misconceptions about islam essay

9 common misconceptions about Islam

Tackling 9 common misconceptions about Islam.

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We know very well by now that there are A LOT of misconceptions about Islam. Fortunately, our friends over at Seek Perfection have compiled a list of nine of them.

1. All Muslims are Arabs

The common image of a Muslim is an Arab man wearing a turban and a long beard, however, this image is actually a reflection of a minority of Muslims. Arabs make up only 15% of the world’s Muslim population (also not all arabs wear turbans or have a beard at all). East Asia has the most muslims in the world, at (69%) with Africa (27%) coming in at second.

2. Allah is exclusively for Muslims

Arabic like Aramaic and Hebrew, is a Semitic language. The word that described God in Aramaic was pronounced “AaLaH” or “AaLoH”. In Hebrew it was “Eloah” or “Elohim” , and in Arabic (the largest living member of the Semitic language family) is “Allah” , which is considered a conjunction of “Al-ilah” , which is Arabic for “The-God”.  The English word “God” describes the same entity. The Quran clearly invites all to unite under one god, as depicted in this verse:

3. Islam promotes honor killings

An honour killing is when a family member is murdered by one or more fellow family members, when they believe the victim to have brought dishonour upon the family. The victims are usually female but can also be male.

The Quran has a very high regard for a person’s life and only accepts the taking of a life in very limited circumstances:

Thus, the equivalent punishment for having one’s honour or family honour compromised can never be murder.

4. Forced marriage is allowed

Forced marriages are clearly not acceptable according to The Quran:

O you who believe, it is not lawful for you to inherit the women by forcibly/unwillingly… [4:19]

Marriage is done by mutual agreement:

5. Muslims reject Jesus

Jesus is considered a prophet and a messenger of God, and like Abraham, Moses, Noah among others, he is mentioned in the Holy Quran as a prophet [see 2:136, 4:163, 61:6]. Jesus’ message was simply a continuation of the message of monotheism and doing good, like prophets before him. Jesus is one of the most mentioned prophets in The Quran.

The similitude of Jesus before Allah is as that of Adam [3:59]

6. No Freedom of speech

The Quran contains multiple examples of prophets and the message of God itself being ridiculed, but there is not one instance of allowing violence or a punishment for such an act. Some indisputable examples are:

7. Religious intolerance

Islam has always given respect and freedom of religion to all faiths. In the Quran it says, “God does not forbid you, with regards to those who fight you not for religion nor drive you away out of your homes, from dealing kindly and justly with them, for God loves those who are just.”

Prophet Muhammed used to provide protection to the Jews and Christians during his time, therefore prosecution or bad mouthing any other religion is very much against the religion.

8. Islam was spread by the sword

The Quran there is no compulsion in religion:

According to The Quran, this is how to invite others to islam:

“Invite to the way of your Lord with wisdom and good instruction, and argue with them in a way that is best.”  [16:125]

It seems that this is more of a fabricated story to create a negative propaganda against Islam than anything based on half-truth. The historian De Lacy O’Leary wrote: “History makes it clear however, that the legend of fanatical Muslims sweeping through the world and forcing Islam at the point of the sword upon conquered races is one of the most fantastically absurd myths that historians have ever repeated.”

9. Religion and science are not compatible

It is commonly thought that religion in general, including Islam, is simply not compatible with science, reason or knowledge.

The Quran repeatedly emphasises the importance of seeking knowledge, verifying information, use of logic, evidence, consultation, reflection and promotes the study of biology, creation, archaeology, history and sciences. Some of the many examples are shown below.

The Quran clearly states signs of the truth it promotes exist in the whole universe, thus surely all of it is worthy of study:

We will show them Our signs in the horizons and within themselves, until it becomes clear to them that this is the truth. Is it not sufficient as regards your Lord that He is a witness over all things? [41:53]

Investigate, travel the world and research:

This article was originally posted here over at Seek Perfection. 

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The Top Ten Myths about Islam (part 1 of 2): Access to information does not stop the misconceptions about Islam

Description: a brief look at the first three of ten common myths about islam..

• By Aisha Stacey (© 2014 IslamReligion.com)
• Published on 04 Aug 2014
• Last modified on 07 Feb 2016
• Printed: 208
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1.Islam encourages terrorism. 

In the second decade of the 21 st century this is probably the biggest myth about Islam.  In a time when it seems that the world has gone mad with the killing of innocents it must be reiterated that the religion of Islam sets out very specific rules for war and places great value on the sanctity of life.

"...that if anyone killed a person not in retaliation of murder, or (and) to spread mischief in the land - it would be as if he killed all mankind, and if anyone saved a life, it would be as if he saved the life of all mankind..."  (Quran 5:32)

The killing of innocents is completely forbidden. When Prophet Muhammad, may the mercy and blessings of God be upon him, sent his companions into battle he said "Go out in the name of God and do not kill any old man, infant, child or woman. Spread goodness and do good, for God loves those who do good." [1]  "Do not kill the monks in monasteries" or "Do not kill the people who are sitting in places of worship. [2]  Once after a battle the Prophet saw the corpse of a woman on the ground and said, "She was not fighting.  How then was she killed?"

      These rules were further emphasised by the first Caliph of the Islamic Empire, Abu Bakr. He said, "I command you ten things.  Do not kill women, children, or an aged, infirm person.  Do not cut down fruit-bearing trees.  Do not destroy an inhabited place.  Do not slaughter sheep or camels except for food.  Do not burn bees and do not scatter them.  Do not steal from the booty, and do not be cowardly." [3]  In addition to this Muslims are forbidden to carry out unjustifiable acts of aggression. It is never permissible to kill a person who is not hostile.

"Fight in the cause of God those who fight you, but don't transgress limits; for God loves not the transgressor…" (Quran 2:190)

2.Islam oppresses women. 

Islam holds women in highest regard in every phase of her life. As a daughter she opens the door to Paradise for her father. [4]   As a wife, she completes half the religion of her husband. [5]  When she is a mother, Paradise lies under her feet. [6]  Muslim men are required to treat women respectfully in all circumstances because Islam demands that women be treated with both honour and fairness.

In Islam women, like men, are commanded to believe in God and to worship Him.  Women are equal to men in terms of reward in the Hereafter.

"And whoever does righteous deeds, whether male or female, while being a believer – those will enter Paradise and will not be wronged, (even as much as) the speck on a date seed." (Quran 4:124)

Islam gives women the right to own property and control their own finances. It gives women formal rights of inheritance and the right to education.  Muslim women have the right to accept or refuse marriage proposals and are completely free from the obligation of supporting and maintaining the family thus working married women are free to contribute to the household expenses, or not, as they see fit.  Islam also gives women the right to seek divorce if it becomes necessary.

Sadly it is true that some Muslim women are oppressed.  Unfortunately many are not aware of their rights and fall victim to cultural aberrations that have no place in Islam.  Powerful individuals, groups and governments claim to be Muslim yet fail miserably to practice the principles of Islam.  If women were given their God-given rights, as set out in the religion of Islam, the global oppression of women could be crushed into oblivion. Prophet Muhammad said, "None but a noble man treats women in an honourable manner.  And none but an ignoble treats women disgracefully." [7]

3.All Muslims are Arabs

The religion of Islam was revealed for all people, in all places, at all times.  The Quran was revealed in the Arabic language and Prophet Muhammad was an Arab, but it would be wrong to assume that all Muslims are Arab, or for that matter, that all Arabs are Muslim.  In fact the vast majority of the world’s 1.57 billion [8]  Muslims are not of Arabic ethnicity. 

