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Moderation in Islam: A Comparative Case Study on Perception of International Students in Malaysia
Moderation in Islam was defined by Holy Prophet Mohammad (PBUH) as the ‘Way of Islam’. He has emphasized on opening a man’s heart to communal welfare and peace by avoiding scepticism. Moderation reifies faith, rejects extremism, and paves all roads to peaceful conflict resolution. Islamic moderation balances democratic social development in the face of restraints and boundaries to purchase sustainable peace. However, some schools of thought that appeal to Middle East and African Muslims hold forth the extremist ideology that has tarnished Islam globally. They ignore fundamental Islamic principles and archetypal Muslim characteristics thus they completely ignore Islam’s path of moderation. This study compares thoughts on Islamic moderation from the West Asian students (WAS) with the rest of Asian students (AS) studying in Malaysia. Using qualitative and quantitative approaches, we have tried to achieve research objectives and found that WAS understood less of Islamic moderation than did the students from the rest of Asia. The Chi-square statistic was used to critically test the unique results of this study. The overall findings have revealed bigoted and negative WAS opinions towards Islamic moderation as well as towards non-Muslim societies. The Chauvinism appeared to be consequent to Arab permeated cultures and indoctrinations. Such perceptions and ignorance of authentic Islam affects the entire world with deeply negative overtones. Keywords: Social-religion Insight, Islamic Moderation, Chauvinism, Scepticism, Indoctrinations, Fundamental Islamic principles, Archetypal Muslim Characteristics, Communal Welfare, Sustainable Peace
Journal Article
Racial Mismatch in the Classroom: Beyond Black-white Differences
Previous research demonstrates that students taught by teachers of the same race and ethnicity receive more positive behavioral evaluations than students taught by teachers of a different race/ethnicity. Many researchers view these findings as evidence that teachers, mainly white teachers, are racially biased due to preferences stemming from racial stereotypes that depict some groups as more academically oriented than others. Most of this research has been based on comparisons of only black and white students and teachers and does not directly test if other nonwhite students fare better when taught by nonwhite teachers. Analyses of Asian, black, Hispanic, and white 10th graders in the 2002 Education Longitudinal Study confirm that the effects of mismatch often depend on the racial/ethnic statuses of both the teacher and the student, controlling for a variety of school and student characteristics. Among students with white teachers, Asian students are usually viewed more positively than white students, while black students are perceived more negatively. White teachers' perceptions of Hispanic students do not typically differ from those of white students. Postestimation comparisons of slopes indicate that Asian students benefit (perceptionwise) from having white teachers, but they reveal surprisingly few instances when black students would benefit (again, perceptionwise) from having more nonwhite teachers.
Journal Article
Stereotype Promise
Asian American students are frequently stereotyped to be hardworking and academically talented. To what extent are teacher appraisals of Asian students influenced by such racial stereotypes? This article investigates this question through a quantitative analysis of high school students from the Educational Longitudinal Study. I find that even when controlling for a wide range of student and family characteristics, including standardized test scores, and comparing students within the same school, high school teachers express more favorable appraisals of Asian students relative to academically comparable White students along three dimensions. First, teachers report more positive assessments of Asian students’ attentiveness and performance in their classrooms. Second, they hold higher expectations for Asian students’ future educational attainment, typically expecting a college degree or more. Third, they are more likely to recommend Asian students for Advanced Placement and honors courses, signaling one concrete action by which teachers may act as gatekeepers to further reify Asian students’ academic success. Importantly, I find that math teachers remain more likely to engage in such behaviors net of their own subjective evaluations of student attitudes and behaviors, lending suggestive evidence to the claim that Asian youth benefit from racialized teacher expectations. The results more broadly suggest that differential teacher appraisals are a source of educational inequality across racial groups in the United States.
Journal Article
East Asian international doctoral students’ role identity development in the United States
The U.S. attracts a significant number of international doctoral students each year. As these students navigate cultural and academic systems, understanding their unique experiences and challenges becomes crucial. This study explores the intricate nuances of motivation and identity negotiation in the lived experiences of six East Asian international doctoral students in the U.S. using collaborative autoethnography. We examined how role identities explain our experiences by employing the Dynamic Systems Model of Role Identity framework. Our reflections revealed (1) the salience of role identity components and structural relations and the impact of other role identities on resolving tensions; (2) the development of our researcher and teacher role identities within doctoral student role identity; and (3) resilience as both a cultural disposition and a dynamic process that evolves through the constant negotiation and renegotiation of our identities.
Journal Article
Emerging destination mobility
Purpose: The purpose of this paper is to explore the push-pull factors and motivations of African and Asian international students in Chinese universities. Design/methodology/approach: Concurrent mixed methods (qualitative and quantitative) design was used. The quantitative component included 537 Africans and Asians from five notable universities, while the qualitative aspect consisted of 30 participants in Wuhan and few other cities in China. Findings: Findings revealed availability of scholarship opportunities, China's flexibility (visa and program entry) and perception of better education quality as important push-pull factors. It also discovered several new pull factors, including citizens' attitude and good report, development potential and hospitality and receptiveness, while career development and entertainment were found to be the most and least significant motivational factors, respectively. The study also found a significant relationship between push-pull factors and study abroad motivation (SAM) as well as cross-cultural differences between African and Asian students. Research limitations/implications: Most of the participants were drawn from Wuhan city. Hence, the findings cannot be outrightly generalized to other contexts. Practical implications: This research provides valuable knowledge for policy makers, higher education institutions, international students and other stakeholders in China to inform better student experience. Originality/value: There was no study found that combines push-pull factors and SAM or comparatively investigates African and international students in China. Knowledge about sojourners push-pull factors and motivations, their relationship and cross-cultural differences is essential for evidence-based interventions.
Journal Article