Media Portrayals of Muslims And Its Effects On International Muslim Students In The United States Research Questions Since the incident of 9/11, media platforms started emphasizing attacks made by Muslims. Many international students who are Muslims are studying at Marymount University. Therefore, when they are exposed to all the biased media against them, they might experience negative effects, especially the psychological ones. Knowing that people might have negative thoughts about them or their religion probably won’t make them feel normal. This research will determine whether college international students who are Muslim experience identity threats or feel the need to hide their identity to avoid stereotyping such as removing Hijab. Do they feel it is hard to identify themselves as Muslims? Do they feel it is not likely to be Muslims and live freely in the United States at the same time? Does it affect their self-esteem? Have they ever experienced any discriminated media content such as movies, and affected them at any point? Do they experience social isolation? Any depression symptoms regarding social isolation caused by media portrayal of their religion? It is important to know if such practices by the media affect humans’ well-being especially the younger generations who still have a future to achieve. This research is important since it might determine issues regarding the emotional well-being of the International students who are Muslims, and therefore it is the first step towards finding a solution. Background We are living in the digital age in which most of our day-time is spent on the internet. Media platforms are capable of changing one’s behavior and thinking. One of the issues that arises within evolving through digital media usage is the portrayal of Muslims in different media platforms such as movies. The population of Muslims is high in the United States including international students who move to the U.S to grant their education. Marymount University is one of the universities that gather many international students especially, Muslim students. Therefore, ensuring the students’ safety including emotional well-being is essential towards their academic success. Literature Review on Media Portrayals of Muslims and Its Effects After the 9/11 attack, Muslims and the religion of Islam were portrayed negatively worldwide most of the time ‘with a common theme being Muslims are ‘terrorists’, ‘extremists’, ‘fundamentalists’, ‘radicals’, and ‘fanatics” (Ahmed & Matthes, 2016, p. 231). Th Cultivation Theory of human communication introduced by George Gernber states that the over exposure of television can lead to a cognitive change. For example, when the audience are overly exposed to violent content, they become suspicious of their safety in the world (Littlejohn, Foss, Oetzel, 2017). A study shows that the audience’s beliefs and attitudes can be changed overtime due to being overly engaged in a fictional narrative that depicts real life issues and situations (Markus & Tubias, 2007). Tsfati (2007) argues that‘‘ perceiving that media cover our group negatively, and furthermore, perceiving that this coverage is influential, may indicate to us that society at large thinks negatively of our group. ”(as cited in Banjo, 2013, p. 310). Another study shows that the exposure of negative media portrayals of Muslims had a greater impact than interpersonal discrimination in terms of being identified as a Muslim American. In addition, exposure to negative media portrayals in one’s group reduces self-esteem, lowers academic success, reduces acceptance of one’s self and lower perceived worth of the group, increases perceived discrimination, and higher perceptions of being excluded from the majority group (Saleem, Wojcieszak, Hawkins, Li and Srividya Ramasubramanian, 2019). Therefore, I hypothesize that when Muslims overly engage in discriminative narrative of their identity, they become aware of the impact of the content on the audience, and as a result, they might develop social isolation, social identity-threats, and might as well results in hiding their religious identity. The Cultural identity theory which was developed by Mary Jain Collier in 1980 explains how a cultural identity such as race, gender, ethnicity, and religion are communicated and expressed to the diverse world (Littlejohn, Foss, Oetzel, 2017). Media platforms such as movies depict real life stimulation stories in which cultural identities are communicated and expressed throughout the stories. How is the cultural identity of Muslims is communicated through movies? According to Tung Yin (2010), most of the villains of the terrorist attacks depicted as Arab, Middle eastern, Muslims, and represented while practicing their religion or speaking to Allah (God). Most of the Arab villains characters are portrayed by none-Arab actors since many Arab-actors refuse to be portrayed as terrorists or villains. Although almost all of the movies and news depict the horrible incident of 9/11, there was several terrorist attacks happened before 9/11 globally including the Middle East. However, it was not emphasized as the attack of 9/11. Hollywood justifies its production by stating that they produce what the audience already expect and believe in, and that portraying terrorists in other ethnicities rather than Arab/Muslims would be ‘silly’ (Tung Yin, 2010, p. 112 ). But if that what the audience already believe and expect, where did they take that first impression from? The Agenda Setting Theory introduced by Walter Lippmann explains that media sets the agenda for people by choosing what to report about and how. In fact, media tells people ‘what to think about and why’ by reporting and framing selected agenda, and therefore, it has the ability