim-women-explain-their-choice References: National Public Radio. (2011). Lifting the Veil. NPR. Retrieved on September 16, 2013 from http://www.npr.org/2011/04/21/135523680/lifting-the-veil-muslim-women-explaintheir-choice Power, C. (2006). Seeing Clearly. Newsweek (Atlantic Edition), 148(22), 34. Wagner, W., Sen, R., Permanadeli, R., & Howarth, C. S.(2012). The veil and Muslim women's identity: Cultural pressures and resistance to stereotyping. Culture & Psychology, 18(4), 521-541. doi:10.1177/1354067x12456713 Week No 3. (September 26 th ) The Hijab Challenge in American Colleges The population of Muslim student population on campus has increased in the last year. According to Wright State University s student fact book, last fall there were 1,066 international students from more than 66 different countries; 434 of these students were from Saudi Arabia, and a large percentage also hailed from India and Kuwait. In this fall semester, there are 1,489 international students from 66 different countries; 736 of these students are from the Middle East and among these students there are 520 students from Saudi Arabia, a large percentage represent countries like Kuwait and the United Arab Emirates. Glances are especially directed to female Muslim students wearing hijabs and abayas (a full length outer garment) walking on the hallways, studying in groups in the Educational Resources Center, coming in and out of classrooms, having conversations in Arabic with their peers, or waiting patiently outside the LEAP Office in Millet Hall. In many cases, female Muslim students on college campuses confront misunderstandings, misconceptions, and stereotypes from the rest of the campus community. Anti-Islam attitudes in the Nation have generated uneasiness in the society that has reached our colleges and has aggravated the challenges that Muslim women face in adjusting to college. The displays of their religious beliefs and values are often mistaken for oppression or fundamentalism by the rest of the college community.

VOICE PROJECT 5 Raising awareness of the challenges that Muslim women experience on campus is the main goal of the experiment that has been implemented in some college campuses in the United States. The Muslim Student Association in conjunction with Muslim student organizations in different colleges, like Florida Gulf Coast University and California State University, have designed the experiment named The Hijab Challenge. The goal is to encourage female American students to wear the hijab for one day or a week to understand the Islamic culture, to experience the public reactions that Muslim women encounter every day, and to raise awareness aim to change the attitude toward Muslim students on campus. According to the magazine Pinnacle, many of the American female students who participated in this challenge at Florida Gulf Coast University experienced the discrimination provoked by the hijab. However, I found interesting that other students felt empowered by it. They could only rely on their exposed face and hands to show their beauty, and on their intellect to stand out. They felt pride with their hijabs on. The following video by CBS Los Angeles describes The Hijab Challenge at California State University in San Bernardino, and the reaction from the campus community: http://losangeles.cbslocal.com/2011/11/09/students-challenged-to-wear-muslim-head-scarves-oncampus/ References: CBS News. (2011). Students challenged to wear Muslim headscarves on campus. CBS Los Angeles. Retrieved on September 30, 2013 from http://losangeles.cbslocal.com/2011/11/09/students-challenged-to-wear-muslim-headscarves-on-campus/ Rosenblatt, Kalhan F. (2013). The hijab challenge. Pinnacle. Spring 2013. 16-22. Retrieved on September 30, 2013 from http://www.fgcupinnacle.com/pinnacle-articles/features/hijab-challenge?page=0,0 Wright State University. Wave of international students gives Wright State a foreign flavor. Wright State University. Retrieved on September 30, 2013 from http://webapp2.wright.edu/web1/dialogue/2012/11/wave-of-international-students-giveswright-state-a-foreign-flavor/ Wright State University. (2013). Student fact book. Wright State University. Retrieved on October 2013 from http://www.wright.edu/administration/institutionalresearch/studentfact-book/

