I am afflicted with the evil eye!” How Islamic cultural beliefs influence college students’ perceptions of their academic experience

Bibliographic Data

ID13017408
AuthorsAlanoud Alrashidi (0000-0003-4886-4046, Kuwait University, corresponding author), Sara Alnufaishan (0000-0003-2143-509X, Kuwait University)
Year2024
Volume18
Issue4
Pages523-539
Publication date2024-08-11
Open AccessYes
TypeARTICLE
VenueJournal for Multicultural Education (JOURNAL)
Journal identifiersISSN: 2053-535X • E-ISSN: 2053-5368
PublisherEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/jme-05-2024-0054
OpenAlexW4401498536
LanguageEN
References cited26

Purpose Islamic culture believes the evil eye can cause distress, mental illness, physical illness and even death through envious glances. However, the gap was highlighted about the influence of college students’ religious beliefs, particularly those of the evil eyes, on their academic failures. Based on this notion, this study aims to explore how evil eye beliefs affect students’ academic experiences with failures in a culturally diverse educational environment. Design/methodology/approach This study included 18 female Sunni-Muslim students from Kuwait University by using Heidegger’s phenomenological framework. The study conducted 18 face-to-face interviews over four weeks and analyzed the data using NVivo 14 with thematic analysis and phenomenological assumptions. Findings This in-depth study shows how the pervasive belief in the evil eye in academic settings challenges students. The study found how this cultural belief affects students’ mental health, academic performance and social interactions. The study also explored cultural sensitivity’s wider implications, how educational institutions face the psychological stress this belief causes, cultural effects on academic failure and student coping mechanisms. Research limitations/implications Because the study was qualitative and exploratory, the findings provide depth rather than breadth of understanding about students’ evil eye perceptions. The study does not consider the possibility that “evil eye” beliefs might be psychological delusions, complicating cultural beliefs and mental health symptoms. This oversight makes it challenging to select participants who have genuinely experienced evil eye effects. Teachers interviewed students who might withhold private information or alter their responses due to power dynamics or a desire to appear positive. This setting might bias data, reducing its authenticity and depth. Practical implications The study suggests that academic institutions should address cultural beliefs to support students’ education and academic performance rather than promoting hate, evil eye and oppression. Originality/value This study highlights the need for academic environments to address and mitigate the evil eye belief’s unique challenges, creating a more inclusive and supportive learning environment for all students

Islam · Perception · Theology · Education and Islamic Studies · Philosophy · Psychology · Religion, Spirituality, and Psychology · Social Psychology · Terrorism, Counterterrorism, and Political Violence

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