to make a certain idea or image ‘prominent’ (Littlejohn, Foss, Oetzel, 2017, p. 161). According to Ahmed and Matthes (2016), most of media content analysis were focused and conducted from news papers outlet due to its abundance and easier accessibility, and the analysis of visual and television content were low. Are Female Muslim Exposed to Discrimination More Than Males? According to Haddad (2007), the increase in Islamophobia can be viewed more clearly through an intersectional lens. For example, women are more susceptible to attacks as compared to males. However, women find their pride of identity and religious identity by wearing Hijab. Veiled women are unlikely to report attacks to the police, as most of them prefer to keep silent about discrimination and hate speeches (Irene, 2020). I hypothesize that if women were unlikely to report discriminative attacks, they are unlikely to report psychological effects regarding their religious identity such as social identity threats, social isolation, and depression. Integrative Theory of Cross-Cultural Adaptation developed by Young Yun Kim explains the system of adaption that people who move out from their home countries to live in another. Specifically, those people try to adapt by learning about the country they are moving to, and in order to be successful in the new culture adaption, they need to maintain a positive social and cultural identity. In the process of adaption there is a successful adaption ‘functional fitness’ in which immigrants are comfortable, in the other hand, ‘psychological health’ which deals with immigrants’ satisfaction and well-being. There is also a possibility that immigrants develop a long ‘stress-adaption-growth’ while trying to cope with the host country (Littlejohn, Foss, Oetzel, 2017, p. 405). In this case, I hypothesize that international Muslim students, especially females, deal with a long stress-adaption-growth due to being socially identified as Muslims in which it also affects their well-being and overall satisfaction while studying in the United States. Muslim Students in the United States Learning institutions in the United States are not exceptions when it comes to discrimination among Muslims. Muslim students suffer from rejection, stereotyping, and prejudice at schools (Cristillo, 2005). Since the 9/11 incidence, the number of cases of harassment that Muslim students face at the learning institutions has increased (Hossain, 2017). Which goes against the expectation is that teachers and administrators should protect the victims of islamophobia, but sometimes they become discriminating as well (Hossain, 2017). According to a survey done Council on American–Islamic Relations (CAIR) in 2015, 55% of Muslim students reported bullying in schools. According to the survey, Muslim students are often referred to as terrorists (Mir & Sarroub, 2019). While facts on the extent of Anti-Muslim incidences are not there, the actual number may be high now that some of these incidents often do not get reported (Ramarajan & Runell, 2007). The 9/11 incident is attached to the identity of Muslims, and ignorance about Islam and Muslims could be the reason (Ezzani & King, 2018). By 2005, about 65% of Americans reported to knowing little or nothing about Islam and its practices (Ramarajan & Runell, 2007). Only 5% of the US population was knowledgeable about Islam and its practices (Ramarajan & Runell, 2007). The ignorance of Islam and Muslims has worked against Muslim students in public schools where school educational leaders were unable to protect them against the negative stereotypes (Ezzani & Brooks, 2015). A study shows that most of the discrimination perceived in UK campuses are a result of the lack of knowledge about both Muslim men and women (Guest, Scott-Baumann, Cheruvallil-Contractor, Naguib, Phoenix, 2020). Marginalizing Muslim students in public schools might also has been a result of the lack of knowledge about Muslims and their religion (Ezzani & Brooks, 2015). Teaching Islam and other religions in schools is among some of the suggestions put forward that could help decrease Islamophobia. Proponents of this move also believe that children can have racist attitudes even at a younger age (Abooud & Fenwick, 1999). Introducing children to different types of religions at an early age could therefore, help reduce the negative portrayals they are exposed to in the media. Besides, including religion, particularly Islam, in the school curriculum may also help protect Muslim students in public schools from stereotype attacks and harassments (Hossain, 2013). Such a move would require training of educators on religion, given that there are few if not none at the moment (Ramarajan & Runell, 2007). The literature and researches has focused on the impact of the media on the life of all Muslims with much emphasis on discrimination of Muslim American students. However, little is known about how international Muslim students cope with social identity-related threats and depression while studying in the Untied States. The study will determine whether international Muslim students in the United States are impacted by the false portrayal of Muslims, and therefore, might develop social identity-threats besides having social isolation and depression brought by media content. Objectives This study hypothesized that the over-exposure and repetition of the discriminative content in media against Muslims can lead to psychological side effects such as social isolation, low self-esteem, and identity threat. Therefore, such effects can have a negative impact on the overall health of international Muslim students in the United States. Methodology and Material This study is a quantitative research study using an online web survey since it is