Document Type

Article

Publication Date

2012

Abstract

This article investigates the multiple identities of four Muslim immigrant students, the intersections of these identities, and the students’ understandings of the systems of oppression examined in the multicultural developmental ESL writing course they attended as college freshmen. The research question is “What are Muslim immigrant students’ understandings of their own identities in terms of race, class, and gender as seen through the lens of their religious identity while taking a multicultural college writing class focusing on race, class, and gender?” The four participants of this qualitative multiple case study were chosen on the basis of religion, race, and gender. Data sources consisted of observation field notes, a mapping exercise, interviews, in-class discussions, and documents. Data were coded inductively according to arising themes. Key findings reveal that there are diversity and complex identity intersections within what the general public perceives as a homogeneous group, and that primary intersections are those of religion and race, religion and sexuality, religion and gender, and religion, race, and gender.

Publication Title

MinneTESOL/WITESOL Journal

Publisher

Minnesota and Wisconsin Teachers of English to Speakers of Other Languages

Volume

29

First Page

30

Last Page

48

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