New publication! The Experiences of Students with Concealable Muslim Identities During Peer Interactions in Undergraduate Biology Courses

PhD candidate Tasneem Mohammed and colleagues just published a study exploring the experiences of Muslim undergraduates with concealable identities during peer interactions in biology courses.

Through interviews with 12 students across U.S. universities, the research team found that Muslim identity often felt salient during peer interactions, particularly in discussions on topics like evolution or bioethics. Students anticipated stigma from peers, worrying they might be judged as “anti-science,” stereotyped as dangerous, or burdened with representing all Muslims, even though many had not directly experienced overt stigma in these classroom settings.

At the same time, students also recognized potential benefits of revealing their identity: offering unique perspectives, building connections, and combating misconceptions about Islam. Still, most chose to conceal their Muslim identity in biology courses, citing fears of negative judgment and the perception that religion is unwelcome in science spaces.

Read the article here: The Experiences of Students with Concealable Muslim Identities During Peer Interactions in Undergraduate Biology Courses