| Summary: | The main purpose for this dissertation is to examine the experiences and perceptions of Muslim woman
teachers and leaders in British state schools. To achieve this, the researcher examined the types of
challenges and barriers these teachers experienced and how they coped with often being the only
Muslim BME woman in a predominantly white team. Using a qualitative research method, the
researcher conducted semi-structured interviews with six teachers and leaders, from different London
state schools and boroughs, who consider themselves to be Muslims and declared themselves ethnically
as Kenyan (1); Somali (1); Pakistani (3); and Turkish (1).
The results show that on account of the intersecting facets of her identity Muslim women are
simultaneously oppressed in the midst of being awarded opportunities. Due to the interplay of these
intersections as well as stereotypical assumptions which impacts attitudes towards Muslim women, she
encounters the Muslim penalty, institutional racism and Islamophobia simply on the grounds of being
visibly different.
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