Although many people, especially in the West, associate Islam with countries in the Middle East, according to the Pew Research Centre nearly two-thirds (62%) of Muslims live in the Asia-Pacific region and in fact more Muslims live in India and Pakistan (344 million combined) than in the entire Middle East and North African region (317 million).

Also according to Pew, "Muslims make up a majority of the population in 49 countries around the world. The country with the largest number (about 209 million) is Indonesia, where 87.2% of the population identifies as Muslim. India has the world’s second-largest Muslim population in raw numbers (roughly 176 million) though Muslims make up just 14.4% of India’s total population."

Islam is not a race or ethnicity - it is a religion. Thus Muslims can and do exist in all parts of the world from the alpine tundra of Scandinavia to the warm coastal waters of Fiji.

"O humankind, We created you all from a single man and a single woman, and made you into races and tribes so that you should recognize one another..." (Quran 49:13)

[1] Abu Dawood

[2] Imam Ahmad

[3] Tabari, Al (1993), The Conquest of Arabia , State University of New York Press, p. 16

[4]   Saheeh Muslim . In Ahmad and Ibn Majah a daughter is referred to as "a shield from the fire" for her father.

[5] Al-Bayhaqi

[6] Ahmad, An-Nasai

[7] At-Tirmidhi

[8] According to the report, "Mapping the Global Muslim Population," by the Pew Forum on Religion & Public Life.

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• Misconceptions about Islam

Top 5 misconceptions about Islam

Islam is a beautiful religion that is widely practiced by millions of people around the world. At its core, Islam emphasizes the importance of compassion, kindness, and social justice, which are all central values that guide the lives of Muslims. The teachings of Islam also emphasize the importance of education, personal responsibility, and self-discipline, which are all traits that help individuals to lead successful and fulfilling lives. Islam is a religion that encourages individuals to strive for personal and societal excellence, and its beauty lies in its ability to promote love, peace, and harmony amongst people of all backgrounds and beliefs.

Islam is currently portrayed in the media as the most intolerant religion. The people who are unaware about this religion will keep hating it until they are informed the truth that Islam is the most acceptable religion and the perfect way of life.

People who don’t have Islamic knowledge are those who carry several misconceptions towards Islam. Following are some common misconceptions considering the religion “Islam”:

Muslims says Pork is Haram for no Reason

Pork is forbidden by God. Even in the bible, there are several references where swine meat is prohibited. Apart from this there are 70 diseases associated with swine meat; amongst them the most dangerous is tapeworm for which there is no cure. It also harms and damages human organs permanently. Even if a pig is raised on farm and its meat is cooked at high temperature with full perfection, these types of germs never die.

In Chapter 2, verse 173, the Quran states:

"He has only forbidden to you dead animals, blood, the flesh of swine, and that which has been dedicated to other than Allah. But whoever is forced [by necessity], neither desiring [it] nor transgressing [its limit], there is no sin upon him. Indeed, Allah is Forgiving and Merciful [ 2:173 ]."

While there are health concerns associated with consuming pork, such as the potential transmission of diseases and parasites. Moreover, pig is a shameless animal because it eats human excreta. Therefore the people who eat this animal are also shameless.

Going Around the Kabah Is Idol Worship.

Islam is the only religion that actively opposes the worship of idols. Muslims only worship Allah not Kabah, circumambulating the Kabah Muslims chant: La Illa Ha Ill-lal-lah. (There is no object worthy of worship but Allah).

Muslims pray together as a community under the Kabah. If Muslims prayed in any direction they choose, it would be chaotic. Many people also claim that Muslims are idol worshippers because they kiss the black rock at Kabah. Muslims do only because they witnessed the prophet (S.A.W) doing it. This black stone is powerless as it can’t harm anyone nor benefit someone.

Furthermore, in past the call to prayer was given by standing on the top of Kabah. If Muslims were idol worshippers, would they stand on top of their idol and call everyone to pray? Does a Christian or Hindu stand on the top of their idol and call others to worship?

During the Tawaf ritual, Muslims walk counter-clockwise around the Kaaba seven times while reciting prayers and supplications. The Tawaf is a symbolic act of unity and devotion to Allah, as Muslims from all over the world, regardless of their nationality or ethnicity, come together to perform the same ritual around the same sacred structure. The Kaaba is therefore a central symbol of the only ‘unity’ of the Muslim community and its devotion to Allah.

Men have more rights than women

The misconception that men have more rights over women in Islam is a result of a misinterpretation of some Quranic verses and Hadiths (sayings and actions of Prophet Muhammad). In fact, Islam teaches that men and women are equal in their fundamental human dignity and worth, and both are entitled to the same rights and responsibilities.

While it is true that there are some gender-specific rights and responsibilities in Islam, they are based on differences in physical and biological makeup rather than any inherent superiority of one gender over the other. For example, in Islamic law, men are generally considered responsible for providing for the financial needs of their families, while women are responsible for the care of children and the household. However, these gender-specific roles do not imply any inherent superiority of one gender over the other.

Furthermore, the Quran and the Hadiths emphasize the importance of treating women with respect, kindness, and fairness. The Quran explicitly prohibits any form of physical or emotional abuse towards women, and it encourages men to be compassionate and just towards their wives. Prophet Muhammad himself also demonstrated a high level of respect and consideration towards women, and he spoke out against any mistreatment or injustice towards them.

Unfortunately, the misconception that men have more rights over women in Islam has been perpetuated by cultural practices and attitudes in some Muslim-majority societies. These practices are not rooted in Islamic teachings but rather reflect social and cultural norms that have developed over time. It is important to distinguish between the cultural practices and attitudes that may discriminate against women and the true teachings of Islam, which emphasize equality and respect for all people, regardless of gender.

Islam is violent and spread its word by Sword

There is nothing far from the truth. There were Islamic traders who served as outstanding role models in the spread of Islam. The author of the book “Islam at crossroads” says that belief is a myth. Look at the population of Coptic Christians in Egypt. The total is 14 million. Why couldn’t the Arabs have wiped them out or forced them to convert to Islam?

Consider India, in the past 10000 years that the Muslims ruled over the subcontinent, anyone may have been forcefully converted to Islam. How can anyone explain that there are 800 million Hindus still in India? Which Muslim army travelled to Malaysia and Indonesia to convert them?

Every individual accepted Islam because of the good behavior of the Muslim traders. It is the sword of the intellect that converts people.

Capital Punishment is Barbaric.

Islam mandates the capital punishment for some crimes for example rape, murder, etc. This is to protect society against criminals and anti-social elements.

Every day, there are 2713 rapes in the USA. Islam imposes the death sentence as the punishment so that the criminals can’t repeat this act and also to teach lesson to others.

This punishment is considered severe by Americans. According to them a rapist should be sent to jail after his first rape. If a criminal commits another rape after his release then it’s ok to put him to the death.

Statistics in the USA shows that 95% of rapists rape again after being released from prison. Islam prevents this second rape by announcing strict punishments. Islam is not strict religion; however, at some places

Unfortunately, there are many misconceptions about Islam that are widely held, and it is important to address and correct them. These misconceptions often stem from a lack of knowledge and understanding of the true teachings of Islam and are perpetuated by negative media coverage and stereotypes.

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Busting Common Myths About Islam

Fighting Islamophobia in schools means countering bias and misinformation when we hear it—and being aware of our own biases. Take an important step toward becoming an ally to Muslim students by brushing up on these common misconceptions about Islam.

Does Islam promote terrorism and violence?

