Growing up female and Muslim in the UK: an empirical enquiry into the distinctive religious and social values of young Muslims

Figures & data

Table 1. Religious identity.

	None %	Musl %	χ ^2	p<
My religious identity is important to me	7	84	833.2	.001
My father’s religious identity is important to him	9	81	639.1	.001
My mother’s religious identity is important to her	12	92	658.1	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 2. Religious importance.

	None %	Musl %	χ ^2	p<
Most of my friends think religion is important	11	54	229.9	.001
My parents think religion is important	9	91	812.9	.001
My grandparents think religion is important	26	87	266.8	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 3. Religious self-assessment.

	None %	Musl %	χ ^2	p<
I am a religious person	3	71	864.7	.001
I am a spiritual person	17	26	8.6	.01
My life has been shaped by my religious faith	6	69	628.1	.001
When making important decisions in my life, my religion plays a major role	6	70	668.7	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 4. Religious conversation.

	None %	Musl %	χ ^2	p<
I often talk about religion with my mother	14	66	295.0	.001
I often talk about religion with my father	14	49	135.0	.001
I often talk about religion with my grandparents	12	43	124.0	.001
I often talk about religion with my friends	15	44	94.9	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 5. Religious influence.

	None %	Musl %	χ ^2	p<
My mother has influenced my views about religion	27	71	141.0	.001
My father has influenced my views about religion	25	67	133.4	.001
My friends have influenced my views about religion	16	36	40.0	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 6. Studying religion at school.

	None %	Musl %	χ ^2	p<
Studying religion at school has shaped my views about religion	54	68	12.0	.001
Studying religion at school has helped me understand people from other religions	77	90	13.4	.001
Studying religion at school has helped me understand people from different racial backgrounds	72	81	6.4	.05
Learning about different religions in school is interesting	43	78	82.8	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 7. Religious beliefs.

	None %	Musl %	χ ^2	p<
I believe in God	13	89	590.7	.001
I believe in heaven	33	94	256.5	.001
I believe in hell	25	89	311.3	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 8. God images.

	None %	Musl %	χ ^2	p<
I think of God as strict	9	48	213.4	.001
I think of God as loving	13	86	591.5	.001
I think of God as disapproving	6	22	55.3	.001
I think of God as forgiving	15	86	499.7	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 9 Personal well-being.

	None %	Musl %	χ ^2	p<
I feel my life has a sense of purpose	42	75	71.5	.001
I find life really worth living	62	69	2.9	NS
I often feel depressed	33	26	3.8	.05
I have sometimes considered taking my own life	20	22	0.5	NS

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 10. Social well-being.

	None %	Musl %	χ ^2	p<
I am bullied because of my religion	2	27	219.5	.001
I am bullied because of my race or colour	4	23	121.3	.001
I am bullied because of my language	3	7	7.3	.01
I am bullied because my family comes from another country	4	16	48.5	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 11. Attitudes towards religions plurality.

	None %	Musl %	χ ^2	p<
We must respect all religions	71	94	44.3	.001
All religious groups in Britain should have equal rights	67	90	38.8	.001
Religion brings more conflict than peace	46	38	4.7	.05
Religious people are often intolerant of others	28	23	1.9	NS

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 12. Living with religious plurality.

	None %	Musl %	χ ^2	p<
Where I live, people who come from different countries get on well together	51	71	24.2	.001
Where I live, people from different religious backgrounds get on well together	47	71	36.1	.001
Where I live, people respect religious differences	42	61	22.5	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 13. Living with cultural diversity.

	None %	Musl %	χ ^2	p<
Having people from different religious backgrounds makes my school/college an interesting place	52	82	57.4	.001
People who come from different countries make my school/college an interesting place	46	75	54.0	.001
People from different religious backgrounds make where I live an interesting place.	38	67	59.5	.001
People who come from different countries make where I live an interesting place	42	69	47.9	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.

Table 14. Living with religious differences.

	None %	Musl %	χ ^2 %	p< %
Christians should be allowed to wear crosses in school	62	80	21.5	.001
Hindus should be allowed to wear the Bindi in school	60	81	28.3	.001
Jews should be allowed to wear the Kippah/Yamulke in school	57	76	24.0	.001
Muslims should be allowed to wear the headscarf in school	62	91	59.6	.001
Sikhs should be allowed to wear the Turban in school	60	86	48.0	.001

Note:

None = religiously unaffiliated female students; Musl = Muslim female students.