Khadija Khaja
- Ph.D., MSW
- Associate Professor
-
IU Indianapolis IU Online
Contact
-
(317) 278-8609
- kkhaja@iu.edu
About
Dr. Khaja was born in Africa, but earned her B.A., B.S.W., and M.S.W. degrees in Canada. Dr. Khaja's research interests are around building inclusive teaching and learning climates, international social work practice, Islamophobia, Muslim social work needs, bullying of Muslims, civil discourse in higher education, the practice of female circumcision, addressing the growth of white nationalist movements and effective teaching/learning in online communities. Dr. Khaja earned her Ph.D. from the University of Utah. Her primary teaching load is teaching web-based graduate courses at the Indiana University School of Social Work (IUSSW) in the MSW Direct program, the school’s online master’s degree program. She was a key principal participant in that program’s initial design of its first courses and has also been involved with its curriculum content enhancements/design. Dr. Khaja also teaches in the BSW program. She has taught about 15 different courses in the BSW and MSW program in face-to-face and online formats. Dr. Khaja co-edited a book with social work international social work leaders from Asia on global social work practice that addressed Spirituality Culture and Development: Implications for Social Work Practice. The book addresses effective social work practice dealing with global hunger and poverty, empowerment of women, domestic violence, health issues, disabilities, disaster management, civil conflicts, and universal education etc. Dr. Khaja has served on the Global Commission of Social Work Educators, External Relations Council which works to make social work education accessible and inclusive on a global level. Dr. Khaja has given numerous invited presentations at universities in Australia, Canada, and the United States on how to develop social work courses that deal with global issues that inform social work practice. Dr. Khaja was the lead that organized a conference in Indiana that addressed Global Interfaith Peace Building. She was also co-editor of a special issue of the Advances in Social Work Journal that focused on Global Problems and Local Solutions. Dr. Khaja was also part of a working group that shared a briefing paper on Global and Domestic Catastrophes and Community Resiliency that was shared at the White House. Dr. Khaja been the recipient of numerous prestigious awards such as: Chancellors Multicultural Teaching Award, Dr. Joseph Taylor Diversity Award, Trustee Teaching Awards, Outstanding Woman Faculty Leadership Award, etc. Dr. Khaja was also a fellow to the Chief Executive Officer, and Executive Vice Chancellor at IUI on the topic of civil discourse.
Education
PhD
Emphasis/Major:2004 - University of Utah
MSW
Emphasis/Major:1992 - Sir Wilfred Laurier University
BSW
Emphasis/Major:1991 - York University
BA
Emphasis/Major: Sociology1988 - York University
Research Interests
Research interests include Muslim social work practice, international social work, effective online teaching and learning environments, inclusive teaching and learning environments, women's rights, human rights, and multicultural research and cultural competency.
Teaching Interests
Current courses of interest include diversity, human behavior in the environment, research, and global social work practice. Dr. Khaja has taught over 15 different types of courses in both face-to-face and online formats since being hired by IUSSW in 2002.
Awards and Honors
2019 - Indiana University Trustee Teaching Award
2016 - Espirit Doctoral Award - Chair of Dissertation
2016 - Espirit Doctoral Award - Supervise RA
2012 - Chancellors Excellence in Multicultural Teaching Award
2012 - Faculty Fellow on Civil Discourse
2011 - Indiana University Trustee Teaching Award
2010 - Dr. Joseph Taylor Excellence in Diversity Award
2009 - Translating Research Into Practice Scholar
2008 - Outstanding Woman Faculty Leader Award- Phi Alpha Honor Society
2007 - Phi Alpha Honor Society
Publications
-
Wolfe-Taylor, S. N., Khaja, K., & Deck, C. K. (2023). Bridging Education and Practice with e-OSCE Simulations.