Time and again, Muslim leaders and groups have condemned terrorism done in the name of Islam. The “ Open Letter to Al-Baghdadi ,” which was signed by dozens of Muslim theologians and leaders, uses the Quran and related scholarship to dismantle—point by point—the ideology and practices of the Islamic State of Iraq and the Levant or ISIL (sometimes also referred to as the Islamic State of Iraq and Syria [ISIS] or just the Islamic State). Just as the great majority of Christians find the beliefs and practices of the Ku Klux Klan abhorrent (the Klan considers itself a Christian organization), the vast majority of Muslims are appalled by terrorist acts carried out or inspired by al-Qaeda and ISIL.

Anti-Muslim groups frequently cherry-pick passages from the Quran to site as evidence that Islam promotes violence. Anyone who is looking can find similar passages in the Bible—particularly in the Old Testament—including justifications for intolerance, violence, genocide and slavery. Yet both books also include many passages about tolerance, peace and love.

It is also worth noting that every religion has extremist elements. Even Buddhism, a religion known for its peaceful teachings, has radical factions that have conducted violent attacks.

Is Islam inherently sexist or anti-female?

The Quran and related teachings of Islam propound many views regarding gender that were quite progressive for the time in which the prophet Muhammad lived. Women may own property, for example, and keep their last names after marriage. Muhammad also strongly advocated for the education of girls.

But Islam is a religion practiced by Muslims, and Muslims interpret and follow the teachings of their religion in a variety of ways influenced by many factors. Like Christianity, Islam exists across many regions and cultures and, in many places, cultural practices trump religious teachings. That includes attitudes about the status of girls and women. In progressive cultures, Muslim women can rise to the tops of their professions as doctors, lawyers, scholars—whatever they choose. In conservative cultures, however, women may be prevented from participating fully in public life. In either case, this status may not be unique to Muslim women.

Intersectionality is an important concept in considering the complexity within cultures.  Intersectionality  refers to the ways in which our multiple identities interact to influence and shape our personal experiences—including the way we experience privilege and oppression. These identities include race, ethnicity, religion, economic class, and gender and sexual orientation, among other characteristics. Media and news reports, though, tend to reduce groups to single identity characteristics, which perpetuates the idea that Islam is inherently misogynistic.

Wearing the hijab has become a hot-button issue in some Western countries. Some feminists—including some who practice Islam—view the headscarf as a sign of oppression and a way for religious authorities to control Muslim women. Some Islamic polities, such as Saudi Arabia, do require women to wear a headscarf while in public. However, many Muslim girls and women who choose to wear the hijab describe it as a deeply personal decision, and see the headscarf as a symbol of self-respect and a reminder of their spiritual practice.

Do Muslims want to establish Shariah law in the United States?

Shariah law  refers to the moral and legal framework that informs how Muslims should behave and relate to the world. It literally means “the path to be followed” or “the path of water.” It is supposed to influence Muslims’ actions in business, politics and relationships. It does influence legal codes in Muslim-majority countries, but it is more of a philosophical and religious precept, not a universally applicable set of laws. However, some Muslim-majority countries, such as Iran, have combined state and religious power to create a theocracy.

In recent years, Islamophobic groups in the U.S. have pushed at least nine states into passing legislation banning the consideration of “foreign laws” in judicial decision-making. The original intent was to ban references specifically to Shariah law, but federal courts ruled the singling out of any one religion to be unconstitutional. These anti-Muslim groups often highlight extreme forms of misogyny and punishment in conservative Muslim countries to make their case.

Most legal scholars counter that, in the United States, U.S. law always supersedes Shariah law. No U.S. court has ever made a ruling based on Shariah and, according to the Constitution, no court ever can. Says Asifa Quraishi-Landes, an associate professor at the University of Wisconsin Law School: “If local law conflicts with Muslims’ Shariah obligations? Some scholars say they should emigrate; others allow them to stay. But none advocate violence or a takeover of those governments.”

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Home » Maliki Fiqh » BinBayyah.net » Illusions & Misconceptions about Islam

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Illusions & Misconceptions about Islam

In the previous article, we discussed some illusions among Westerners about the personality of our noble Messenger and about the teachings and perceptions of our great religion. In this article, we continue to discuss and refute misconceptions about and accusations laid against Islam.

I. Embracing Islam under Compulsion

It is relevant to highlight the fact that embracing Islam under compulsion is unacceptable. Islamic Shari`ah is all based on free choice, and when free choice is lacking, one’s conducts shall have no effect, whether in beliefs, contracts, commitments, etc. This is substantiated in numerous texts in the Glorious Qur’an and Prophetic hadiths.

Allah says,  {There shall be no compulsion in religion}. This is a self-evident verse from Surah Al-Baqarah, which was sent down in Media, where Muslims were gaining more and more power — contrary to the Pope’s claim that it was sent down when Muslims were weak. It is a regretful, ill-founded claim. The truth is, a number of youths from Al-Ansar (Medinan supporters of the Prophet) were raised among Jews, and their families wanted to force them to embrace their religion. Then, Allah forbade them, asserting the rule of noncompulsion.

Also, in Surah Yunus, Allah says,  {Had your Lord so willed, all who are on the earth would have believed altogether. Will you, then, (be the one to) compel people so that they become believers?} He also says, in Surah Al-Kahf,  {And say, “The truth is from your Lord. So, whoever wills let him believe. And whoever wills let him disbelieve}. And in Surah Al-Ghashiyah, Allah says,  {So, remind (people). You are but a reminder. You are not over them domineering}.

Similarly, when someone renounces Islam due to coercion, this renunciation shall have no effect. Allah says,  {Except for one who has been compelled (to renounce his faith) while his heart remains at peace with faith} [Surah An-Nahl].

In Islamic jurisprudence, coercion is an unreasonable influence that renders contracts and commitments made thereunder null and void. The Prophet (peace and blessings be upon him) was reported to have said,  “Allah has pardoned my Ummah for mistakes, forgetfulness, and that which they are forced to do”.

II. Concept of Jihad

Jihad is a beautiful concept that has been misused, whether by extremist adherence or by utter negligence.

What does jihad mean linguistically and technically? And why is it legislated in the Qur’an?

In Arabic usage, jihad is the “exertion of the utmost effort to achieve something that is probably desirable”.

Religiously, jihad has three types, as identified by Ar-Raghib in  Al-Mufradat (The Items): (1) jihad against an express enemy, (2) jihad against Satan, and (3) jihad against one’s own self.

The last two meanings are stated in several hadiths. For example, Imam Ahmad in his  Musnad and Abu Dawud in his  Sunan reported Fudalah Ibn `Ubayd as narrating that the Prophet said, “A true mujahid is the one who strives against his own self in obedience to Allah, the Almighty”.

In a weak hadith reported by Al-Bayhaqi, Jabir narrated that, upon return from his last conquest Tabuk, the Prophet said,  “We have returned from the minor jihad to the major jihad”. He interpreted it as meaning to combat one’s whims.

In fact, taking care of one’s parents is a sort of jihad. The Prophet said,  “Then let your taking care of them be your jihad”.

Ibn Taymiyyah defined jihad saying, “It encompasses all sorts of worship, whether inward or outward, including love of Allah, devotion to Him, reliance on Him, submission of one’s soul and property to Him, patience, asceticism, and continuing remembrance of Him. It takes all possible forms — physical, spiritual, mental, verbal, etc.”

