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Understanding Muslim Families & Their Culture
IECC 2017
Presenter: Aishah Jalani
World’s Muslim Population:
 According to the Pew Research Center (July 2016), there were 1.6 billion Muslims worldwide as
of 2010, approximately 23 percent of the world’s population
 Islam is the second largest religion worldwide, after Christianity
 62 percent of the world’s Muslims live in the Asia-Pacific region – Indonesia, Malaysia, India,
Pakistan, Bangladesh, Iran and Turkey
 Indonesia is the country with the world’s largest Muslims having a population of 202 million
Muslims
 Although Islam originated in the Middle-East – North Africa region, only 20 percent of the
world’s Muslims live there
 Not all Arabs are Muslims, the word “Arab” refers to people from Arabic-speaking countries (e.g.
Middle East, North Africa)
 There are about 3 million Muslims in the United States of America, less than 1 percent of the
U.S. adult population. 63 percent of the Muslims in the United States are immigrants
 The two main groups of Muslims - sunni and shia
Source: http://www.pewresearch.org/fact-tank/2016/07/22/muslims-and-islam-key-findings-in-the-u-sand-around-the-world/
Diversity of Muslims:
Muslims are very diverse in:
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national origin
ethnicity
culture
inter-racial marriage
education
socio-economic status
upbringing and parenting style
religious observance
Core Beliefs of the Islamic Faith:
Muslims believe:
 Islam means peace, purity, submission and obedience to God
 A Muslim is a follower of Islam
 Islam is one of the three Abrahamic religions – after Judaism and Christianity
 In one God, the angels, the holy books, the prophets – from Adam to Jesus, destiny, and the day
of judgement
 Core beliefs and values of a Muslim are based on the teachings of the Qur’an and Prophet
Muhammad’s (pbuh) practices
 The five pillars of Islam:
1) Declaration of faith – Muslims testify that there is only one God, and that Prophet
Muhammad is God’s messenger
2) Obligatory prayers – Muslims perform the five prescribed daily prayers – before sunrise, at
noon, late afternoon, at sunset, at night
3) Fasting – Muslims fast about 29-30 days in the holy month of Ramadan
4) Charity – Muslims donate 2.5 percent of their savings or wealth to the poor and needy
annually.
5) Pilgrimage – Muslims who are healthy and have the means perform the “once in a lifetime”
pilgrimage to Makkah
 The Qur’an is the holy book
 Arabic is considered the sacred language in Islam – not all Muslims speak Arabic
 A Muslim’s place of worship is called a mosque – Muslims celebrate religious and social events
there
 Islam is a comprehensive way of life. Muslims live their life based on the teachings of the Qur’an
and the examples of Prophet Muhammad (peace be upon him)
 The two main Muslim celebrations:
1) Eid-Ul-Fitr – celebrating the end of Ramadan
2) Eid-Ul-Adha – celebrating the end of Hajj
The Values of Muslim Families:
 The principles of Islam guides Muslims in their daily lives – this is sharia
 Fitrah – each child is born in a state of pureness and goodness. Each child is unique, and
born with a “god-given” potential
 Children are raised in a rich tradition of values and morals based on the examples of the
Prophets and the teachings of the Qur’an
 There is a code of conduct that Muslims practice – modesty in manners and dress.
Muslim women believe that wearing a headscarf is an act of worship
 Diet – Muslims do not eat pork nor drink alcohol. Many Muslims observe eating halal
(meat slaughtered according to Islamic rites) or kosher
 Behavior influence and religiosity – national origin, ethnic background, economic status,
culture, education, language, and upbringing are important factors to consider in the
diversity of Muslim families
Family Life:
 Marriage in Islam is regarded as a highly religious sacred covenant – it combines the
aspects of worship and social relations, it allows for the beginning of a family (Esposito,
1999)
 Patriarchal family structure – father is the “breadwinner”, and deals with the affairs
outside of the house. Mother is the primary caregiver, moral guide, educator, and sets
the foundation for the family. As the child grows older, father takes on responsibility
 Parenting style – attachment and child-bonding
 Discipline – depends on geographical area and upbringing. For the most part, Muslim
parents are “high in demand, high in control, high in warmth” (Sharifzadeh, 1992)
 Extended family is a big part of a child’s upbringing
 Education – intellectual development and schooling is a priority
Sources:
Esposito, J. (1999). Women in Muslim Family Law. Syracuse University Press: Syracuse, New
York
Sharifzadeh, V. (1992). Families with Middle Eastern Roots.
Gender Equity in Islam:
The issue of gender equity has four headings:
 The spiritual aspect – men and women are created with the same human spiritual
nature, have inherent dignity, are trustees of God on Earth, and have the same religious
and moral duties and responsibilities
 The economic aspect – men and women have equal right to their own personal
possession of property, Muslim women retain their maiden name after marriage,
financial security is assured for women at all times, and women’s right to seek
employment
 The social aspect – Muslim parents are obligated to educate their children - it is not only
a right but a responsibility for males and females. Marriage in Islam is based on mutual
peace, love and compassion. Under no circumstance does the Qur’an allow violence or
abuse
 The legal and political aspect – both genders are entitled to equality before the law and
in the courts of law, women are not precluded from leadership positions, men and
women work together in participation and collaboration to find practical solutions to
contemporary issues and problems
Source: Badawi, J. (1995). Gender Equity In Islam. American Trust Publications: Plainfield, IN.
Social Orientation:
 Group welfare, public consciousness
 Respect for older family members. Hierarchy, defined roles, status (birthright,
inheritance, age, gender) determines behavior and etiquette
 When there is disagreement, Muslims usually seek cooperation and reconciliation
 Values interdependence with extended families
 Recreation and entertainment are done with family and their ethnic communities
Source: Sharifzadeh, V. (1992). Families with Middle Eastern Roots.
Cultural Courtesies and Customs:
 Physical contact is not customary, especially of the opposite gender
 Sustained eye contact between people of the opposite gender or ages is seen as
disrespectful
 When visiting a Muslim home, remove shoes
 The right hand is preferred when greeting, eating, and drinking
 Direct questions may be seen as impolite or aggressive
 Observe non-verbal and other behaviors instead of relying on verbal responses
Islamphobia:
 The struggle is REAL for Muslim families
 Mosques are actually a voice of moderation. Radicalization happens through the
dangers of the internet, social media
 Terrorism is an act, not a face! The majority of Muslims ARE NOT “terrorists”
 Muslims need to be given the same presumption of innocence, as given to others
 Hate speech and violence hurts us all, it weakens us as a community, nation and globally
Implications for Practice in the Classroom:
 Observe children’s non-verbal and other behaviors instead of relying on verbal
responses
 Incorporate classroom activities that build cooperation and community
 Send an activity home for parents to work on with their child fosters parent involvement
and meets the expectations for homework
 Portfolios and journals
 Be sensitive to parenting practices
 Parent-education is key! (Josh, 2005)
Source: Josh, A. (2005). Facilitating Meaningful Home-School Relations. Young Children.