Normally, prejudice is a threat to the safety and wellbeing of the victims in the sense that the student s are unable to concentrate on their studies. Indeed prejudice comes in various from including but not limited to realistic threats, stereotypes, and symbolic threats. This means that the Muslim international students, most of who come from the Middle East, find it unbearable in the US education institutions (Alibeli, 2013). While the United States has expanded her democratic space as to accept and tolerate diversity in her education sector, Prejudice is still her biggest nightmare particularly against the Muslim students who constantly suffer realistic threats, stereotypes, and symbolic threats hence affecting their education.
Certainly, prejudice is one of the biggest nightmares that a Muslim student studying in America can go through. This occurs virtually at all levels of education ranging from high school to the universities where non-Muslim students normally mock and ridicule, and sometimes they even bully the Muslim students (Alibeli, 2013). In real sense, prejudice comes in different forms depending on a number of factors. These may include the level of diversity within the academic institution, the perception of Muslims in the state or immediate environment, and the level of the learning institution (Ecklund, 2012). In essence, the Muslims students face stereotype in the sense that the west more so the American community largely believe that all Muslims are associated with terrorism and this makes them repulsive. While this may not be the exact truth, the Muslim students face the drama anyway to the extent that some of them are referred to as Osama Bin Laden (TanenBaum, 2011).
Another disgusting element when it comes to the prejudice against the Muslim student in the United States is the fact that most Americans disregard Islam as a foreign religion that ought not to exist in America (Ecklund, 2012). In this respect, the American