The first meaning, jihad or fighting against hostile non-Muslims, is the most common. Many Qur’anic verses and Prophetic hadiths detailed its merits, conditions, and guidelines. History reveals significant instances and practices of it between Muslims and non-Muslims, which have ever been an object of large-scale attention and heated debate, wavering between glorification and condemnation, overenthusiasm and neglect. How many people justify aggression and colonialism on the pretext of jihad or holy war! And how many people desert jihad and shrink from resisting the enemies, leading to catastrophic consequences! And how many movements and groups do not comply with the limits and rules of jihad, to the detriment of the image of Islam and Muslims! And how many anti-Islam opponents who contend that Islamic jihad is unjustifiable and is motivated by a blind desire to fight against non-Muslims, as Murad Hofmann quotes Father Hans Kung as saying. This is just one of many false accusations contained in orientalist writings to justify aggressive wars against Muslims, on the grounds of making Muslims civilized and peaceful.

Jihad in Islam is not necessarily synonymous to fighting; it has a much broader sense. Basically, it means to preach and defend what is right. In Surah Al-Furqan, Allah says,  {And strive against them (i.e., advocates of falsehood) by means of it (i.e., the Qur’an), with the utmost strife}. That is, refute false claims with every possible evidence. Obviously, recitation of the Qur’an has nothing to do with military actions. Therefore, not every jihad should be fighting, and not every fighting should be jihad. In its essence, jihad is a call for freedom.

Not every jihad is a military action, nor is every military action jihad. Ibn Khaldun divided warfare into four types, depending on the motive. He wrote, “The origin of all wars is revengefulness. Two wars are unjust: war of expansion and war of aggression. And two wars are just: war in defence of religion (jihad) and war against rebels (sovereignty protection war, as he called it).

In the next article, we will discuss illusions and fallacies about the concept of and ruling on jihad in Islam.

This answer was collected from BinBayyah.net, which contains of feature articles and fatawa by world renowned ‘Alim, Sheikh Abdullah Bin Bayyah, from Mauritania.

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Misconception 1 – "Muslims Do Not Share Good and Noble Values with non-Muslims"

Some people allege that Islamic values are somehow incompatible with decent “Western” values. Such claims could not be further from the truth.

Muslims cherish noble and universal values such as:

• being honest and just
• keeping one’s word
• allowing freedom of religion
• respecting parents, relatives, neighbours, and the elderly
• being charitable, generous, and looking after the poor and needy
• not lying, cheating, swearing or backbiting anyone.

Misconception 2 – "Muslims Worship a New God Called Allah"

Misconception 3 – "islam permits terrorism".

In war, the targeting of innocent non-combatants is a despicable act which Islam clearly prohibits. In fact, Muslims are not allowed to destroy plants and animals unnecessarily, let alone innocent humans. However, it is important to distinguish between terrorism and legitimate resistance to occupation, as the two are very different.

Misconception 4 – "Islam Oppresses Women"

This verse proves that real honour and status is not attained because a person is rich or poor, black or white, male or female, but attained through piety and devoutness.

Allah, the Creator of both genders, has assigned different roles and responsibilities for each, taking into account their differences. Women are given the utmost respect and honour, such as the right to equal pay, choice of spouse, pursuit of education, and the right to divorce and inheritance.

Misconception 5 – "The Quran is Just another History or Poetry Book"

God did not create humans to simply wander aimlessly. The test of one’s faith is in using one’s intellect, free will and reasoning abilities to contemplate and recognise God’s signs – one of the greatest signs being The Quran.

Misconception 6 – "Hijab is Oppressive"

Although there are many benefits of the hijab, the key reason Muslim women observe hijab is because it is a command from Allah (God), and He knows what is best for His creation.

The hijab empowers a woman by emphasising her inner spiritual beauty, rather than her superficial appearance. It gives women the freedom to be active members of society, while maintaining their modesty.

Misconception 7 – "All Muslims are Arabs"

Misconception 8 – "jihad is terrorism", misconception 9 – "muslims worship muhammad or the moon god".

Islam teaches Muslims to respect all of God’s Prophets and Messengers – but respecting and loving them does not mean worshipping them.

Misconception 10 – "Islam Permits Forced Marriages"

Misconception 11 – "islam forces people to become muslim".

God says, “Let there be no compulsion in religion. Truth has been made clear from error.” Quran 2:256

Although it is a duty on Muslims to convey and share the beautiful message of Islam to others, no one can be compelled to accept Islam. To accept Islam, a person must sincerely and voluntarily believe and obey God, so, by definition, no one can (or should) be forced to accept Islam.

Consider the following:

• Indonesia has the largest Muslim population yet no battles were fought to bring Islam there.
• There are around 14 million Arab Coptic Christians that have been living in the heart of Arabia for generations.
• Islam is one of the fastest growing religions in the western world today.
• Although fighting oppression and promoting justice are valid reasons for waging jihad, forcing people to accept Islam is not one of them.
• Muslims ruled Spain for around 800 years yet never coerced people to convert.

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Misconceptions people have about Muslims

Chase F. Robinson, a historian on Islam, author of " Islamic Civilization in Thirty Lives ," and president of the CUNY Graduate Center, explains the greatest misconception that people, specifically in the West, have about Muslims.

FULL TRANSCRIPT:

I think there are a number of misconceptions about Islam. Maybe of all of the misconceptions, the greatest is that there’s a set of prescriptions, or a set of doctrines, even dogmas, that necessarily incline Muslims to take specific positions on politics.

So a good example would be sharia, or Islamic law. There’s an enormous diversity of views on the part of those 1.6 or 1.7 billion Muslims about sharia. Some hold that it must be imposed, many hold that it need not. A good example would be in Azerbaijan where only 1 out of 10 Muslims believe that sharia should be imposed, whereas in Afghanistan it’s 9 out of 10.

Muslims also disagree about the fundamentals of sharia. Is it about politics? Is it about ritual? Is it about personal law? Muslims also disagree, great diversity of views, about whether or not sharia applies to non-Muslims.

So of the many misconceptions that I think govern the West, especially, I think a certain assumption about fixed Muslim attitudes towards the law and towards politics, that’s perhaps the most important.

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Misconceptions About Islam Essay Examples

