Teacher Behaviours Leading to A Feeling Of Belonging In Class Among Muslim Students

Abstract

This study examines the school experiences of Muslim young adults in the Netherlands as being part of a minority group in school as told from firsthand. Within a small sample of Muslim students this study aims to investigate what teacher behaviours lead to a feeling of belonging in class in Dutch schools without Islamic profiling. Interviews were carried out to collect multiple, personal experiences and described in a case study. The cases were compared through cross-analysis. Based on communalities in experiences of the participants, suggestions for teachers of Muslim students were described. It was found that teacher behaviours focusing on mutual respect and genuine communication with cultural sensitivity are more successful than teaching about multi-cultural topics. Additionally, Dutch schools should take practical measures that ensure that Muslim students can practice their faith.