Teachers perspectives on positive identity formation among minority students in a pluralistic society: The case of Islamic schools in America

A significant population of American Muslims have been attending private, full-time Islamic schools in the U.S. due to many factors but generally because of their dissatisfaction with the public school model where they live. Private Islamic schools have been a focal point in painting the picture and understanding of the American Muslim experience. This paper explores what teacher practices support successful student experiences in positive identity development at three private Islamic Schools in the U.S. This research focused on the teachers’ perspectives on the types of support they provided in processes of positive identity formation among students at the private Islamic schools where they work combined with extracurricular activities and local university partnerships. This study follows qualitative case study methodology; discourse analysis of data through within case and cross case data analysis methods. The findings are discussed in light of the teachers’ focus on a distinctive approach to the formative, non-academic process of education, spirituality and character formation