Type of paper: Essay

Topic: World , Church , Religion , God , Violence , Islam , Middle East , Muslim

Published: 01/05/2020

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Every religion imparts moral values to its followers and guides them to live in harmony with others and nature. All religions emphasize on universal human values of love, duty, forgiveness and charity. The Islam religion is no exception to this universal relevance of life and living. However, it makes me sad at times, that there is much misconception about Islam and Muslims. It is very unfortunate that Islam hasn’t been recognized for the values it intends to promote and its contribution to the welfare of mankind. Today many people around the world associate Islam and Muslims to fundamentalism, violence and terrorism. Islam, Muslims and even the Quran itself have become a subject of major global concern among international media and religious groups, particularly after the September 11, 2001 attack. Islam had come in for greater scrutiny than ever before, with several books and articles being written on it. While some writers were optimistic and sought constructive debate and understanding, many others saw Islam as a distinct civilization that would eventually clash with the western civilization. Misinformation and misconception of Islam was again evident, which gave a distorted picture of Islam. This distorted picture is very much evident and growing by the day. Swiss author and journalist Roger Du Pasquier says that the west had never really known Islam. He points out that there are traces of grotesque distortions of Islam still prevailing in the minds of many Europeans. Many westerners interpret Islam by three attributes of fanaticism, fatalism and polygamy. Most Europeans imagine that Allah refers to the divinity of the Muslims and not their God, like that of Christians and Jews. It is sad that there is so much of misconception in the western world about Islam, despite the fact that Islam and Christianity share much in common. Together with Judaism, the three are collectively referred to as ‘Abrahamic religions’, as they trace their religion to Abraham. Abraham is referred to as Prophet Ibrahim in Islam, and is considered a friend of the God and father of prophets while Christians attribute the descent of Jesus to Prophet Abraham (www.whyIslam.org). Both religions consider their respective God, Jesus or Allah, to be loving and forgiving, and to have a special relationship with humans. Both Christians and Muslims believe in the concept of heaven and hell, prayer, fasting and alms giving (Collins). It should be noted here that Jesus is mentioned in several versus of Quran and Prophet Mohamed is believed to have met many Christians during his lifetime. Among the most prominent misconceptions of Islam prevailing among the non-Muslims include that all Muslims are Arabs, Islam is intolerant to other religions and was spread by sword, women and children have no rights and that Jihad means fighting for the sake of God. However, the biggest misconception is perhaps the belief that ‘Muslims are terrorists’, which may be attributed to stereotyping and public image given by the media. Whenever a group of people attack another group, it is labeled as a hate crime; but when a Muslim individual or group cause the hurt, it is called ‘terrorism’. The media has portrayed Islam as a cult that is associated with violence and killings (Jamie). Very few non-Muslims realize that there are verses in Quran that is against the concept of terrorism. The Quran recommends ‘fighting in the way of Allah, those that fight you’, without exceeding the limits; because God does not love transgressors. Quran says “You seek peace, if they seek peace”, which means not to attack or kill innocent people for no reason. There is no instance in Islam or Quran where killing of innocents is justified. It is really paining that the state of contemporary Islam is not what it should actually be. Islam require to get its rightful place and regard in the world order. I think all Muslims have a sacred duty in ensuring that these misconceptions are removed and the right beliefs of Islam are promoted and propagated both among the non-Muslims and certain sections of Muslims, too. The concept of Jihad in particular need to be taught and emphasized and the perception of Muslims all around the world need to change radically. I eagerly look forward to the day when Islam is regarded as a more moderate, tolerant and a harmony promoting religion than a radical one; and Muslims all over the world are seen and received with brotherhood than suspicion. That day would be the day when Islam is rightly understood and restored to its rightful place.

Works Cited

Why Islam.org. Place of Abraham in Islam, Christianity, Judaism. 2011. Web. 16 October2012

McLean, Collins. The differences and similarities between Christianity and Islam. 2007. Web. 17 October 2012

Frater, Jamie. Top ten misconceptions about Islam 2007. Web. 17 October 2012

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Misconceptions of Islam and Muslim life

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Misconceptions about Islamic Religion Essay

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Introduction

Misconceptions about islamic religion, misconceptions about other people’s religion, recommendation.

Religious misconceptions refer to perceived ideas about different religions that do not hold water. Almost every religion suffers from religious misconceptions. This paper will discuss the misconceptions about the Islamic religion. The paper will also discuss why religious misconceptions exist and how they can be minimized.

Firstly, there is a misconception that Muslims are terrorists and very violent religious groups (Razia, S. personal communication, March 2, 2012). Most terrorists are Islamic and this has contributed to black painting of the religion by media and even other religions. Other religions such as Christianity have people who commit acts of violence but their acts are not used to condemn the whole religion.

Osama bin Laden was a Muslim terrorist who contributed largely to the black painting of the religion. However, Razia, S. (personal communication, March 2, 2012) confirmed that this is a big misconception since not all Muslims are terrorists and the number of violent Muslims is small. Most Muslims commit acts of violence in self-defense or while trying to protect those that have been forcefully expelled from their homes and this is by their teachings (Razia, S. personal communication, March 2, 2012).

However, their faith does not allow them to shed innocent blood or harm civilians without cause. Razia, S. (personal communication, March 2, 2012) explained that

Islamic teachings allow them to fight for their religion and she quoted the Quran: “Fight in the cause of God against those who fight you but do not transgress limits. God does not love transgressors.” The interview led to the realization that not all Muslims are terrorists and violent but others do such acts in self-defense and this is by their sacred law.

Secondly, there is a misconception that Islam oppresses women. Many people believe that Islamic women are required to wear a veil and stay at home at all times. It is also a common phenomenon that Islamic women are not allowed to own property or even drive cars and that they are forced to marry men by their parents (Razia, S. personal communication, March 2, 2012).

However, it is important to note that some countries do not follow the shariah law and instead have their cultural beliefs and values that make them treat women like that. Islamic law has laid down the roles of each gender and recognizes the two as two different individuals with the right to own property at will and even dispose the same at will. The misconception about women being forced to marry men chosen by their parents does not hold any water since the parents just suggest a man who they think and feel is fit for their daughter.

If the girl is not contented, she is at liberty to reject the man. Their law requires both genders to be modest in their conduct and dressing and this is supported by a quote from the Quran: “The most perfect in faith amongst believers is he who is best in the manner and kindest to his wife.” It is therefore clear that Islamic law does not advocate for any kind of oppression to women and instead treats them as individuals with their rights (Razia, S. personal communication, March 2, 2012).

The third misconception is that Muslims worship a different god by the name Allah. The term Allah is an Arabic word whose meaning is equally the same as that of the term Eloh as used by Jews meaning God. According to Muslims, the word means one and holy God who has neither a son nor other associates with human characteristics as proposed by other religions. Muslims believe that Allah used various prophets and messengers to bring his commandments and teachings to the world. As such, they believe in praising and worshipping as well as obeying his commandments and following his teachings (Razia, S. personal communication, March 2, 2012).

The fourth misconception is that all Muslims are Arabs. There are many Muslims in the world who come from different nations and races. There are both white and black races some from African countries, American countries as well as Arabs among other continents in the world. Statistical data shows that a large number of Muslims live in Indonesia; the Indian subcontinent accounts for about 30%, 18% live in Arab countries and about 20% live in sub-Saharan Africa. This is a clear indication that all Muslims are not Arabs but all Muslims are joined together by their religious faith (Razia, S. personal communication, March 2, 2012).

Fifth, the Islamic world was spread by coercion and the use of a sword. This idea stems from the fact that some of the social studies textbooks used in institutions have a picture of an Arab coercing people to convert while in possession of a sword and Quran. This is a historic perspective and people should first read the Quran before passing on a judgment (S. Razia, personal communication, March 2, 2012).

This is because some Arabs may have used force but this is against the Quran’s teachings. Razia, S. (personal communication, March 2, 2012) quoted a verse from the Quran 60:8 that says: “God forbids you not, with regards to those who fight you not for your faith nor drive you out of your homes, from dealing kindly and justly with them; for God loveth those who are just.” Islamic teachings forbid compulsion in the religion and advocate for respect and freedom of worship. As such, it is clear that religion respects other religions that are not Islamic.

There are so many Non-Muslims religious places in the Muslim world that have been able to establish and flourish without interruptions from the Muslims. If Muslims did not believe in freedom of worship, then, such religious groups would not flourish as they would be coerced to convert to Islam. Another good example of how Muslims respect Non-Islamic religious movement is derived from Caliph Omar’s action in 634. When he arrived in Jerusalem, he granted freedom of worship to everybody and assured the inhabitants that they were safe and they were to retain their worship places (Razia, S. personal communication, March 2, 2012).

The sixth popular misconception is that all Muslim men marry many wives and in particular four wives. Islamic teachings are widely varied when it comes to social requirements. Islamic teachings allow a man to marry another wife but the right is not freely granted to the man (Razia, S. personal communication, March 2, 2012). If a man intends to marry another wife, he must be fair and have a reasonable cause for doing so. However, if the wife is unwilling to allow another wife in her marriage, she is at liberty to include that in their marriage contract.

