Stereotypes and the Classroom: Muslims

We've heard the word "Muslims" thrown around a lot in the past few years as a part of politics, international relations, and cultural explorations.  With the attention that the religion has been getting from the media, many of us have formed particular ideas about what it means to be Muslim.  When we think of Muslims what comes to mind?  Here are a few snapshots of what many people might be tempted to think of when they hear about Islam:

(Gif from crystal-clefairy.tumblr.com)

(Image from www.ejumpcut.org)

(image from www.barenakedislam.com)

(Image from adsoftheworld.com)

What messages are being sent about this cultural group?

From early ages, children are exposed to cartoons like Aladdin or The Small One, which to some extent portray Arabs as violent and dishonest.   Due to the origins of Islam, it is often associated with Arabic culture. To some, the religion of Islam and the region of the Middle East are considered one in the same.  This is absurd when you consider the variety of cultures and people in both categories, but the stereotypes that this association begets remains.  This association also demonstrate how Americans view Muslims as something foreign and different.  Many of these artifacts here demonstrate how media continues to portray Muslims as violent. Since the attacks of 9/11 and the rise of ISIS, the hegemony of American culture tends to associate all Muslims with terrorism.  To many people in America, being Muslim is considered a problem.  As Donald Trump says in the above video, "I didn't see Swedish people knocking down the world trade center."  Because of this expectation of violence, things from Muslim culture are taken and twisted into something either dealing with terror or with oppression.  Burkas, for example, are usually shown as symbols of oppression or means for hiding weapons.   Although there has been a lot of recent movement for a recognition of Islam as a peaceful religion, the hate against Muslims and the portrayal of them as violent radicals persists. They are seen as suspicious and violent people from a strange and separate part of the world.

How might this messages impact how a child from this cultural group is viewed and treated in the classroom?

This single story of an entire culture as displayed in a negative light could cause serious problems for students of this culture.  A child wearing religious coverings may be teased or treated differently by other students.  Muslim students may feel like they don't belong or fit in.  They might even be accused or mistreated based on a history of violence that has nothing to do with them.  Some may consider them suspect to misbehavior if they buy into the destructive stereotypes.  They may be alienated from the classroom.  The association of violence and suspicious acts with Muslims can cause both students and teachers to treat them with distrust.  Also, when subject to a stereotype threat, students may respond by according to the stereotype.  This may put students under a lot of stress and cause them to reject important aspects of their identity as well as lose trust in those who have influence over them.  They might even just give up.

Why is it important for teachers to examine how cultural groups are represented in the media, curriculum, and policy?

It is vital for teachers to be aware of the hegemony of their society surrounding a certain culture.  It is also important that a student is able to have a trusting relationship with their teacher and be given the greatest opportunity for success possible.  If a teacher is not aware and even inadvertently perpetuates a single story of a culture, they might easily put their students at risk of a stereotype threat.  Teachers are in a position of influence and can monitor policy and treatment of students to ensure that bullying and other threats are taken care of.  They can help implement policy that raises awareness and tolerance.  Teachers can also look at their curriculum and scrutinize ways that it may effect student's perceptions of a certain culture.  They can choose materials that show more than a single story of that culture.   It might be important for the teacher to discuss these ideas with their students and help them overcome prejudices that they have already developed.  School should be a safe place where students off all backgrounds can learn and strive for success.
I will need to be aware of the students in my classroom and their situation. I need to be careful if I see a student in a hijab or find about about their religion that I don't make automatic assumptions about it or about them. To assume that they are oppressed or violent would be ridiculous.  I need to help my students also to not make sudden judgement based on what little information they perceive about people.  If my students start to bully a Muslim student or even make a racist side comment (such as calling Muslim or Middle Eastern students terrorists) I need to stop it right then and make sure that they understand why this is unacceptable and not even a little true.  I can also promote a healthy concept of Muslims by including bits of Muslim literary influence in the classroom with other diverse works.