VOICE PROJECT 6 Week no. 4 (October 3rd) The College Adjustment for Muslim women I attended the Saudi Community National Day Event that took place in the Student Union. During this event, a group of male Saudi students performed traditional dances and female Saudi students assisted at some information tables. At one of these information tables, there was a poster displayed with information that explained the access that women have gained to higher education in Saudi Arabia; they represent today a high percentage of the student population. Like Saudi men, Saudi women are eligible to apply for scholarships from the King Abdullah Scholarship Program (KASP) to study abroad. In addition to the scholarships, some other benefits granted to students are: monthly stipend for students and their family traveling with them, academic tuition, health and dental insurance, and annual round trip tickets. After reading this poster, I understood why the Saudi student population is rising at Wright State University. A female Muslim student gave me a pamphlet titled I Love My Hijab. Its content caught my attention: Muslim women only cover themselves in front of men who are not direct relatives to prevent indecent acts or thoughts...when a women is covered, men cannot judge her by her appearance, but are forced to evaluate her by her personality, character, and morals. The hijab is not a responsibility, it is the right given to us by our Creator who know us best... Perhaps, as women de-emphasize their bodies (in American culture), Islam provides a solution to this problem one that dignifies and honors all women. This pamphlet not only underlines the misperceptions about the hijab, but also the cultural differences between Islam and Western society. After reading this pamphlet, I decided to do some research on the college adjustment for Muslim women. The article titled Muslim Identity, Dress Code Adherence and College Adjustment among American Muslim Women describes the inimical environment that Muslims experience after the 9/11. The political atmosphere and the Anti-Islamic public sentiments have generated negative effects on Muslims in different ways. The discrimination and other negative sentiments have made difficult the transition to college for Muslim students. For Muslim women, whose presence on campuses is more overt due to Islamic dress requirements, the transition to college represents a greater challenge. The hijab can generate negative attitudes. The increased visibility that one gains by wearing hijab produces more tension and that easily identifiable Muslims get less tolerance than other Muslims who are less visibly Muslim (Rangoonwala, 2011). However, there are positives effects for Muslim women who wear hijabs on campuses. The hijab allows Muslim women to identify with other Muslim women who share the same values, creating support groups. These groups can generate a sense of belonging to a particular community and help support their ethnic and religious identity.

VOICE PROJECT 7 Reference: Rangoonwala, F. I., Sy, S. R., & Epinoza, R. E. (2011). Muslim Identity, Dress Code Adherence and College Adjustment among American Muslim Women. Journal Of Muslim Minority Affairs, 31(2), 231-241. doi:10.1080/13602004.2011.583517 Week no. 5 (October 10 th ) Interview I conducted an interview to a Wright State female Muslim student. She is an international student majoring in Physics. Per her request, her identity is not being disclosed. The following are the questions and the responses. 1. When did you become a Wright State University student? In Spring 2013, I decided to come to Wright State University because this university was the only institution willing to give me conditional admission, as my scholarship is ending. 2. Why did you decide to come to the United States? I chose the US because I know that American colleges have strong programs in Physics. I think that when I get my degree and return to my country, I will be the number 1. The degree from America will increase my chances to find a job. 3. How was your first day at Wright State University? I got lost because the campus is complicated. My first day was depressing and upsetting. It was not what I thought it would be. I was a student at Oregon State University for a year before coming to Wright State University; Oregon State University s campus is larger and has bigger green areas. The environment there helped me to study. When I arrived at Wright State, I did not like it and wanted to go back to my country, but now I am used to it. It was easier to make friends at Oregon State University because there are more international students and American students are more friendly than here. Here, I tried to talk to people because I did not know the campus, but people showed me that they did not like me and they did not even smile at me. It was almost like they believed they were in danger. This breaks my heart, actually. I am not going to make any friends here, only if people come to me wanting to be friends. 4. What do you find challenging of being a student in the United States? I think any international student should make friends with American students to learn the culture and practice English, but it is difficult to make friends. Also there is a language barrier, even when I am taking LEAP English classes. The English I learn is not the same that I hear in my Physics classes. Professors do not consider that we, as international students, need to translate everything they say, so it takes us longer to understand and convey any thoughts. 5. What do you think of the campus culture? Students are very informal; they wear clothes that they should only wear at home. I really like that Wright State University supports people with disabilities. That is amazing.