Advances in technology, expanding distance education course offerings, and the COVID-19 pandemic disrupted traditional teaching styles, and strategies for meeting the needs of the students and social service agencies in their implementation of training for social work practice (Wolfe-Taylor, Khaja, Wilkerson, & Deck, 2022). This has led to an increased emphasis by social work educators to explore and share the outcomes of simulation-based learning opportunities to prepare students for the field. Prior to the pandemic, Dodd, Heslop, and Meredith (2018) discussed the need for interactive, engaging, and immersive simulations, facilitated by modern technology to bridge the gap between knowledge and skills in social work education. However, post-pandemic, minimal research exists on social work students’ perspectives and experiences participating in online simulation-based learning opportunities.
Online electronic objective, structured clinical examination (e-OSCE) is one form of online simulation-based learning, and this chapter will share findings from a qualitative case study that was conducted with online MSW students’ experiences and perspectives on completing and participating in an online e-OSCE. -
Khaja, K., Felix, A., & Price, J. (2022). White Nationalism.
White nationalism ideology is a growing phenomenon globally and in the United States. Its supporters believe and advocate for the complete removal of all minority groups and creating a pure white ethno-state. Affirmative action programs, Black Lives Matter movements, including the removal of confederate icons, diverse religions and ethnic-cultural communities are viewed negatively, and perceived as threats to replace white culture. This ideology is growing across rural areas, large cities, and suburbs in the United States. This chapter will discuss white nationalism’s historical underpinnings, the far-right influence, causes and consequences of growth in the movement, hate groups, radicalization efforts, trends, and social work implications to address this oppressive, and repressive hate movement.
Keywords: white nationalism, white supremacy, far-right, hate groups, alt-right -
Khaja, K., & Lee, J. (2022). Social Work Practice with Asians and Pacific Islanders.
Asians and Pacific Islanders in the United States are a heterogenous group comprising of diverse ethnic groups, countries of origin, national identities, political histories, and vast religion-cultural traditions. Asians and Pacific Islanders originate from more than 26 different countries, and it is estimated that over 24 million reside in the United States. This chapter provides an overview of social work considerations with East Asians, South Asians, South-East Asians, and Pacific Islanders, and discusses demographic trends, cultural values, social determinants of health, social service needs, cultural adaptation of services, and recommendations for social work practice.
Keywords: Pacific Islanders, Asians, social service delivery, social work practice, cultural
adaption -
Khaja, K., & Alhajri, W. (2022). Islamophobia.
The Pew Research Center, the Council of Islamic Relations, many other organizations, and individual researchers have found Muslims experiences of stigma and discrimination increased dramatically after 9/11, after the invasion of Iraq, with the growth of ISIS, and significantly during our recent past election seasons. Heated rhetoric used by some politicians against Muslims is increasingly growing with many more hate groups also targeting Muslims. This piece addresses some of the things that Muslims are facing in the United States due to growing islamophobia and provides recommendations for social workers on how to build cultural awareness to assist Muslims facing racism and discrimination due to their faith.
Keywords: islamophobia, Muslims, 9/11, religious discrimination -
Nurwijayanti, L., Onica, S., Erdiani, N., & Khaja, K. (2022). Student’s Emotional Experience and Social Interaction Using Zoom Platform for Online Learning During COVID-19 Pandemic . Dulab: Majalah Ilmiah Laboratorium Pendidikan-International, 55-66.
Abstract The Covid-19 pandemic has affected the learning and teaching process at universities around the world. To address this crisis, many universities are switching from face to-face learning to distance learning. They replaced face-to-face (FTF) instruction with classes taught by means of online platforms, so that teachers and students could remain academically productive even when not meeting in person. The sudden and rapid adaptation during the Covid-19 pandemic has created very significant transformations and challenges for the world of higher education globally. This study analyzes self-reported experiences of students using the Zoom platform for online learning in English as a Foreign Language (EFL) classrooms during the pandemic, and it assesses the extent to which the Zoom platform satisfied students’ expectations. Data was collected from seventeen students majoring in English Education at a higher education institution during the fourth semester of the 2019/2020 academic year. The instrument is questionnaires. Qualitative data were obtained by means of a questionnaire and an essay of students’ reflections. Data analysis was conducted by examining five aspects of responses based on indicators from the appraisal: intrinsic pleasure, novelty, the significance of goals/needs, coping potential, and norms/self-conformance. The study revealed that students found many benefits but encountered difficulties or barriers in using the Zoom platform for online learning during Covid19.