Islamic teachings do not advocate for polygamy but rather permit and should only happen if the man can comfortably provide all of his wives with basic needs. In Islam, polygamy has its roots as a sign of compassion to the widowed and orphaned children. Muslims adopt more practical ways when it comes to solving social problems as compared to other religions. Religions such as Christianity condemn polygamy and polygamous families are seen to defy the Christian teachings. Most men end up having mistresses who are not recognized as their wives by the law. On the contrary, Muslims believe that it is prudent to have an additional legal wife as opposed to having mistresses and concubines (Razia, S. personal communication, March 2, 2012).

It would be unrealistic for anybody to affirm that there are no misconceptions about other people’s religion. These misconceptions indeed exist for almost every religious group. Some Christians believe that after receiving salvation and confessing that they believe in Jesus Christ, they will never suffer and life will be smooth without any troubles. These misconceptions can be attributed to a lack of knowledge about other religions.

More often than not, people are not willing to learn about other religions. They are just contented with knowing all about their religions. Some religions are associated with idolatry and cults and this makes people fear to associate with members of such religions. As a result, people end up believing what they hear from others as they grow up. Different religions have different practices and symbols. Non-members interpret the symbols and practices of other religions differently from members leading to misconceptions. Most schools and other learning institutions offer just one version of religious education. Students therefore never get to learn about other religious education and they continue holding onto the misconceptions they grew up with.

Religious misconceptions can be minimized if basic information about other religious groups would be availed in schools and other learning institutions. This would give an insight to the masses about what other religions believe in and also help some questions. For example, if people knew why Islam allows polygamy, they would understand and reduce the misconceptions. By the virtue of the fact that there is freedom of worship, all religious leaders should encourage their followers to respect other religions as nobody knows the right religion to be followed.

Many people believe in religious groups that they found their parents and immediate environment worshipping. Some change their religions as they grow up and get exposed to different social environments. It is therefore clear that very few people make personal decisions on where to fellowship. Religious misconceptions would also be minimized if religious groups published books and materials discussing the misconceptions and rationale for the misconceptions about their religion. Such religious materials and books should be availed freely or at a very affordable price.

The majority of religious groups suffer religious misconceptions and Islam is not an exception. There are misconceptions that all Muslims are Arabs who are terrorists, oppress women, allow men to marry four wives, spread the word through coercion, and worship a different god by the name Allah. These misconceptions are not true and even if there is some truth in some of them, there is a justification for each of them.

Razia, S. Personal Communication-Noorani Learning Centre . 2012.

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IvyPanda. (2020, July 14). Misconceptions about Islamic Religion. https://ivypanda.com/essays/misconceptions-about-islamic-religion/

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

‘More Than Aladdin': Dismantling Common Misconceptions About Arab and Muslim Students

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(This is the third post in a multipart series. You can see Part One here and Part Two here .)

The new question-of-the-week is:

What are important considerations that educators should keep in mind when teaching Arab and Muslim students?

Guest-editor Dr. Sawsan Jaber “kicked off” a multipart series responding to this question. Dr. Jaber, along with contributors Abeer Shinnawi and Dr. Nina Shoman-Dajani, also were guests on my 10-minute BAM! Radio Show . You can also find a list of, and links to, previous shows here.

The focus of Part Two was the same as post No. 1: What c onsiderations educators should keep in mind when teaching Arab & Muslim students? Abeer Shinnawi, Sarah Said, and Dr. Nina Shoman-Dajani continued the conversation in the second post in this series.

Today, Sarah Said, Abeer Shinnawi, Dr. Sawsan Jaber, and Dr. Nina Shoman-Dajani explore common misconceptions about Arab and Muslim students.

More Than Aladdin: Teaching Our Youngest Learners About Middle Eastern and Muslim Culture in America

Sarah Said is the director of language and equity programs in an EL Education school in Illinois. She is of both Palestinian and Syrian decent. She has worked with multilingual learners as a teacher and administrator for more than 15 years. You can find her on twitter @MrsSaid17:

Growing up Middle Eastern and Muslim in the American public school system during the first Persian Gulf War, I struggled to explain my identity to my peers even as early as 1st and 2nd grade. Children in my class struggled with understanding that people of my culture were not the enemy. Then “Aladdin” came along, and suddenly my peers wanted to learn more about “a whole new world” from me, even to the extent of asking if my family had a magic carpet to fly away on.

Later, I started my teaching career post-9/11 in a high school classroom and realized there were students who were fascinated with my identity—wanting to know more about the Arabic language and how my family came to the United States and there were others who just associated me with places that “had wars all the time.” This is when I realized my calling in this profession was to support children in understanding my differences and the beauty of the culture I came from and the idea that they can see themselves within my differences and embrace their own.

With that being said, I’m writing about our youngest learners and how to carefully help them deconstruct Middle Eastern and Muslim culture. Yes, it’s great to see Buster Bunny eat a falafel sandwich on “Arthur,” but there is more to our culture than it’s falafel sandwiches and the tale of “Aladdin.” In this post, I hope to provide ideas and supports on how to accurately support the understanding of Middle Eastern culture and Muslim culture for younger learners

For those of you who would like a picture book to utilize in instruction, I would recommend Sitti’s Secrets by Naomi Shihab Nye This book is about a girl who lives in the United States and her grandmother lives in Palestine. The main character goes to Palestine to visit her grandmother, and although she doesn’t speak the language, she learns about her culture and life through her grandmother. The book provides a reader with an appreciation for the strong family connections that Middle Eastern children have with their families, as well as the storytelling that happens from generation to generation.

In addition to books, the best teachers of a child’s culture are the children and their families. I believe all teachers should work with students and their families to learn about their home culture. This can be done through a child bringing family artifacts or even members of their family to help them explain their home life and their culture. With remote learning now, I would even recommend a child (with parent permission) creating a video at home about their home culture and uploading it to a classroom platform for others to learn about.

Families will be more than willing to do this—growing up, my mother was very quick to want to explain our culture to teachers and administrators. During Ramadan, she sent plates of sweets to school with me to hand out to staff and volunteered to help at many school events. She was a new immigrant from Syria and wanted people to know the beauty of our culture.

Children need to understand the different cultures of the different countries of the Middle East. Having students research different countries of the Middle East with credible sources and create a “think-link” graphic (this is a graphic that has links to other graphics that you can click on to lead you to text, audio, or video) helps them learn about each country and its culture. You can then have students complete “think-link scavenger hunt” in order to learn about countries and cultures their peers researched.

In addition to deconstruction of Middle Eastern and Muslim cultures in the classroom, we need to think about the bias we create in different schoolwide events. Yes, there are people of Middle Eastern descent who are Christian and honor Christmas. However, we need to recognize the holidays of other faiths, including Ramadan and Eid. Letting students have an understanding of why their peers are fasting for a month and the Eid holidays can create a community of inclusion for Muslim students.

Within our schools that serve our youngest learners, we also have to think about how we portray 9/11. As school staff, I have felt a discomfort when school officials openly talk about America being “under attack by terrorists from the Middle East.” Do understand that a school building can have staff and students who have a discomfort with this phrasing. A better way to discuss this is just honoring heroes in America, and the diversity of those heroes in America, and the beauty of America’s people.

Our culture is more than just “Aladdin,” flying carpets, and falafel sandwiches. Yes, we have had conflict in our region of the world, but it is not the only part of who we are as Middle Eastern people of Muslim descent. All cultures hold a beauty and uniqueness; allow children to deconstruct our’s and understand it for themselves.

