Minnesota and Wisconsin Teachers of English to Speakers of Other Languages
This article investigates the multiple identities of four Muslim immigrant students, the intersections of these
identities, and the students’ understandings of the systems of oppression examined in the multicultural
developmental ESL writing course they attended as college freshmen. The research question is “What are Muslim
immigrant students’ understandings of their own identities in terms of race, class, and gender as seen through the
lens of their religious identity while taking a multicultural college writing class focusing on race, class, and
gender?” The four participants of this qualitative multiple case study were chosen on the basis of religion, race, and
gender. Data sources consisted of observation fieldnotes, a mapping exercise, interviews, in-class discussions, and
documents. Data were coded inductively according to arising themes. Key findings reveal that there are diversity
and complex identity intersections within what the general public perceives as a homogeneous group, and that
primary intersections are those of religion and race, religion and sexuality, religion and gender, and religion, race,
Diversity within Islam: its intersections with Muslim immigrant identities.
Minnesota and Wisconsin Teachers of English to Speakers of Other Languages.
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