Publication Date

Spring 2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Deanna Fassett; Ferdinand Rivera; Raul Zamora

Abstract

This qualitative study examines the lived experiences of hijab-wearing teachers of color in TK–12 public schools in Northern California. Six participants shared perspectives on representation, inclusion, exclusion, and moments of joy within their school communities. The findings highlight that increased representation of teachers of color strengthens educators’ sense of belonging, supports students’ self-esteem, and enhances both teacher and student engagement. Participants emphasized the need for greater awareness of Muslim women’s diverse cultures, languages, celebrations, dietary practices, and professional attire, as well as the importance of challenging single-story narratives through dialogue, understanding, and upstander practices. Inclusive school environments were found to foster stronger connections between teachers and their schools, contribute to positive changes in students’ attitudes and social interactions, and promote greater openness and acceptance among students, as noted by parents. While the study underscores the value of inclusive practices and diverse representation, it also identifies areas for growth, including improved communication and increased accommodation of diverse teachers’ needs, offering important implications for future practice and research in diverse educational settings.

Download

Share

COinS