VOICE PROJECT 8 6. Are you involved on campus activities? Do you attend campus events? No, because I think I will see things that I do not like, so I do not go. I think that people would not like to see me in events because they are not comfortable around me. They make me feel I am not welcome, so why to go and hurt my feelings. That is why I have decided not to go to any events. 7. Do you live on campus? No, I lived on campus for a short term when I arrived at Wright State, but my roommate had very different beliefs than mine and I was very uncomfortable. My roommate had a boyfriend and used to drink. She did not think of me, so I chose to live off campus. Since I live in an apartment, my friend s brother drives my friend and I to campus everyday. 8. How do people react when they see you wearing a hijab? As part of my religion, I wear a hijab and an abaya, but it is my choice and nobody forces me to do it. I am comfortable wearing them. In Oregon State University, I used to wear my full abaya and nobody looked at my like a stranger, people were very open. Only one girl asked me about my religious dress. I was very happy to explain to her what the abaya means to me. At Wright State University, some people follow me with their eyes and others do not care because they are used to seeing Muslim women on campus now. 9. Do your professors respect the five times a day when you pray? My classes this semester do not interfere with my prayer time. This is the first time that I have discussed this with somebody else. At Oregon State University, professors and staff understood the importance of prayer time in Islam. My schedule was built around it, and the University allowed breaks to pray. I have not found a place to pray at Wright State University. This is a big challenge for Muslim students. I know there is a place for prayers in the Student Union, but it is far from the classrooms. I wished there was a place in Millet because now the days are shorter and the prayer times are going to be closer to one another, so it will be a challenge. It is an issue not having a specific place. If I am at school and I need to pray I will do it anywhere, but people look at me suspiciously. 10. If you had the chance to talk to people who have a negative impression of your religion, what would you say to them? Respect me because I respect you. If they are Christian, Jewish or don t have any religion I respect them. In Islam, we believe that all religions come from God, and I respect that and want people to respect my religion and me. It is my freedom; people should not try to take this right from me. This is a free country. Let me believe what I wish to believe and respect me. I will not hurt anybody.

VOICE PROJECT 9 Week 6. (October 16 th ) The Light in Her Eyes After the interview with the Muslim student, I wanted to understand and explore more about Islam. I found a series of documentaries on the Public Broadcasting System (PBS) website that are part of the movie The Light in Her Eyes. This movie describes the efforts of a Muslim women leader, Houda al-habash, to teach Islam and to challenge women. Houda opened a summer school for girls at Al-Zahra mosque in Damascus, Syria 30 years ago. At this school, Houda teaches girls the Qur an and teaches them how to live according to Islam, but also how to live in a modern world and not to give up their goals. In the movie, a group of Muslim women speak about the challenges they face being Muslim. All agreed that it is not their religion that oppresses them but the social customs and traditions. These women believe that the social customs and traditions are like a cage that has imprisoned them. Customs and traditions have made it very difficult for women to occupy leadership roles in society. In the movie, a male preacher mentions what the roles of Muslim women are: reproduce, raise their children, and take care of their husbands and their home. The societal norms are the main restrain that keep Muslim women from participating in a globalized world. This movie was an eye-opener for me: Islam as a religion does not represent oppression. Sadly, I found that in some conservative Syrian families, it is up to the parents to decide how far their daughter should advance in her education. Many parents allow their daughters to finish high school and then get married. This a controversial issue for many Muslim women who believe that they should not be destined to spend the rest of their lives taking care of their homes and their family, instead they should continue their education in order to teach future generations and make changes in their culture. To me, it was interesting that women in this movie recognize that in Eastern culture men are the authorities in their households; men have deprived women. Part of the problem that Islam faces today is that its image has been associated with men s excessive behaviors toward women. I think the message that this movie conveys is invaluable. Muslim women embrace their religion and accept the importance of being educated in the Qur an and owning a personal responsibility for promoting a positive image of their religion. The following links are part of the movie The Light in Her Eyes: http://www.pbs.org/pov/thelightinhereyes/video-biggest-challenge-muslimwomen.php#.uoapgpgezwi http://www.pbs.org/pov/thelightinhereyes/video-riham.php#.uoaxczgezwi http://www.pbs.org/pov/thelightinhereyes/trailer.php#.uoaxjpgezwi http://www.pbs.org/pov/thelightinhereyes/video-interview.php#.uoaznjgezwi

