Dynamics of Religious Identity of Muslim Students in a Multicultural Environment
DOI:
https://doi.org/10.35335/k8mjwp37Keywords:
Muslim students, Religious identity, Multiculturalism, Intercultural dialogue, Inclusive educationAbstract
This study explores the dynamics of religious identity formation among Muslim students living and studying in multicultural environments. It aims to understand how these students negotiate, express, and sustain their Islamic identity while interacting with peers of diverse cultural and religious backgrounds. Using a qualitative approach grounded in phenomenological inquiry, data were collected through in-depth interviews and observations involving Muslim university students aged 18–25 from multicultural institutions. The analysis was guided by Social Identity Theory, Acculturation Theory, and Religious Identity Theory, which together provide a framework for understanding how faith-based identities evolve within plural social contexts. The findings reveal that Muslim students experience religious identity as a dynamic and adaptive process shaped by dialogue, reflection, and intercultural engagement. Four major themes emerged: (1) negotiating faith in diversity, (2) community and belonging, (3) transformation through intercultural encounters, and (4) challenges of stereotyping and misrepresentation. Despite facing occasional prejudice or misunderstanding, students generally perceived multicultural exposure as an opportunity for growth strengthening their understanding of Islam and enhancing their empathy toward others. The study also highlights the pivotal role of inclusive educational environments and supportive peer networks in fostering confidence, tolerance, and mutual respect. Overall, this research concludes that Muslim students in multicultural settings are not passive subjects of cultural tension but active agents who construct hybrid and contextualized forms of religious identity. Their experiences demonstrate that faith and pluralism can coexist harmoniously through open dialogue, institutional inclusivity, and intercultural understanding. The study contributes to the growing body of scholarship on religion, identity, and multiculturalism, offering valuable insights for policymakers, educators, and institutions seeking to promote diversity, inclusion, and peaceful coexistence in educational contexts.
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