The role of mosque education in the integration of Turkish–Dutch youth: perspectives of Muslim parents, imams, mosque teachers and key stakeholders

Figures & data

Table 1. Demographic characteristics of the interviewees.

	Imams (N = 10)	Mosque teachers (N = 9)	Chairs &board members of Islamic organizations (N = 15)	Parents (N = 28)	Academic experts (N = 4)	Policymakers & advisors (N = 5)	Journalists (N = 2)	Educators (N = 2)
Age range	27–53	19–49	25–63	32–52	43–62	32–62	30–34	30–44
Gender	10 Men	7 Women, 2 men	4 Women, 11 men	25 Women, 3 men	1 Woman, 3 men	1 Woman, 4 men	2 Men	2 Women
Education level	10 University	4 University, 1 HBO, 2 MBO, 3 Imam-hatip	9 University, 1 HBO, 5 secondary school	2 University, 1 HBO, 5 MBO, 1 LBO, 3 Imam-hatip, 4 secondary school, 12 primary school	4 University	3 University, 2 HBO	2 University	2 University
Nationality	7 NL&TR, 3 TR	7 NL&TR, 3 TR	10 NL&TR, 1 NL&MOR, 3 TR, 1 NL	17 NL&TR, 10 TR, 1 NL	4 NL	3 NL&TR, 1 NL&MOR, 1 NL	2 NL	2 NL
Years of residence (range)	2–42	2–27	2–43	12–38	43–62	32–55	30–34	30–44

Abbreviations: NL: Dutch; TR: Turkish; MOR: Moroccan; HBO: University of Applied Sciences; MBO: Vocational secondary school; LBO: Lower vocational education; Imam-hatip: Islamic vocational secondary school.