Legal Frameworks in Modern Society

Discrimination is a pervasive issue on college campuses, affecting students from various minority groups based on their religion, gender, sexual orientation, race, ethnicity, and disability. This essay will delve into a specific case involving discrimination based on religion and national origin, highlighting the challenges faced by Muslim students in higher education. The discussion will include an analysis of relevant laws and policies, focusing on the implications for educational institutions striving to create an inclusive environment. By understanding these challenges, educators and administrators can better support the academic, personal, and emotional well-being of Muslim students, thereby fostering a more equitable and supportive academic journey.

Discrimination Against Muslim Students

Muslim students often encounter discrimination related to their religion and national origin on college campuses. The attacks of September 11, 2001, significantly influenced the perception of Muslims, contributing to a widespread stereotype of the Muslim community as untrustworthy and a threat to national security (Amrani, 2017). Prior to these attacks, the FBI recorded between 20 to 30 anti-Muslim hate crimes annually. However, post-9/11, this number surged to an average of 100 to 150 incidents per year, marking a fivefold increase (Amrani, 2017). This escalation in hate crimes has intensified the discrimination experiences of Muslim students in the United States. The term "Islamophobia," which emerged in the late 1990s and early 2000s, encapsulates the harmful rhetoric and actions directed toward Islam and Muslims in Western societies (Bleich, 2011). This term has evolved as researchers explore anti-Islamic and anti-Muslim values and beliefs, highlighting the need for a comprehensive understanding of Islamophobia as a social scientific concept (Bleich, 2011). The discrimination against Muslim communities in the United States has worsened following the 2016 presidential election (Cole & Ahmadi, 2019). Certain groups within the Muslim community, such as Arabs, Sikhs, and South Asians, are often targeted based on national origin (Zaal, 2012). Among these groups, Muslim women, particularly those wearing the hijab, face heightened discrimination. The hijab serves as a visible marker of religious identity, making Muslim women more susceptible to prejudice. This discrimination impacts their academic experience and can influence their decision to wear the hijab due to fear, suspicion, or feelings of isolation (Cole & Ahmadi, 2003).

Case Study: Maryam Naziri

The case of Maryam Naziri, a Muslim student at Union County College (UCC), exemplifies the discrimination faced by Muslim students. Maryam, originally from Afghanistan and wearing the hijab, was subjected to unjust treatment by her math professor, Marsha Worrell. This discrimination was based on Maryam's religion and national origin, violating the professor's duty to support her students. Two primary questions arise from this case: Did Maryam receive unfair treatment based on her religious beliefs and national origin? Is Professor Worrell's speech protected under the First Amendment, and did she violate university policies?

Maryam Naziri and her husband, Nisar, who also hails from Afghanistan and served as a combat linguist for the U.S. Army, filed a lawsuit against Professor Worrell, alleging discriminatory and harassing comments. Worrell falsely accused Maryam of making terrorist threats, which could have severe consequences, such as profiling, detention, and loss of opportunities (Bichao, 2017). Maryam accused Worrell of speaking to her in a demanding manner, denying her credit for answering questions, and continuously criticizing and humiliating her in the classroom. On September 21, 2017, Worrell refused to allow Maryam to take a test, requiring her to complete additional assignments, unlike her peers. This incident left Maryam in tears, highlighting the discriminatory behavior she faced. Despite Maryam's complaints to UCC's Equal Employment Opportunity/Affirmative Action Officer and Title IX Coordinator, no record of a filed complaint against her was found by the Elizabeth Police (Bichao, 2017). The lawsuit, filed on October 19, 2017, included counts of discrimination based on creed, national origin, denial of substantive due process, and defamation against Worrell. However, procedural issues led to the dismissal of several counts, and the case was ultimately handled at the institutional level rather than in court.

Recommendations and Related Incidents

Discrimination against minority groups, including Muslims, necessitates awareness and action. While freedom of expression is vital, it should not justify harm to others (Cohen-Almagor, 2008). It is crucial for educational institutions to distinguish between hate speech and freedom of expression, ensuring that discriminatory actions by faculty or staff are addressed appropriately. Training on speech and expression can help faculty and staff express their opinions without infringing on students' rights.

Several related incidents illustrate the ongoing issue of discrimination against Muslim students. In early 2017, Sahna ElBanna, another Muslim student at UCC, received an F in a course despite earning As on major assignments. Her professor made offensive comments and refused to sign her grade appeal form, preventing her from challenging the grade (Silverman, 2017). In January 2017, a woman vandalized the UC Davis Islamic Center, displaying offensive symbols such as bacon, which is forbidden in Islam (Smith, 2017). These incidents underscore the importance of addressing discrimination to create a supportive environment for all students.

Proposed Recommendations

To combat hate speech and discrimination, institutions should implement several strategies. Encouraging online platforms to eliminate hateful content can protect minority groups from psychological harm. Understanding the psychological effects of religious discrimination is crucial for clinicians and student affairs professionals to provide better support to affected students (Rippy & Newman, 2006). Building rapport with students and creating an inclusive environment can foster open communication and prevent discrimination. By setting clear boundaries between freedom of expression and hate speech, educational institutions can protect students from harm and promote a culture of respect and inclusion. Conclusion

In conclusion, discrimination against Muslim students on college campuses is a pressing issue that demands attention and action. By understanding the challenges faced by Muslim students and implementing strategies to combat discrimination, educational institutions can create a more inclusive and supportive environment for all students. This requires a balance between freedom of expression and the protection of students from harm, ensuring that all students can pursue their academic journey without fear of discrimination.

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