Abstract

This study examines the educational experiences and outcomes of Muslims of Indian origin within the context of schooling systems. It explores how cultural socio-economic and religious factors influence the educational trajectories of these students. The research employs both qualitative and quantitative methods to analyze the impact of community values family expectations and institutional support on academic achievement and school engagement. Findings indicate that while there are unique challenges faced by Muslims of Indian origin including cultural stereotyping and socio-economic barriers there are also significant strengths such as strong familial support and community networks. The study highlights the need for tailored educational policies and practices that address these specific needs and promote equity and inclusion within the schooling system. By providing a comprehensive overview of the interplay between identity and education the research aims to contribute to a more nuance