Keywords: Emotional Experiences, Zoom Platform, Online Learning, Covid-19 -
Khaja, S. (2022). The future of online social work education: Developing, implementing and assessing e-Simulations . Advances in Social Work , 287-302.
Abstract: Advances in technology, an increase in non-traditional students, a new generation of e-learners, the COVID-19 pandemic’s impact on education and practice, and the emergence of greater practitioner and client adoption of telebehavioral health present opportunities and challenges for curricular innovation in schools of social work. e-Simulations are reliable, valid, authentic high impact practices that address these challenges and prepare students for a future where social workers are called upon to adopt telebehavioral practice. Although there is literature on the development, implementation, and assessment of simulation-based learning in social work education, much of the literature explores the use of simulations in face-to-face social work education. Provided is a guide for educators and administrators on developing, implementing, and assessing online simulations (e-simulations) in social work education.Keywords: e-Simulations, high impact practices, social work education, telebehavioral health training.
Keywords: e-Simulations, high impact practices, social work education, telebehavioral health training -
Zulkipli, L., Adamek, M., & Khaja, K. (2020). Philanthropic Zakat for the Disadvantaged . Asian Social Work and Policy Review . Published. https://doi.org/https://doi.org/10.1111/aswp.12204
Rumah Zakat, a charitable institution, is a proactive provider of charity, enabling sustainable progress in the lives of needy recipients. This study focused on three forms of philanthropic zakat assistance: economic empowerment, health care, and tuition‐free education. There were 21 participants—seven from each respective cluster. Interviewers were employed to elicit participants’ perspectives. Major findings showed economic empowerment recipients were the poor affected by the earthquake and the monetary crisis. Zakat helped them re‐open their businesses. As they grew, most felt satisfied and employed jobless individuals. Recipients of health care with elementary education had a five‐year grant of free health care and health education. Although the service lowered their expenses, some needed extra help with food. Participants benefitting from either program reported positive impacts on their income, health, and social lives. Most participants in the tuition‐free education were satisfied with their children’s schooling, the extracurricular options, and the chances for parental involvement in the social engagement. Some stated the charitable schools emphasized moral education over science; thus, they were concerned about sufficient preparation for future competitive educational levels. Recipients would benefit from the charities if three programs were altogether offered. This study suggests the integrative community development programs should be reviewed for better services.
-
Boys, S., Walsh, J. S., & Khaja, K. (2018). Teaching Trump: Student Recommendations to Ensure Safe Discussions in a Time of Polarized Political Debate . Journal of Teaching in Social Work, 38(4), 347-362.
This article includes findings from a mixed method survey at a large, public midwestern university following the election of Donald J. Trump as the president of the United States. It examines student perceptions about effective engagement in political discourse within social work classes. Survey questions urged students to suggest how instructors might facilitate this dialogue fairly in the classroom given the passionate emotions and differing viewpoints surrounding the election, while acknowledging and educating about values espoused by the profession. Findings from this study illustrate the challenges that students face in having these conversations and outline their recommendations to social work educators for facilitating safe, sensitive, and inclusive classroom discussion about politics. Keywords: teaching policy, polarizing discussion topics, inclusive classrooms
-
Khadija, K., & Jaggers, J. (2018). Immigrants and Incarceration (p. 30). Oxford University Press.