VOICE PROJECT 10 Week no. 7 (October 24 th ) Safe College Environments for Muslim Students I came across an article titled Creating Identity-Safe Spaces on College Campuses for Muslim Students in the magazine Change: The Magazine for Higher Learning. The article reports a study based on interviews of male and female Muslim students from different ethnic backgrounds regarding their perception of college campuses. Sadly, most of the students explained that they feel they are being judged by the rest of the college community based on negative stereotypes of Islam like considering Muslims as terrorists or Muslim women as oppressed. Nasir and Al-Almin (2010) found that this stigma is based actually on the perception of a potential threat rather than prejudice or discrimination. The group stigma created around the potential threat is known as stereotype threat. I find it very disturbing that Muslim students face this stigma even in the practice of their religious identity on college campuses. A female Muslim student mentioned that for her daily prayers she needs to look for a secluded place and she becomes very anxious, as she is afraid she will be judged and other students may wonder what she is doing by herself in a room. The anxiety caused by these stereotypes on Muslim students may affect their academic performance. These students perceive that others are constantly judging them. Therefore, it is necessary to create better and safer college environments for Muslim students to guarantee their academic success. A safe college environment not only will assure better academic performance among Muslim students, but also will contribute to their development as a whole, including social interrelations, spirituality and engagement. In this study, students who found their colleges to be welcoming and supportive of their practice of Islam were able to grow in their spirituality. Nasir and Al-Almin (2010) recognize that sometimes, small acts of kindness are enough to create positive experiences for Muslim students. A female American Muslim student reported that when she decided to wear a hijab, one of her professors complimented her and told her she looked beautiful. This remark made her feel good about her faith. Another student reported he was proud of his religion when a faculty member acknowledged Ramadan during class. These acts of kindness may help Muslim students to develop the feeling of belonging to campus. Additionally, college campuses can create identity-safe environments by implementing little changes, for example: Include halal meal (meals that do not include pork) in the cafeteria menu, support the creation of diverse Muslim student groups, raise awareness of Islam practices among the student population, staff and faculty, and open access to physical spaces that facilitate the practice of prayer time without judgment. It is important to create a more welcoming campus environment for Muslim students that will support their academic success and identity development and promote at the same time a multicultural citizenship among students. Reference: Nasir, Na'ilah S & Al-Amin, Jasiyah (2006) Creating identity-safe spaces on college campuses for Muslim students, Change: The Magazine of Higher Learning, 38(20), 22-27. doi: 10.3200/CHNG.38.2.22-27

VOICE PROJECT 11 Week no. 8 (October 29th) Reconsidering Campus Diversity I came across the article titled Reconsidering Campus Diversity: An Examination of Students Experiences. This article depicts a study focused on comparing the campus experiences of Muslim, Christian and Jewish students to find out if there were any differences in their academic success and educational satisfaction. Before delving into the analysis of the study, it is important to mention that the study has its limitations, as the Muslim sample population that participated in this study is smaller that the other two groups. Despite previous research findings that have concluded differences among the three groups, this study posits that there are no differences in the academic success among them. The academic performance (GPA) among the three groups is not significantly different. However, some differences emerge among these students regarding their educational satisfaction. The study indicates that being Muslim impacts the experiences students have on college campus. Muslim students appeared to be more involved in diversity related experiences on campus than Christian and Jewish students, yet Muslim students indicate a lower level of educational satisfaction that might be related to the type of diversity activities available to them on campus. I found it interesting that among these three religious groups there are differences in the time they spent in their religious practices. I assumed Muslim students would be more dedicated to their prayer time and other faith practices; however, the study revealed that Christian students reported the most involvement in religious services and prayer, the Muslim students were placed in the middle and the Jewish students were the least involved in this activities. It is important to understand the significance of religious diversity on campuses. The presence of different religions provides a more multicultural and complex environment that enriches the experiences of all students. Today, diversity in higher education should not only be understood as the representation of different race and ethnic backgrounds on campuses, but also the presence of many religions that comprise part of students identity. Reference: Ahmadi, S., & Cole, D. (2010). Reconsidering campus diversity: An examination of Muslim students experiences. Journal of Higher Education. 81(2), 121-139

