Running head: DIVERSITY ACTION PLAN

Diversity Action Plan

Mike Farrell
SAA 7630
March 20, 2014
Dr. Carol Patitu
Wright State University

DIVERSITY ACTION PLAN

Diversity Action Plan

Multicultural action plans are an excellent way to develop a better understanding of an
ethnic group and their culture and, in the case of student affairs in higher education professionals,
to also gain the knowledge of the expertise needed to connect with the given demographic and
effectively deliver the services they need. The action plan that I selected to pursue for my
personal and professional development centers on Muslim-Americans in general but also
students of this demographic that are enrolled in American colleges. My objective was to
develop a better understanding of the religion of Islam and the role that religion plays in their
lives. Specifically, I wanted to know how the open observation of their religion on a college
campus impacted their higher education experience. Going into this assignment, I knew very
little about the religion of Islam and I would be starting from the ground up
My original plan to meet this goal was to investigate this topic with thorough research. To
this end, I examined five articles that would reach all parts of my objectives. This involved
articles discussing the basic religious beliefs and customs of Muslims, identity development,
experiences on campus, and suggestions for how student affairs professionals can help this
group. As an additional benefit, I was also able to participate in a student panel discussion in
class with Wright State University Muslim students which enriched the overall experience
immensely.
Overall, this experience was a very enlightening and enjoyable undertaking. There were
many things that I found interesting as I was researching this group. The first thing that really
stood out to me was the diversity within the Muslim population itself in America and its growing
size. It was honestly quite shocking to me to find out that depending on the source you look at
there are more Asian Muslims in America than of Arabian descent with African Muslims not far
behind. Another thing that I found fascinating was the reasoning behind the daily religious
requirements placed on devout Muslim men and women and the importance in providing

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accommodations that allow them to be observed when necessary. These requirements include the
need to pray five times a day, adhere to dietary guidelines, abstain from the consumption of
alcohol, and the wearing of the hijab (headscarf) for some women that choose to do so. Lastly, I
greatly enjoyed the discussion throughout most of the articles about how the decision by women
to wear the hijab can be an asset in helping them develop a sense of identity and belonging and
that rather than a sign of oppression or subservience, as believed by many, it is a sign of respect
and can be liberating for the wearer. The findings of one study I read suggested that Muslim
women who wear the headscarf transitioned into college life better than her religious peers who
did not.
Unfortunately, it was also very disheartening to read about the bad experiences of
Muslim-Americans in this country at large, and also at higher education institutions, as a result of
what was often referred to as Islamaphobia. This stems from a very long and rocky historical
relationship between the West and the Arab world which was further amplified after the terrorist
attacks in New York City on September 11, 2001. Discrimination, prejudice, and even hate
crimes, have increased since this event and have failed to return to pre 9/11 levels. This view of
Muslims has also taken root on campuses around the country as well and should be a concern for
all involved. This makes it extremely difficult for many Muslims to openly practice their religion
without feeling like they are being judged or openly facing prejudice. Of particular concern are
women who desire to wear the hijab as it makes them more visible.
It was very interesting to sit in on the student panel of Muslim Students in my diversity
class. Much of the information and experiences that they shared supported the research that I did
but portions were also at odds with it. Almost all students discussed how they observe the daily
requirements of their religion. They also conveyed their ability to find or develop a sense of
belonging through their religion and beliefs. Making connections with other students that

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practice Islam was also a source of strength and support for them. The young woman on the
panel backed up the research which showed the positive effects of wearing the headscarf even
though it was a difficult thing for her to do at first. It was even mentioned how diverse the
Muslim population at WSU is. The part of the discussion that conflicted with the research, in a
positive way, was the absence of facing any discrimination at Wright State or fear of openly
practicing their religion and observing its requirement in public places such as in the library. It
would be interesting to see more studies on the issue of Islamaphobia on a regional level to
have a better idea of current trends.
The implications of this experience on student affairs practitioners, and to the higher
education setting in general, are far reaching. First, it is essential to find a way to provide the
facility and dietary requirements that these students need to observe their religion. This is of
extreme importance to them and is key to their satisfaction with the university. Second, they also
need to have an organization that they can be a part of to help develop a sense of identity and
belonging and meet people with the religious beliefs that are the same as theirs. Lastly, student
affairs practitioners must strive to create a campus environment, through a wide range of
programming and initiatives, which is both understanding and tolerant of the unique and rich
culture these students bring to the campus.
Choosing Muslim-Americans for my diversity action plan was a very valuable and
informative experience. I now have a very good understanding of both the basic tenants of their
faith and how their religion impacts their daily life to include when they are on a campus at a
higher education institution. I was also successful in discovering strategies to help the overall
experience of Muslims students at a university and this knowledge will be invaluable when
working with these students in the future.

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References
Ali, S., & Bagheri, E. (2009). Practical suggestions to accommodate the needs of Muslim
students on campus. New Directions For Student Services, (125), 47-54.
Cole, D., & Ahmadi, S. (2010). Reconsidering campus diversity: An examination of muslim
students' experiences. Journal of Higher Education, 81(2), 121-139.

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Kaya, I. (2007). Muslim American identities and diversity. Journal of Geography, 106(1), 29-35.
doi:10.1080/00221340701286430
Nasir, N. (2006). Creating identity-safe spaces on college campuses for Muslim students.
Change, 38(2), 22-27.
Rangoonwala, F. I., Epinoza, S., & Epinoza, R. E. (2011). Muslim identity, dress code adherence
and college adjustment among American Muslim women. Journal of Muslim Minority
Affairs, 31(2), 231-241. doi:10.1080/13602004.2011.583517