easier to reach the younger generations. The survey consists of the following aspects: ? The effects of media bias on Muslim students. ? Identity-threats regarding media portrayals addressing the religion of the attackers being Muslims. ? Social isolation. ? Depression related to social isolation caused by media portrayals. ? Personal dissatisfaction. Research Design Description and Data Collection This study aims to identify the harmful effects caused by media false portrayal against Muslims and its effects on international Muslim students . The survey will be introduced to International Muslim students in the United States who are above the age of 18. The study focuses on international Muslim students in the United States. They will be reached by sharing the survey link through online and communities groups that gather most of them. This study aims to survey 100 participants. Data collection will be completed via survey monkey paid service. Data will be collected in two weeks from the IRB approval. Safety of Subjects: Before sharing my survey, I will review a consent that has been approved by Marymount University’s Institutional Review Board (IRB) with each participant and answer any questions they have regarding the research. Each participant will be given a copy of the consent form for their information. There will be no potential risks to students resulting from participating in this survey. However, in case the students do not feel comfortable answering the questions, they may choose to not complete the survey, skip any question, or stop participating at any time. In addition, students will be provided health resources at the end of the survey in case they needed any psychological/health assessments. There are no potential risks of sharing privacy and personal information of the participants. Monitoring Data Collection Students are asked about their media consumption patterns and habits, indicated by the variable ‘Media Consumption’ and ‘News Consumption’.They are also asked about their subjective opinion of bias against Muslims in Hollywood media productions, as indicated by the variable ‘HOLLYWOOD’. The survey also examines how students feel about the fairness and accuracy of depictions of Muslims in media. In addition, they will be asked questions about their sense of safety, personal satisfaction, and religious pride to determine the psychological effects of media misrepresentation of Muslims and whether it is correlated with depression and social isolation. No private information such as email, address, and names will be required while completing the survey. No directly identifying information will be asked for or used in the survey. Data Analysis The data will be analyzed using survey monkey analysis services. In order to provide a description of the sample from which data will be collected, the information on age, gender, and ethnicity will be grouped and tabulated in order to determine which age and gender is most effected by media false portrayals. Second, to determine the relationship between the effects of media misrepresentation of Muslims and the knowledge of media content to determine the correlation coefficient. Third, to determine the relationship between media misrepresentation of Muslims and Muslim students well-being. Fourth, to determine the comprehension of media production and portrayals against Muslims by determining media consumption and engagement. The research is quantitative research, it will come up with percentages and data tabulated of several variables used in the survey: 1) Media consumption and engagement 2) The comprehension of media production of Muslims 3) Muslims well-being and its relationship with media portrayals of Muslims Conclusion This research aims to distinguish the negative effects international Muslim students face while being exposed to false portrayal in media platforms. The research aims to identify the problem by hypothesizing that international Muslim students are affected by the negative and inaccurate representation of Muslims in media platforms such as movies. Therefore, it might lead them to develop social isolation, social identity threat, low self-esteem, and depression. In addition, to resulting in dissatisfaction in college experience. References Aboud, F. E., & Fenwick, V. (1999). Exploring and evaluating school?based interventions to reduce prejudice. Journal of social issues, 55(4), 767-785. Ahmed, S., & Matthes, J. (2017). Media representation of Muslims and Islam from 2000 to 2015: A meta-analysis. International Communication Gazette, 79(3), 219–244. https://doi-org.proxymu.wrlc.org/10.1177/1748048516656305 Appel, M., & Richter, T. (2007). Persuasive Effects of Fictional Narratives Increase Over Time. Media Psychology, 10(1), 113–134. https://doiorg.proxymu.wrlc.org/10.1080/15213260701301194 Cristillo, L. (2005). The case for the Muslim school as a civil society actor. Educating the Muslims of America. Ezzani, M. D., & Brooks, M. C. (2015). (Mis) understanding islam in a suburban texas school district. Religion & Education, 42(3), 237-254. Ezzani, M. D., & King, K. M. (2018). Whose Jihad? Oral history of an American Muslim educational leader and US public schools. Journal of Educational Administration and History, 50(2), 113-129. Guest, M., Scott-Baumann, A., Cheruvallil-Contractor, S., Naguib, S., Phoenix, A., Lee, Y. and Al Baghal, T. (2020) Islam and Muslims on UK University Campuses: Perceptions and Challenges. Durham: Durham University, London: SOAS, Coventry: Coventry University and Lancaster: Lancaster University. Haddad, Y. Y. (2007). The Post 9/11 Hijab as Icon. Sociology of Religion. 