Avoiding the Savior Complex—Arab Girls Do Not Need to be Saved

Abeer Shinnawi is an 18-year veteran middle school social studies teacher who is the founder and consultant for Altair Education Consulting LLC. Abeer is also a member of the teacher advisory group for the National Museum of the Native American. She, along with three other educators, is also the founder of the Arab American Educators Network-AAEN. Find her on Twitter @shinram1:

Education was heavily encouraged by my family growing up, especially by my mother. My mother, an avid learner, was offered a college scholarship to study in Lebanon. She decided to pursue a family in the United States and always regretted not continuing her education. Since that lost opportunity, my mother always told her daughters: Y our education is your shield, your weapon. If you have an education, you don’t need to depend on anybody ! My mother raised six children: three girls, who pursued college degrees. This was the norm in our community; the majority of Arab girls I grew up with obtained college degrees and have successful careers.

There are many preconceived notions that Arabs do not value education, especially for their daughters. These ideas are generated from the notion that Arab culture is steeped in patriarchy. Although one can argue the majority of societies around the world are patriarchal, Arabs tend to be magnified with this assumption. There is also the idea that Arab women need saving from their culture because they lack the means to “help themselves’’ succeed. This implicit bias seeps into our classrooms, leading teachers to assume Arab girls come with a “deficiency” to advocate for themselves or will not continue with their education. This philosophy is damaging because when teachers look at any student as coming in with a deficiency, their teaching does not focus around strengths but weaknesses of that student. This domino effect leads to lack of rigor in education for students, providing fewer opportunities in the long run.

Teachers should learn more about the student as an individual without the monolithic view of their cultural background leading the inquiry. When we develop an understanding on how culture shapes students, teachers are better able to guide the student on the path to success. What educators must understand about Arab female students is their deep pride in their own heritage that has given them freedoms long before the SUFFRAGIST MOVEMENT in the West. Arab girls are highly skilled in the art of advocating for themselves when given the opportunity.

What teachers should focus on with their Arab female students is developing a better understanding of the Arabic culture and Muslim religion while using the lens of their students. The only ideal empirical method to understand a culture is by steeping oneself in that culture. Visit their communities, ask to be a part of their functions, and encourage Arab female students to speak in terms of local, personal, and the immediate when discussing life experiences. The more opportunity we allow our students to express themselves through their own lived experiences, the richer the learning environment becomes for all students.

Seeing Arab and Muslims Beyond Stereotypic Media Representations

Dr. Sawsan Jaber, a global educator of 20 years in the U.S. and abroad, currently serves as a high school English teacher in Illinois. She is an Our Voice Academy board director, the founder of Education Unfiltered Consulting, and a founding member of the Arab American Education Network. Sawsan is a proud Palestinian American. You can find her on Twitter @SJEducate:

In our journey to be culturally sustaining, the work we do to understand our students’ cultural and linguistic diversity should be ongoing and fluid. Culture is not a constant, so the work to shift to an asset pedagogy mindset must be constant. The basis of that work is knowledge. What does it take to really know our students beyond their personas in our classrooms as learners in a traditional form? Scholars will say that immersing teachers in communities that represent their student demographics is a large part of that answer. What are some things a person might learn if they were immersed in an Arab American or Muslim American community?

1) The identity of Arab American students is one that is difficult to define . Although most are raised with strong ties to the native countries of their parents, they are considered foreigners and not completely accepted in those countries if they are born and raised or live abroad for substantial periods of time. In America, Arabs are also considered a minority and “the other,” leaving them with a sense of identity loss in both settings since both their mother country and their country of residence do not acknowledge one aspect of their identity.

2) Not all Arabs are Muslim, and not all Muslims are Arabs . Muslims are people who come from different ethnic and demographic backgrounds and share a unified faith of Islam. Arabs are people with ancestral ties to one or more of the 22 Arabic-speaking countries. Contrary to common belief, Arabs are religiously diverse.

3) Arab and Muslim tradtions don’t strip women of their rights . Like women throughout much of the rest of the world, Arab women also struggled to gain their rights at one point or another historically. Today, Arab cultures are very different depending on the country and even the region that people come from. Some are matriarchal, while others are patriarchal. Islamic beliefs secure women’s rights through the foundations of Quranic doctrine and the traditions of Muslim prophets. Islamic history preserves stories of women leading men in war and playing extremely critical roles in shaping political policy and preserving religious teachings.

4) Although they may speak one language, Arabs from different regions have different cultures, speak different dialects, and come from countries with very different political systems that impact their identity in a multitude of ways . Arabs who are first-generation Americans are very different from Arabs whose ancestry has multiple generations in America.

The political war on terror is infused with cultural constructions and has been painted as a religious war. Many Muslim and Arab students in schools report being told that being Muslim and Arab is incompatible to being American. According to scholarship, Muslims are considered to be “ perpetual foreigners regardless of the length of time one is in the country, he or she is perceived to be dangerous and unaccepting of American value,” and Muslim and Arab students “pose a threat to the American way of life ,” causing students to feel a lack of inclusivity and to abandon any indicators that allude to their cultural and linguistic diversity.

Unfair treatment of students of color is a type of violence because it happens and over elongated time periods. Since anti-Muslim and anti-Arab racist propaganda is not just limited to historic events and is heavily highlighted in current-day media, not directly addressing the problem is inadvertently supporting the current status quo and the violence against these students. The capacity of American public school teachers must be developed for them to actively disrupt anti-Arab and anti-Islamic discourse in schools and communities.

We Did Not Arrive Yesterday, We Came in Waves

Dr. Nina Shoman-Dajani is a college administrator and teaches Middle Eastern and Arab American studies at two Chicago universities. She holds a doctorate in higher education and organizational change and is one of the founders of the Arab American Educators Network. Twitter: @DrNinaShoman :

There is a common misconception that the Arab population in the U.S. is new, considering the intentional elimination of Arab and Muslim narratives in school curriculum and the continuous vilification of Arabs and Muslims as the enemy other in political discourse and in mainstream media. In addition, although Arab American participation in voting and politics has increased in recent years, the overall lack of representation of Arab Americans in politics and government may lead society to think that this subpopulation does not need representation because their voice does not exist (Rashida Tlaib and Ilhan Omar helped change this narrative).

Typically, Arabs are lumped into one category, viewed as homogenous groups who have just started “invading” American lands in the last couple of decades. Seldom do Americans hear of the historical contributions of Arab Americans or about the diversity of the millions of Arab Americans who trace their lineage throughout Southwest Asia and North Africa. This point is reiterated by Asi and Beaulieu (2013) who stated: “While the Arab population is a distinct ancestry group, it is also a heterogeneous one, composed of many groups with different ethnic origins originally from the Middle East and North Africa” (p. 1). In order for educators to understand the background of their students, they should also understand the historical journey of their communities.

Although Muslim history in the U.S. can be traced back to the slave trade, the journey of voluntary Arab immigration to the U.S., which began in the late 1800s, is known as the first wave of Arabs to the U.S. This first wave was predominantly Arab Christians coming from what is known today as Lebanon and Syria. The second wave of Arabs was much more diverse and arrived in the 1950s-1960s. The third wave is considered the 1970s to present.

Each wave of immigrants has characteristics varying from socioeconomic status to education level. The motivation behind Arab immigration to the U.S. also varies. It should be noted that U.S. foreign policy in the Middle East, legislation, and executive orders, such as the Muslim Ban, all influence the fluctuation of Arab immigration to the U.S. While U.S. census data on Arab households is limited due to census classification of those with Arab ancestry as white , historical data from the American Community Survey does show the Arab American population continues to grow. As published by the Arab American Institute , Arab Americans can be found in all 50 states; they are represented in all labor sectors and have a higher graduation rate than the average American (at high school, bachelor’s and graduate-degree levels).

