Abstract
The purpose of this qualitative phenomenological study was to explore how second generation Muslim Egyptian American students navigate racial erasure and cultural bifurcation. Grounded in segmented assimilation and cultural-ecological theories, this study highlighted the perceptions and experiences of second generation Muslim Egyptian American students and alumni regarding their schooling experiences, cultural transitions and adjustments, and how they navigate the dominant culture. Twelve second generation Muslim second generation Egyptian American students and alumni were interviewed. The qualitative analysis revealed 22 themes. Six themes emerged regarding their schooling experience: academic challenges, cultural challenges, religious challenges, positive relationships with teachers, negative experiences with teachers, resiliency and perseverance. Seven themes emerged relating to their home school adjustments: language, cultural and religious norms, conflicts with parents, discrimination at school, activism, beliefs about home culture, friends. Nine themes emerged regarding how they navigate the dominant culture: beliefs about the dominant culture, positive work experiences, negative work experiences, positive community experiences, negative community experiences, positive effects of technology, negative effects of technology, support systems, and racial ambiguity. The study used these themes to discuss the findings, explain the implications for policy and practice, and offer recommendations for future research.