Navigating Identity and Education: A Qualitative Study of the Experiences of Muslim Learners in Philippine Public Junior High School

Abstract

This study explored the lived experiences of Muslim learners in a public junior high school in Tanauan City, Philippines. The research examined how Muslim students navigated their cultural identity, social interactions, and learning experiences within a predominantly non-Muslim school environment. Despite increasing attention to multicultural education, limited research had examined the everyday experiences of Muslim learners in Philippine public schools, particularly outside predominantly Muslim regions. Understanding these experiences was important in a country shaped by a long history of conflict, peace-building initiatives, and ongoing efforts toward social cohesion and inclusive development.

A qualitative research design was employed to capture the participants’ lived experiences. Data were gathered through face-to-face semi-structured interviews were conducted with six Muslim students enrolled at Tanauan City Integrated High School during the 2022–2023 academic year. The data were analyzed through thematic analysis to identify patterns and meanings in the participants’ narratives.
The analysis generated six major themes: cultural practices, social interactions, encountered challenges, adjustment strategies, teachers’ classroom management styles, and school climate. The findings revealed that Muslim culture strongly shaped the learners’ values and daily practices. At the same time, the students experienced cultural misunderstandings, language barriers, and the need to adapt to unfamiliar school norms. Despite these challenges, the learners demonstrated resilience and maintained their cultural identity while interacting with non-Muslim peers and teachers. Their experiences reflected the principles of the Salad Bowl Theory, which emphasized the coexistence of diverse cultural identities within a multicultural society.
This study contributed to the growing literature on multicultural education in the Philippine context by highlighting how minority students negotiated identity, belonging, and adaptation in mainstream school settings. The findings also underscored the role of inclusive educational practices in promoting intercultural understanding, peace, and social harmony. The study recommended peer language tutoring, teacher orientation on cultural sensitivity, and institutional support programs to better address the needs of Muslim learners.