This study sought to explore and explain how boys, girls, teachers, and principals "do gender" in Islamic schools in the United States. The goal is to seek plausible explanations of how boys and girls interact formally and informally during the day, how they create differences, and how they interact with teachers and principals. This descriptive study utilized a case study design. The education of girls is very important for their individual growth and development, as well as for the welfare of both the Islamic and American societies and nations. Therefore, scholars and educators should work together to solve problems interfering with the education of girls. Research studies indicate that issues that impact girls' education include discrimination against girls in classrooms, interaction between boys and girls, effects of gender on education, and hidden curriculum. This study is very important for the Islamic communities to improve education of girls in the United States. The value of this study is to explore and explain how boys and girls "do gender" in Islamic schools in the United States and how this "doing" affects girls' academic achievement.
College and Department
David O. McKay School of Education; Educational Leadership and Foundations
BYU ScholarsArchive Citation
Sabbah, Hilda Yacoub, "Gender Issues In Islamic Schools: A Case Study Of Two Schools In The United States" (2005). Theses and Dissertations. 332.
gender, girls' education, islamic schools, academic achievement, quantitative, qualitative, gender descrimination, teacher/student interaction