What does this research mean for the field?

British Muslim undergraduates in the UK experience belonging in higher education as a dynamic and contingent process influenced by institutional arrangements and social contexts. Novelty: ClaimNovelty.NOVEL_FINDING. Consensus alignment: ConsensusAlignment.CHALLENGES_CONSENSUS.

What question did this study set out to answer?

The study aims to explore how British Muslim students experience and negotiate a sense of belonging in higher education.

March 13, 2026Studies in Higher Education

Navigating sacred and secular: the dynamic evolution of Muslim students’ sense of belonging in UK higher education

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Authors

HFHanan Fara

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Overview

This qualitative study examines how British Muslim undergraduates navigate belonging, highlighting implications for inclusion in education.

Key Points

The study aims to explore how British Muslim students experience and negotiate a sense of belonging in higher education.
Conducted qualitative interviews with 30 British Muslim undergraduates
Focused on two universities in the West Midlands region
Utilized reflexive thematic analysis to develop the Muslim Identity Intersectional Matrix
Identified three configurations of belonging: disruption, strategic adaptation, and confident integration
Students responded to exclusion through self-presentation and tactical placemaking
Belonging was influenced by faith provision, staff religious literacy, and policy climates

Cite This Study

Hanan Fara (2026) studied this question.

synapsesocial.com/papers/69b3aaa802a1e69014ccb686 https://doi.org/10.1080/03075079.2026.2641136

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March 13, 2026Studies in Higher Education

Navigating sacred and secular: the dynamic evolution of Muslim students’ sense of belonging in UK higher education

View Full Paper

Ask AI

Bookmark

Authors

HFHanan Fara

Discussion

Member takes

Overview

This qualitative study examines how British Muslim undergraduates navigate belonging, highlighting implications for inclusion in education.

Key Points

The study aims to explore how British Muslim students experience and negotiate a sense of belonging in higher education.
Conducted qualitative interviews with 30 British Muslim undergraduates
Focused on two universities in the West Midlands region
Utilized reflexive thematic analysis to develop the Muslim Identity Intersectional Matrix
Identified three configurations of belonging: disruption, strategic adaptation, and confident integration
Students responded to exclusion through self-presentation and tactical placemaking
Belonging was influenced by faith provision, staff religious literacy, and policy climates

Cite This Study

Hanan Fara (2026) studied this question.

synapsesocial.com/papers/69b3aaa802a1e69014ccb686 https://doi.org/10.1080/03075079.2026.2641136

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