One of the main ways in which parents/guardians can instill confidence in their student is by supporting school initiatives. Parents/guardians can participate through advocacy, fundraisers, and volunteering. In addition, they can attend school sponsored events aimed at respecting and promoting diverse ethnic identities. By becoming oriented with the school’s goals and organization, parents/guardians can implement the same institutional atmosphere of respect of diversity in the home.
The white hat represents objective thinking and utilizes facts and data. The red hat represents intuition, emotional thinking, and “gut” feelings. The black hat represents cautious thinking in which risks are evaluated and defensive insights are utilized. When using the black
hat, an individual tries to decipher what may not work and spot potential flaws or risks of a decision. The yellow hat can be seen as the opposite of the black hat. The yellow hat represents positive and optimistic thinking in which an individual explores benefits of a decision. The green hat allows for one to think creatively and generate alternate and innovative solutions. The blue hat is used by the individual facilitating the meeting. The blue hat represents metacognition, or thinking about thinking, and creates a structure for using the other hats. The blue hat enables an individual to regulate the thinking that is necessary about a subject, and can be used at the beginning of a meeting to set an agenda or at the end of a meeting to summarize decisions (Walker & Tyler-Mackey, 2012).
Educators can utilize this decision making strategy in the classroom or department meetings. Administrators can use de Bono’s Six Thinking Hats in meetings with fellow administrators, staff, or parents. De Bono’s Six Thinking Hats is an effective decision making strategy that increases creativity and productivity and allows for parallel thinking, while permitting the opportunity for decision makers to evaluate situations from different points of views. Through using the Six Thinking Hats, Islamic schools can ensure they are effectively evaluating all possible solutions to address the issue of a lack of confidence students might possess in their religious identity.
“Education is...a golden door of opportunity that enables people to transcend social, physical, economic, or cultural barriers to pursue their dreams. Increasingly diverse classrooms provide a venue for children to learn to embrace cultural differences and eliminate the barriers of racism...and prejudice” (Moore & Hansen, 2012, p. 26). Muslim youth need support to build
their confidence which will enhance life-long learning and creativity. Teachers, administrators, and parents/guardians should instill students with diverse values, crucial skills, and critical information about the unique cultural and religious beliefs and traditions to ensure they are ready for their postsecondary education and the job market. It is essential that administrators implement effective leadership and ensure that educators receive professional preparation and support, and that families are engaged in school decision making. In a time where misconceptions and a lack of understanding of diversity exist, minority students and young Muslim students need to develop confidence and positive self-esteem in order to promote inclusion and ethnic and cultural appreciation throughout their postsecondary education and in the workforce.
Center for Interreligious Understanding. (2001). The seven principles for inclusive education
Moore, K.D., & Hansen, J. (2012). Setting the stage for successful learning. In Effective
Moll, L.C. (1994). Literacy research in community and classrooms: A sociocultural approach. In Theoretical models and processes of reading. International Reading Association, 4,
Moll, L.C. (2001). The diversity of schooling: A cultural-historical approach. Teachers College Press, 13-28.
Saluja, G., Early, D.M., & Clifford, R.M. (2002). Demographic characteristics of early childhood teachers and structural elements of early care and education in the United States. Early Childhood Research & Practice, 4 (1).