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Andri Putra Kesmawan
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Perumahan Sidorejo, Jl. Sidorejo Gg. Sadewa No.D3, Sonopakis Kidul, Ngestiharjo, Kapanewon Kasihan, Kabupaten Bantul, Daerah Istimewa Yogyakarta 55184
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INDONESIA
Journal of Islamic Psychology
Published by Indonesian Journal Publisher
ISSN : -     EISSN : 3063654X     DOI : https://doi.org/10.47134/islamicpsychology
Core Subject : Religion, Humanities, Social,
Religion Humanities Social Sciences
Scope and Focus: The journal welcomes original research articles, reviews, case studies, and theoretical papers that address various aspects of psychology from an Islamic perspective. Topics of interest include, but are not limited to: Psychological well-being and mental health in Muslim communities Islamic perspectives on psychotherapy and counseling The role of faith and spirituality in psychological resilience Cross-cultural psychology and the Muslim experience Islamic approaches to family and community psychology Comparative studies on Islamic and Western psychological practices
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 1 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2025): November" : 1 Documents clear
Education, Gender, and Identity: A Scoping Review of Young Muslim Experiences in Multicultural Contexts Perdana, Maulana
Journal of Islamic Psychology Vol. 2 No. 2 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/islamicpsychology.v2i2.229

Abstract

This scoping review synthesizes multidisciplinary evidence on young Muslims' experiences across schools, universities, and nonformal learning contexts, focusing on the intersection of education, gender, and identity. Guided by Arksey and O’Malley’s framework and reported in line with PRISMA-ScR, the review canvassed Scopus, Web of Science, ERIC, PsycINFO, PubMed, and gray literature (2000–2024). Included studies, spanning qualitative, quantitative, and mixed-methods designs, involved participants aged 12–25 in Muslim-majority and Muslim-minority settings. Data were organized in a charting matrix and examined through descriptive and thematic analyses. Results highlight fluid and hybrid identities, a strong link between belonging and mental health/academic performance, and the tangible effects of Islamophobia, discrimination, and microaggressions. Gendered dynamics are salient—from heightened visibility for hijab-wearing women to securitized masculinity stereotypes for young men. Additional drivers include intersectional positioning, family/community influence, multiperspectival curricula, culturally responsive teaching, religious accommodations, and the digital ecosystem. Promising practices encompass anti-bias professional development, pluralistic curriculum design, confidential reporting systems, pragmatic accommodations, mentoring, and collaborative co-curricular programs. The review underscores the need to recalibrate identity models around hybridity, safety, and intersectionality; reinforce anti-discrimination governance; build educator capacity; strengthen family–community partnerships; and adopt data-driven monitoring. Future work should emphasize longitudinal and experimental studies, cross-cultural validation, participatory approaches, and context-sensitive digital literacy initiatives, noting the literature's skew toward the Global North.

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