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Chapter 2

Reviews of Related Literature and Studies

INTRODUCTION

This chapter will review the existing literature on the peer engagement of Muslim

students in a non-Muslim school. It will identify the key themes namely, Peer

Engagement in the Philippines and Hindrance of Engaging in a Social group. Overall,

this chapter will provide a comprehensive review of the existing literature on the peer

engagement of Muslim students in a non-Muslim school.

PEER ENGAGEMENT

The study conducted by Buenconsejo (2018) Sanctification of Adolescence: A

Qualitative Analysis of Thriving among Filipino Youth with Religious Sparks aimed to

understand the mechanisms and processes of thriving among Filipino youth with

religious sparks. The research focused on male Roman Catholic adolescents aged 15 to

20 years old. The findings highlighted the importance of nurturing and refining one’s

sparks with the help of caring grownups. Moreover, the study revealed the transcendental

and multivalent nature of religious undertones, emphasizing the significance of family

acceptance and support. Through this research, a deeper understanding of how religious

beliefs may affect an individual’s participation in a peer group was gained. Overall, this

study sheds light on the importance of recognizing and valuing the role of religion and

spirituality in the lives of adolescents.

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CULTURE BARRIER

Quatro Mgogo and Oluyinka Osunkunle (202) revealed that language barriers,

stereotypes, and cultural differences were the major intercultural communication

challenges faced by students. The language barrier was particularly significant, as

communication difficulties inhibited the students’ ability to build relationships with

fellow students from different cultural backgrounds. Stereotypes were found to result in

biases and even discrimination, exacerbating the impacts of the identified intercultural

challenges. The authors recommend that South African Universities should include

intercultural communication courses in their curriculums to bridge the communication

gaps and promote unity and respect among students from different cultural backgrounds.

Overall, this research demonstrates the need for intercultural communication skills to be

nurtured and their robustness to be strengthened within diverse university.

RELIGIOUS BARRIER

Studies on Muslim education and Muslim students have identified various

religious barriers that inhibit their academic and social progress. The lack of professional

literature on Muslim education in the Philippines has been identified as a barrier to the

development and sustainability of Muslim education programs in the country (Abdul Sali,

2022). Muslim students have also reported experiencing discrimination and Islamophobia

in non-Muslim educational settings, which has negatively impacted their academic and

socioemotional outcomes (van Bergen et al., 2021).

Religious differences have also been observed to hinder the formation of peer

groups among international Muslim students, who face social isolation and adjustment
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challenges on college campuses (Chen et al., 2019). However, studies have also

highlighted the importance of building interfaith relationships and promoting interfaith

harmony to overcome these barriers (Hadana & Khoo Chen You, 2018).

Furthermore, religiosity and spirituality have been identified as factors that

contribute to the differences in generative altruism levels between Muslim and non-

Muslim students in Muslim societies (Ozkan, 2021). Muslim students’ faith also plays a

crucial role in motivating their civic engagement (Abdulwahhab, 2020).

Overall, these studies reveal the various religious barriers that Muslim students

face in their educational and social environments and underscore the need for inclusive

and supportive spaces that accommodate their religious and cultural needs.

SYTHESIS OF THE REVIEWED LITERATURE AND STUDIES

The reviewed literature and studies deal with Muslim student face challenges in

socializing with non-Muslim peers due to differences in social activities and religious

belief. The review of Peer Engagement of Muslim Students and Challenges and Useful

Advice for Make Provisions for Their Needs on School (2019) Chen, Tabassum, and

Saeed's the difficulties faced by foreign Muslim students on college campuses. Abdul

Haiy Abdul Sali's (2022) there has been a dearth of professional literature on a coherent

sociological understanding of Muslim education in the one public school since the

implementation of the "A Student's Muslim Language and Educational Values". Quatro

Mgogo and Oluyinka Osunkunle (2020) revealed that language barriers, stereotypes, and

cultural differences were the major intercultural communication challenges faced by

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students. The language barrier was particularly significant, as communication difficulties

inhibited the students' ability to build relationships with fellow students from different

cultural backgrounds.

Socio cultural had adjusted to Muslim students in the non-Muslim community on

how they manage their time performing their obligations with their religious believes.

Umut bizkan ozkan (2021) The Non-Muslim students' levels of generative altruism are

relatively lower Programs can be developed to encourage students' growth as charitable,

giving, and compassionate people by enhancing the generative altruism of non-Muslim

students in Muslim societies' educational institutions. The main reason behind this is the

religion and spirituality and affective moral reasoning levels accounted for the

differences between Muslim and non-Muslim students. Moreover, the study revealed the

transcendental and multivalent nature of religious undertones, emphasizing the

significance of family acceptance and support (Buenconsejo 2018)

The perspective of Muslim student on how they interact with the educational

realm, requires further development. According to Islam, M., Lowe, T., & Jones, G.

(2019). Muslim students at the University of Winchester had a sense of belonging, but

there were still areas for improvement.Recommended that the University should provide

more opportunities for Muslim students to engage with the wider community and create a

more inclusive environment. Cureton, A. E. (2019). Based on research found Muslim

refugee youth experienced a range of challenges in schools, including discrimination,

bullying, and a lack of support from teachers and administrators. However, the study also

found that schools could play a positive role in supporting Muslim refugee youth by
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providing safe and inclusive learning environments, offering culturally responsive

curricula, and engaging with families and communities.

Conceptual Framework adapted from Chung and Pan (2023)

Figure 1. The conceptual framework for peer engagement among Muslim students

This framework demonstrates how some factors affect the peer engagement of

Muslim students’ communication with others. Peer engagement is the most critical to

consider which gives them the first factor of the challenges they face, which led to social

influence. Social influence refers to a sense of relatedness. Individuals, when

experiencing relatedness, this framework also shows how social interaction may elevate

their intrinsic motivation toward engaging in activities; as students have influential peers
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to encourage them to try, where they will feel more comfortable. With conducive to

interacting with others, and more confident in the group.