This study investigates the relationship between Arabic names and academic selection at UIN Maulana Malik Ibrahim Malang, focusing on the influence of cultural and religious identity, familial expectations, and gender norms on students' academic choices. The primary objective is to examine how Arabic names serve as markers of identity, guiding students toward specific academic paths, particularly in Islamic studies programs. A quantitative research design was employed, utilizing student enrollment records and name categorization to assess the prevalence of Arabic names across various faculties and programs. The study also explores the impact of gender and family background on students' academic decisions, with particular attention to how cultural and religious expectations influence their choices. The findings reveal that students with Arabic names are more likely to pursue programs related to Islamic studies, such as Islamic education and Arabic language, with a notable trend among female students, who, influenced by societal expectations, tend to gravitate toward these fields. Family background, especially cultural and religious values, significantly steers students toward Islamic studies programs, while gendered expectations influence male students to enroll in secular disciplines, such as business and engineering. This research contributes to a deeper understanding of how names, as markers of cultural and religious identity, shape academic choices. It emphasizes the crucial role of Islamic universities in fostering environments that balance religious identity with academic diversity. The study also suggests the need for policies that support students in pursuing educational paths that align with both personal and cultural identities, promoting inclusivity within academic institutions.
Ubaid et al. (Fri,) studied this question.