在本科生物学课程中的同行互动期间,学生与隐藏的穆斯林身份的经验
Baylee A Edwards1, Analy Granados1, Tasneem F Mohammed1
1Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281.
CBE life sciences education
|September 19, 2025
概括
美国大学生物课程的穆斯林学生经常因为预期的耻辱而隐自己的身份,尽管在同学互动中很少遇到耻辱. 他们希望在学术生物学环境中更好地理解伊斯兰教.
科学领域:
- 在STEM教育方面.
- 科学社会学科学社会学
- 宗教研究是宗教研究.
背景情况:
- 穆斯林学生可能会面临加剧的歧视在美国大学生物学由于被认为的反宗教偏见.
- 积极学习在生物学增加同行互动,潜在的挑战学生与隐藏的穆斯林身份.
研究的目的:
- 探索在本科生物学课程中的同行互动期间,穆斯林学生与隐藏身份的经验.
- 了解感知到的耻辱如何影响在学术生物学中隐藏身份.
主要方法:
- 涉及12名具有隐藏穆斯林身份的本科生进行的定性研究.
- 探索学生在生物学课程中的同行互动期间的经验.
主要成果:
- 学生们认为他们的穆斯林身份在同龄人互动期间突出.
- 生物学文化通常被描述为不欢迎宗教.
- 预期的耻辱导致隐藏身份,尽管鲜有真正的耻辱经历.
- 学生希望增加对伊斯兰教的同行知识,并注意到基于种族/种族的经验差异.
结论:
- 穆斯林学生对耻辱的预期,而不是直接的经历,推动了本科生物学中的身份隐.
- 学术生物学环境可能被认为是不欢迎宗教身份.
- 需要进一步研究宗教认同,种族/种族和STEM经验的交叉点.
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