UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item Assessing the Relationship of Muslim-American Identity with Practices in Mate Selection: Familial Involvement and the Intention to Marry(2018) Al-Mansur, Rafee; Leslie, Leigh A; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Muslim Americans may experience conflict between societal norms and the values of their religion with respect to mate selection. Whereas American norms prioritize autonomy and love, Muslim societies prioritize family and chastity. This study assessed the extent to which Muslim and American identities impact (1) desire to involve family in mate selection and (2) willingness to enter romantic relationships without considering marriage. Researchers partnered with a Muslim matrimonial and dating mobile app to survey U.S. users, resulting in 962 responses. Muslim identity and American identity were both found to be significantly correlated to mate selection practices. Results suggest most Muslim Americans are caught between models: they are transitioning away from traditional mate selection practices which rely on parents to find partners, a major shift in the last 30 years. However, they are also not willing to adopt American practices which do not consider marriage, such as casual dating.Item Building a Muslim-American Identity: An Islamic College(2011) Zaman, Ahmed; Kelly, Brian; Architecture; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In contemporary American culture Islam is often misrepresented and misunderstood. This thesis seeks to revive the Islamic intellectual tradition by using architecture and campus planning to construct a more accurate understanding of Islam in an American context. Designing an institution for Islamic higher learning will provide American-born Muslim scholars with the opportunity of assuming a positive role in society. The thesis explores repurposing and retexturing of West Berkeley, California as a method of weaving the Muslim American narrative in the design of Zaytuna College, America's first liberal arts Islamic College. The college itself will house students of diverse backgrounds, both Muslim and non-Muslim, accommodate prayer facilities for the neighboring Muslim community, and engage in interfaith and civic dialogue. The thesis will speculate on how the campus will evolve over time and identify a scale that is appropriate to its context.Item Youth Exchange and Peacebuilding Post 9/11: Experiences of Muslim High School Exchange Students(2010) Radomski, Carol; Lin, Jing; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the aftermath of the terrorist attacks of September 11, 2001, the U.S. government initiated a youth exchange program to bring Muslim students to the U.S. for a school year. The Youth Exchange and Study (YES) program was created to help reduce tensions, and foster mutual understanding and respect between people in the U.S. and the Muslim world. It is commonly assumed that exchange programs promote cross-cultural understanding and goodwill, leading to a more peaceful world. Drawing on literature in the fields of peace education, intergroup relations, and international educational exchange, this study explores the connections between youth exchange and peacebuilding in our post 9/11 world. This qualitative, interview-based study examines the experiences of twenty-one Muslim high school exchange students participating in the YES program in the 2007-2008 school year. The study participants were between 16 and 19 years old and came from eight countries in the Middle East and Asia. The study highlights the exchange students' experiences living with American host families and attending American high schools. The study also explores how the exchange students carried out their role as young ambassadors, helping Americans understand their countries, cultures, and religion, as well as how they dealt with sometimes being labeled as terrorists. The experiences of the exchange students in this study provide evidence that youth exchange can foster changes in attitudes, affects, skills, and behaviors that are likely to contribute to a more peaceful world. The program structure and duration facilitate the formation of close personal relationships, as well as tremendous personal growth. The program goals and expectations also contribute to the students' success as young ambassadors. The students were able to correct inaccurate stereotypes and develop skills in cultural mediation. This study also demonstrates that youth exchange incorporates many of the key components of peace education programs. Recommendations for program changes include focusing more directly on peace and peace education, addressing conflict issues, building skills in conflict mediation, developing leaders for peace, and training local coordinators in peace education.Item Indian Muslim Women's Education and Employment in the Context of Modernization, Religious Discrimination and Disadvantage, and the Rise of Hindu Fundamentalism and Muslim Identity Politics(2007-04-30) Rastogi, Sonya; Desai, Sonalde; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Research on Muslim women in India has increased in recent years, but remains sparse. The few existing studies rarely examine the interplay of religion and gender on Muslim women, nor do they investigate the historical influences shaping Muslim women's lives. Using the National Sample Survey (NSS), this dissertation seeks to make a unique contribution to the literature by examining Muslim women's educational enrollment and wage employment in the context of three historical forces: modernization, religious discrimination and disadvantage, and the rise of Hindu fundamentalism and Muslim identity politics. We find that modernization has played an important role in increasing school enrollment for children ages 12 to 15. Modernizing forces have also influenced employment in India, modestly increasing wage employment. While Muslims have benefited from modernizing forces, they continue to face discrimination and disadvantage in the educational system and labor market; therefore they have lower levels of school enrollment and slightly lower engagement in wage employment compared to non-scheduled caste Hindus. There is also evidence that the rise of Hindu fundamentalism has had a negative impact on Muslim enrollment and wage employment over time, however these effects appear greater for Muslim enrollment compared to Muslim wage employment. Evidence suggests that enrollment for Muslims above the poverty line may have been more affected by Hindu fundamentalism relative to poorer Muslims from 1983 to 1987; however, wealthier and poorer Muslims appear similarly affected by Hindu fundamentalism after 1987. Contrary to expectations, results suggest that poorer Muslim's wage employment is more affected by the rise of Hindu fundamentalism relative to wealthier Muslims. As expected, the interplay of religion and gender has affected Muslim women's enrollment and wage employment. Specifically, they experience lower levels of enrollment and wage employment compared to Muslim men and Hindu men and women. Muslim women have been further affected by the rise of Hindu fundamentalism and Muslim identity politics in both enrollment and wage employment. However, it appears that these factors have been relatively more detrimental to Muslim women's wage employment compared to their enrollment.