VOICE PROJECT 12 Week no. 9 (October 28th) Choosing between a faith-based and a secular college In doing some research about Muslim students perception of campus climate, I came across an article in the New York Times webpage titled Muslim from Abroad are Thriving in Catholic Colleges. I decided to use this article because the Catholic college mentioned in the article is a local private university in the area, The University of Dayton. The article describes how a Muslim woman from Kuwait decided to pursue her education in the United States and chose a Catholic university. For her, it was important to be able to display her religious beliefs and show her status as a member of a minority religion. In a secular institution, religion would be out of context, so she enrolled at The University of Dayton and has been a perfect fit for her. The student indicates that she is comfortable on campus because people at the University of Dayton are more religious. Despite finding a more welcoming environment in Catholic universities, Muslim students find the culture and religious difference intimidating. However, they believe they are more accepted in faith-based institutions that they would be in secular universities. In Catholic universities, the practice and discussion of their religious beliefs is supported and even encouraged. A Creighton University student born in Pakistan and raised in the United States indicated that she likes the fact that there is faith on campus, even when it is not similar to her faith, and she feels there is respect. Muslim students, especially women, choose Catholic universities because they believe these institutions are less permissive than other universities in the United States. The University of Dayton has adapted physical spaces to accommodate the religious practices of Muslim students. There are designated spaces for prayer time and an ablution room for the washing of hands and feet before praying. The University also arranges celebrations for major holidays and halal meat is served in special events. This article demonstrates how in sectarian universities is easier to support the spiritual development of students without raising controversy. For this reason, faith based institutions are able to create a more welcoming campus climate for Muslim despite the faith differences. I believe that it is possible to create a better campus climate for these students in secular universities by implementing some of the changes discussed in week 7th. Although secular institution may be challenged by the scarcity of financial resources to implement some of these changes, it is always possible to discuss with students and the rest of the campus community Islamic practices in order to raise awareness and instill respect to religious differences.

VOICE PROJECT 13 Reference: New York Times (2012) Muslim from abroad are thriving in Catholic colleges. New York Times. Retrieved on October 28 th, 2013 from http://www.nytimes.com/2012/09/03/education/muslims-enroll-at-catholic-colleges-ingrowing-numbers.html?_r=1& Week 10. (November 19 th ) Reducing the Mystery: A Conversation with Muslim Women The English Department in conjunction with the LEAP Office hosted the event named Reducing the Mystery: A Conversation with Muslim Women that comprised of a panel by three female Muslim graduate students and an English professor. One of the students was from Libya and the other two were from Saudi Arabia. The panel focused on discussing the differences between living in the United States and their countries of origin. The three international students agreed that life in the United States is easier than in their country; however, they find that life in this country is expensive. The panel posited that they face difficulties living here, for example: shopping for their veils is very difficult, so they have to do their shopping online and finding places to pray on campus is an issue for Muslim students. In regard to prayer time, one of the students mentioned that the Muslim Student Organization on campus has a facility in the Student Union for praying on Fridays from 1:00 p.m. to 2:30 p.m., but still this space is insufficient due to its availability and scheduling. Their comments regarding their college experience in the United States coincided with a conversation I had with a Muslim student from Saudi Arabia, on October 13 th, and whose identity is not revealed per her request. These students indicated that in Libya and Saudi Arabia, higher education institutions are not co-educational. In fact, male professors are not present in classrooms and provide their lecture via video conferencing. For all them, sharing classrooms with male peers and doing group work with male students at Wright States University have been a cultural difference to which they have been able to adapt because they value the opportunity to study in the United States. These international students agreed that they face social pressure, verbal assaults and stereotypes everyday because they wear hijabs. However, none of them are willing to sacrifice their faith for their education, and they have learned to navigate in the mainstream society despite these factors. The panel reiterated many aspects discussed in the conversation I had with the Muslim student. They mentioned that there are many difference between Islam as a religion and the social norms observed in their countries. Islam does not mandate strict gender roles, physical punishment on women by their husbands, prohibitions on driving vehicles or going to public spaces without a male family member. These limitations are imposed by society and have originated many misunderstandings that have negatively affected Islam. In regard to the social restrictions on Muslim women, the Muslim student I met mentioned that she does not want to go back to Saudi Arabia because it is very difficult to be a woman there. She said that her father

VOICE PROJECT 14 gave her authorization to drive in the United States and she has a car and is free to go anywhere she wants to go, including the mall and her favorite restaurant, The Cheesecake Factory. One of the panelists asked the audience to not judge Islam for the mistakes made by humans. I immediately recalled a very touching and, at the same time, distressing moment I had in the conversation with the Muslim student. When I asked her what she could say to the people who think negatively of Islam, she took a moment before responding to the question and started crying. It was a very uncomfortable situation; I did not know what to do. I immediately apologized and asked her if she wanted me to leave. She looked at me and said, You did not make cry, I am crying for my religion. Her statement still remains in my mind, as if it had happened yesterday. When she calmed down, she told me that after the 9/11 attack and the Boston bombing attack, Islam is being punished for the mistakes of bad people in the world. The panelists finalized the session with some suggestions on how to create a more welcoming campus environment for Muslim students. One of the students from Saudi Arabia suggested that new students be advised of the presence of Muslim students on campus and the veiling practices observed by female Muslim students.