Over 20 years ago, Arab American scholar Michael Suleiman stated: “Despite the fact that Arabs have lived in America for more than a century and despite their major successes, they are still struggling to be accepted in American society,” (1999, p. 16). This struggle may not end; in fact, scholars of Arab American studies may argue that the struggle to “be accepted” has only worsened. As educators, we must ask what role we play in this struggle. What role do you play? There are various roles to play in a struggle, and that of the teacher is crucial. Teachers have the opportunity to shape minds. What will you do with the information you read? Yes, by simply reading this article, you are making an effort to learn, but taking the extra step to put this information to use in your classroom is what is needed.

Thanks again to Sarah, Abeer, Dr. Jaber, and Dr. Shoman-Daajani for their contributions!

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• U.S. Muslims Concerned About Their Place in Society, but Continue to Believe in the American Dream
• 7. How the U.S. general public views Muslims and Islam

Table of Contents

• 1. Demographic portrait of Muslim Americans
• 2. Identity, assimilation and community
• 3. The Muslim American experience in the Trump era
• 4. Political and social views
• 5. Terrorism and concerns about extremism
• 6. Religious beliefs and practices
• Acknowledgements
• Appendix A: Glossary
• Appendix B: Survey methodology

In general, Americans continue to express mixed views of both Muslims and Islam. But on some measures, opinions about Muslims and Islam have become more positive in recent years.

More Americans express “warmer” feelings toward Muslims on a thermometer scale than they have in the past, while there has been a decline in the share who say Islam is more likely than other religions to encourage violence among its followers. In addition, most say there is little or no support for extremism among U.S. Muslims. And a large – and growing – majority of the public says that Muslims in the United States face a lot of discrimination, while roughly half of U.S. adults say media coverage of Muslims is unfair.

Still, overall opinion on many questions about Muslims remains divided – and deeply fractured along partisan lines. Indeed, Americans – especially Republicans and those who lean toward the GOP – view Muslims far less positively than they view members of most other major religious groups. Half of U.S. adults say Islam is not part of mainstream American society. And the U.S. public is split over whether there is a “natural conflict” between Islam and democracy.

In recent years, warmer feelings toward Muslims

In a January 2017 survey , Pew Research Center asked respondents to rate Muslims on a “feeling thermometer” ranging from 0 to 100, where 0 degrees indicates the coldest, most negative feelings and 100 degrees indicates the warmest, most positive feelings. On average, Americans gave Muslims a thermometer rating of 48 degrees, which was 8 degrees warmer than in 2014, when the Center first posed the question.

In addition to asking about Muslims, the survey asked respondents to assign feeling thermometer ratings to a variety of other religious groups, and it found that the public has grown warmer toward most religious groups in recent years. It also showed that Muslims, along with atheists, continue to be rated more negatively than a variety of other religious groups, including Jews, Catholics, mainline Protestants, evangelical Christians, Buddhists, Hindus and Mormons.

Still, the uptick in positive feelings toward Muslims is notable, especially because other questions in different Pew Research Center surveys also suggest that the public’s view of Muslims has improved in recent years.

For example, in December 2016 , 49% of Americans said Islam is not more likely than other religions to encourage violence among its followers, while 41% said it is more likely to encourage violence. The share who associate Islam with violence has declined 9 percentage points – from 50% – since September 2014.

Views about the link between Islam and violence have fluctuated in the 15 years since Pew Research Center first asked about it. In March of 2002, just six months after the 9/11 terrorist attacks, 51% of Americans said Islam does not encourage violence more than other faiths, while 25% said it does.

Responses to this question have become substantially more divided along partisan lines. When it was first asked in 2002, just 11 points separated Republicans and Democrats. By December 2016, the partisan gap had grown to 44 points: 70% of Republicans say Islam is more likely than other religions to encourage violence, compared with 26% of Democrats who say the same.

Meanwhile, the share of U.S. adults who think there is little or no support for extremism among U.S. Muslims has increased by 9 points since 2011 (from 45% to 54%). The public was evenly divided on this question in 2011 (with 45% saying that, among Muslims, there was “not too much” support for extremism or “none at all,” while 40% said there was a “great deal” or a “fair amount” of support for extremism). Today, those who believe there is little or no support for extremism in the Muslim American community outnumber those who say there are a substantial number of Muslims who support extremism in the U.S. (54% vs. 35%).

Despite these changes in views on Muslims and Islam, there are clear indications that many Americans have reservations about the role of Islam in society. For example, a January 2016 Pew Research Center survey found that one-quarter of U.S. adults (25%) think half or more of Muslims in the U.S. are “anti-American,” while an additional 24% say they think “some” Muslims are anti-American.

More recently, an April 2017 poll finds that more Americans say Islam is not a part of “mainstream American society” (50%) than say that it is (43%). And about as many think there is a natural conflict between Islam and democracy (44%) as say there is no such conflict (46%).

When asked to describe, in their own words, the reasons why they think there is a natural conflict between Islam and democracy, many Americans (44% of those who see such a conflict) say there is a basic incompatibility or tension between the tenets of Islam and the principles of democracy. One respondent, for example, said, “There is no democracy in Islam.”

Some others (12% of those who see a conflict) say the conflict arises from some misunderstanding, such as that the general public does not understand Islam or that terrorists give Islam a bad name. For example, one respondent explained: “A lot of people do not understand Islam. They think it is ISIS, and that is not true.”

Still others (8% of those who see a conflict) say Islam’s teachings about gender and sexuality are inconsistent with democracy. For instance, one respondent said, “Islam is not for freedom of women.” (For full results on this question, including analysis of Muslims’ views on whether there is a natural conflict between Islam and democracy, see Chapter 4 .)

Republicans, white evangelicals express greatest reservations about Muslims, Islam

Republicans and those who lean toward the GOP tend to hold much more negative views about Muslims and Islam than do Democrats and those who lean toward the Democratic Party. For instance, two-thirds of Republicans (68%) say Islam is not part of mainstream American society, while just 37% of Democrats express this view. And Republicans are twice as likely as Democrats to say there is a natural conflict between Islam and democracy (65% vs. 30%).

Surveys also show that white evangelical Protestants tend to express more reservations about Muslims and Islam than do those in other religious groups. For example, nearly three-quarters of white evangelicals say there is a natural conflict between Islam and democracy, while roughly half or fewer of those in other major religious groups express this view.

Older Americans and those with relatively low levels of educational attainment also tend to be more negative than others in their views about Muslims and Islam, though not necessarily on all five measures analyzed here.

Americans who personally know someone who is Muslim (55% of all non-Muslim U.S. adults) express somewhat more positive views of Muslims and Islam than do those who say they do not personally know someone who is Muslim.

Many in U.S. say Muslims face big challenges in American society

Many Americans believe Muslims face a number of significant challenges in making their way in American society. For example, among the public as a whole, roughly seven-in-ten now say there is “a lot” of discrimination against Muslims in the United States. This marks an all-time high since Pew Research Center began asking this question in 2009.

Indeed, in the Center’s April 2017 survey (when this question was most recently asked), the share of Americans who say Muslims face a lot of discrimination (69%) exceeded the share who say there is a lot of discrimination against blacks (59%), gays and lesbians (58%), and Hispanics (56%), which has not been the case in years past. As in years past, far fewer Americans say Catholics (17%), evangelical Christians (29%) or Jews (38%) face a lot of discrimination.

Recent polling also shows that fully half of U.S. adults think coverage of Islam and Muslims by American news organizations is generally unfair (53%), compared with 39% who think the media is fair to Muslims and Islam. And just one-third of Americans (36%) think that the overall public is generally friendly toward Muslim Americans; 32% say the American people are generally un friendly toward Muslims, while 29% say the public is neutral.

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