68(3): 253-67 Hossain, K. (2017). Islamophobia: What Teachers Can Do to Reduce It in the Classroom. Multicultural Education, 25(1), 35-40. Hossain, K. I. (2013). Understanding Islam in the US Classroom: A Guide for Elementary School Teachers. Multicultural Education, 20(2), 49-52. Irene, Zempi. (2020). Veiled Muslim Women’s Responses to Experience of Gendered Islamophobia in the UK.’ International Review of Victimology; Bicester 26(1):96111 Littlejohn, S. W., Foss, K. A., & Oetzel, J. G. (2017). Theories of Human Communication. Waveland Press, Inc. Mir, S., & Sarroub, L. K. (2019). Islamophobia in US education. Ramarajan, D., & Runell, M. (2007). Confronting Islamophobia in education. Intercultural Education, 18(2), 87-97. TUNG YIN. (2011). Through a Screen Darkly: Hollywood as a Measure of Discrimination against Arabs and Muslims. Duke Forum for Law & Social Change (DFLSC), 2(1), 103–123. Saleem, M., Wojcieszak, M. E., Hawkins, I., Li, M., & Ramasubramanian, S. (2019). Social identity threats: How media and discrimination affect Muslim Americans ‘ identification as Americans and trust in the U.S. government. Journal of Communication, 69(2), 214–236. https://doiorg.proxymu.wrlc.org/10.1093/joc/jqz001 Appendix 1 Script: This survey is intended to determine the effect of U.S. media depictions of Muslims on Muslim college students in the United States. You will be asked some questions your media consumption and your experiences as an international Muslim student You must be at least 18 years of age to participate in the survey. The survey will take approximately 5 minutes or less to complete. Your responses are completely confidential and will not include any identifiers (such as a name or address) associating the respondent (you) with the data on the questionnaire. Your participation is voluntary and there is no risk or benefit from your participation. The administration of this survey is in compliance with the Marymount University institutional review board. This survey is being conducted as the senior seminar project of Raghad Alghamdi under the auspices of the Sociology department of Marymount University. The administrator of this questionnaire has completed training for data gathering and ethics as required by Institutional Review Board (IRB). If you are interested in the survey results contact at [insert email address]. *** 1. Are you over 18 years of age? Yes No: [IF NOT GO TO ‘OUT OF SAMPLE’ MESSAGE’] 2. Are you a Muslim? * Yes No [id no, go to ‘out of sample’ message and end survey] Don’t Know/Refuse [end survey] 3. Are you currently an international student in the U.S? Or have you been a student in the U.S? No [id no, go to ‘out of sample’ message and end survey] Don’t Know/Refuse [end survey] Section 1: Questions about media and media consumption: 4. Which best describes your news media consumption? I watch the news… Several times per day Several times per week Once or twice per week Rarely Never Don’t know/Refuse 5. How can you describe your Social Media engagement? I am on social media… Several times per day Several times per week Once or twice per week A few times per month Rarely Never Don’t know/Refuse About Movies, Series and Hollywood 6. Do you think media production (e.g., Netflix series, Hollywood movies) in the U.S. is biased against Muslims? Yes No Don’t Know/Refuse [If yes, go to this question. If no, skip to next question:] Do you think you can identify biases in news and media productions? Yes No Maybe Don’t Know/Refuse Indicate your agreement/disagreement level for the following questions: 7. The media covers Muslims fairly. Strongly agree Agree Neutral Disagree Strongly disagree Don’t know/Refuse 8. The media covers Muslims accurately. Strongly agree Agree Neutral Disagree Strongly disagree Don’t know/Not sure “The media production and news are too focused on terrorism committed by Muslims Strongly agree Agree Neutral Disagree Strongly disagree Don’t Know / Refuse Questions about your experiences as a Muslim in the United States: 9. I have personally faced discrimination due to my identity as a Muslim Yes No Don’t Know/Refuse 10. I personally know at least one friend who has faced discrimination due to being Muslim. Yes No Don’t Know/Refuse 11. I sometimes feel the need to hide my Muslim identity Yes No Don’t Know/Refuse 12. I feel safe being identified publicly as Muslims Yes/No Don’t know/Refuse 13. What would you change about the way Muslims in the media are portrayed? Yes (If Yes, please explain:) No Don’t Know/Refuse 14. I sometimes feel depressed because of the way people see me as a Muslim. Yes No Don’t Know/Refuse 15. I feel as a Muslim that I belong in the U.S. Strongly Agree Agree Neutral Disagree Strongly disagree Don’t Know/Refuse Questions about your experiences in school or with other students: 16. How do you describe your overall college experience Very positive Positive Neutral Not very positive Not at all positive Don’t Know/Refuse 17. I find it easy to work within a group of non-Muslim students in class Strongly agree Agree Neutral Disagree Strongly disagree Don’t Know/Refuse 18. When in class working in a group with non-Muslims, my peers welcome me Strongly agree Agree Neutral Disagree Strongly disagree Don’t Know/Refuse 19. I feel I may be discriminated against by my peers because of my Muslim identity Yes No Don’t know/Refuse 20. I feel I may be discriminated against by my professor because of my Muslim identity Yes No Don’t know/Refuse Questions about you: 21. What is your gender: Male Female Other: Don’t Know/Refuse 22. In which age group are you? 18-24 25-34 35+ 23. Were you born in the U.S.? Y/N If no, where were you born? In what year did you come to the United States? 24. Are you Hispanic? Y/N 25. What is your race / ethnicity? White African American Asian American Other: Purchase answer to see full attachment

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.