VOICE PROJECT 15 References Ahmadi, S., & Cole, D. (2010). Reconsidering campus diversity: An examination of Muslim students experiences. Journal of Higher Education. 81(2), 121-13. CBS News. (2011). Students challenged to wear Muslim headscarves on campus. CBS Los Angeles. Retrieved on September 30, 2013 from http://losangeles.cbslocal.com/2011/11/09/students-challenged-to-wear-muslim-headscarves-on-campus/ FoxNews (2009) Muslim women in the U.S. struggle to balance Western freedoms and Islamic Culture. FoxNews. Retrieved on September 9, 2013 from http://www.foxnews.com/story/2009/03/28/muslim-women-in-us-struggle-to-balancewestern-freedoms-and-islamic-culture Islam s Women, Jewels of Islam: women s rights. Islam s Women. Retrieved on September 9, 2013 from http://www.islamswomen.com/articles/women_in_islam.php Nasir, Na'ilah S & Al-Amin, Jasiyah (2006) Creating identity-safe spaces on college campuses for Muslim students, Change: The Magazine of Higher Learning, 38(20), 22-27. doi: 10.3200/CHNG.38.2.22-27 National Public Radio. (2011). Lifting the Veil. NPR. Retrieved on September 16, 2013 from http://www.npr.org/2011/04/21/135523680/lifting-the-veil-muslim-women-explaintheir-choice New York Times (2012) Muslim from abroad are thriving in Catholic colleges. New York Times. Retrieved on October 28 th, 2013 from http://www.nytimes.com/2012/09/03/education/muslims-enroll-at-catholic-colleges-ingrowing-numbers.html?_r=1&

VOICE PROJECT 16 Power, C. (2006). Seeing Clearly. Newsweek (Atlantic Edition), 148(22), 34. Public Broadcasting System. (2012). The light in her eyes. PBS. Retrieved on October 26, 2013 from http://www.pbs.org/pov/thelightinhereyes/video-biggest-challenge-muslimwomen.php#.uoapgpgezwi Public Broadcasting System. (2012). The light in her eyes. PBS. Retrieved on October 26, 2013 from http://www.pbs.org/pov/thelightinhereyes/video-riham.php#.uoaxczgezwi Public Broadcasting System. (2012). The light in her eyes. PBS. Retrieved on October 26, 2013 from http://www.pbs.org/pov/thelightinhereyes/trailer.php#.uoaxjpgezwi Public Broadcasting System. (2012). The light in her eyes. PBS. Retrieved on October 26, 2013 from http://www.pbs.org/pov/thelightinhereyes/video-interview.php#.uoaznjgezwi Rangoonwala, F. I., Sy, S. R., & Epinoza, R. E. (2011). Muslim Identity, Dress Code Adherence and College Adjustment among American Muslim Women. Journal Of Muslim Minority Affairs, 31(2), 231-241. doi:10.1080/13602004.2011.583517 Rosenblatt, Kalhan F. (2013). The hijab challenge. Pinnacle. Spring 2013. 16-22. Retrieved on September 30, 2013 from http://www.fgcupinnacle.com/pinnacle-articles/features/hijab-challenge?page=0,0 Wagner, W., Sen, R., Permanadeli, R., & Howarth, C. S. (2012). The veil and Muslim women's identity: Cultural pressures and resistance to stereotyping. Culture & Psychology, 18(4), 521-541. doi:10.1177/1354067x12456713 Wright State University. Wave of international students gives Wright State a foreign flavor. Wright State University. Retrieved on September 30, 2013 from http://webapp2.wright.edu/web1/dialogue/2012/11/wave-of-international-students-giveswright-state-a-foreign-flavor/

VOICE PROJECT 17 Wright State University. (2013). Student fact book. Wright State University. Retrieved on October 2013 from http://www.wright.edu/administration/institutionalresearch/studentfact-book/