Islamophobia has been a persistent issue in society, with its roots extending long before the tragic events of September 11, 2001. However, in recent years, the prevalence and visibility of Islamophobia have escalated significantly, driven by a combination of social and political factors. The current climate is characterized by an alarming rise in hate speech and hate crimes directed at Muslims. Furthermore, the Supreme Court’s endorsement of Presidential Proclamation 645, which effectively restricts Muslim immigration to the United States, highlights the severity of the situation.

This book, ‘Islamophobia in Higher Education,’ seeks to address the pressing questions regarding the implications of these societal changes for Muslim students enrolled in colleges and universities. It also considers how higher education institutions can balance adherence to legal frameworks and policies while fulfilling their missions to foster inclusive and equitable educational environments.

Recent surveys indicate that approximately two-thirds of Muslims in the United States express concern over current immigration policies. There has been a notable increase in reports of discrimination and bigotry against Muslim individuals, particularly following the 2016 presidential elections. This pervasive fear of Islam, and Muslims specifically, has led to differential treatment of Muslim individuals by non-Muslims. Additionally, this environment compels some individuals to relinquish their civil rights and liberties under the pretext of national security.

To effectively tackle these pressing issues, it is essential for educational institutions to cultivate a nuanced understanding of the laws and policies that institutionalize Islamophobia. Moreover, there is a pressing need to deepen the understanding of the diverse Muslim student population navigating these complex challenges. This book aims to fill the significant gap in research surrounding the experiences of Muslim students in higher education, with a particular focus on those who hold intersecting marginalized identities, including race, ethnicity, and LGBTQ status. Such intersectional identities often result in compounded experiences of oppression and discrimination.

The book begins with a critical examination of how existing laws and policies reinforce structures of Islamophobia and their impacts on the intersectionality and diversity within the Muslim community. It features contributions from a range of multidisciplinary voices, including international human rights attorneys, civil rights attorneys, criminal law practitioners, student affairs professionals, and academia. Many of these contributors focus on the often-overlooked experiences of Muslim students within academic settings, particularly highlighting the contributions of female Muslim scholars.

Each chapter in the book is designed to provide a comprehensive analysis. It includes a critical review of relevant literature, legal analyses where applicable, and offers a set of actionable recommendations for policy and practice. Furthermore, discussion questions are provided to facilitate reflection and engagement with the material.

In summary, ‘Islamophobia in Higher Education’ serves as a crucial resource for educators, policymakers, and students alike. It not only sheds light on the systemic issues that persist within higher education but also offers a roadmap for creating more inclusive and equitable environments for all students, especially those who identify as Muslim.