In the last twenty years, the immigrant population has increased by “70 percent to about 43 million” making up about “13 percent of the population” with “one in every four Americans” being “either an immigrant or the child of one” with estimates that “one million immigrants have come legally to the United States each year” since 2000 (Preston, 2016, p.1). The Pew Research Center (2008) illustrated that by 2050 one in five Americans (19%) will be foreign born, non-Hispanic Whites who comprised 67 percent of the population in 2005 will now be 47 percent, Hispanics will rise from 14 percent of the population in 2005 to 29 percent, Blacks will represent around 13 percent, and Asians, who were 5 percent of the population in 2005 will be at 9 percent. By 2050, 54 percent of the American population will be minorities. With this changing cultural landscape has come some contentious political divides. For example, recently the United States presidential election of 2016 brought to the forefront a growing public perception that immigrants take jobs away from Americans by lowering wages because they work for less, and if they are undocumented or from certain geographic regions, they are more prone to violence. In 2016, during the presidential election one candidate when speaking about illegal immigrants said they “compete directly against vulnerable American workers” and that he would “boost wages and ensure jobs were offered to American workers first” (Preston, 2016, p.1). However, a 2016 report by the National Academies of Sciences, Engineering and Medicine that conducted research from 14 leading economists, demographers and various other scholars did not support the stereotype that illegal immigrants are taking away jobs (Blau & Mackie, 2016). Numerous researchers have found that the “most commonly invoked explanation for why native populations express negative views towards newcomers” is the fear that “immigrants threaten the social position and control over valued resources of the native born” (Timberlake & Williams, 2012, p. 870). Negative societal perceptions of immigrants have generally occurred in areas with “high visibility due to dense settlement in major cities, distinctly different patterns of dress or religious-cultural customs, or darker skin” (Timberlake & Williams, 2012, p.868). Anti-immigrant public opinion has also been affected by whether immigrants are unauthorized to work, also referred to generally as undocumented or illegal workers (Timberlake & Williams, 2012). All these factors have led to increasing antagonism directed towards immigrants living in the United States. In addition, the global wide spread terrorist acts committed by ISIS followers who have often video-taped their gruesome and horrific acts has led to growing fear, and anxiety about immigrants coming especially from Islamic geographical regions. The reality is that many studies have shown that immigrants have “lower crime rates than natives” living in the United States and that “immigrants are only one-fifth as likely to be incarcerated for crimes” (Somin, 2015, p.1). The growing public perception which has been fueled by some political leaders that we can reduce violent crime rates by “reducing immigration or deporting more illegals” is not accurate or realistic (Somin, 2015, p.1). Research shows that “within the native-born population, there are a number of demographic groups that have much higher than average crime rates. For example, a hugely disproportionate percentage of violent crimes are committed by young males, particularly homicides” (Somin, 2015, p.1). Adult men born in the United states are incarcerated two-and-a-half times more than men born in other countries (Butcher & Piehl, 2008). There is growing concern today that immigration detention and incarceration has an uncanny resemblance to the “policies of criminal sanctions and mass incarceration used to fight the war on drugs” during the 1980’s that led to the “overincarceration of African American males” also known as the “browning of our American prison” system (USA Today, 2006, p. 7). Others argue that that “deportation of so-called ‘criminal aliens” has become the driving force in U.S. immigration enforcement” (Chazaro, 2016, p.594).
-
Joan, C. M., Agley, J. D., Gassman, R. A., Schwindt, R., McNelis, A. M., Vannerson, J., W., D., & Khaja, K. (2017). Effects and Durability of an SBIRT Training Curriculum for First-Year MSW Students. Journal of Social Work Practice in Addictions, 17(1-2). https://doi.org/doi/full/10.1080/1533256X.2017.1304946
Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based process for identification, prevention, and treatment of alcohol misuse. The purpose of this study was to examine the effects of an alcohol-focused training on first-year MSW students’ (n = 71) knowledge, attitudes, and beliefs about SBIRT. Changes in item means were assessed using repeated-measures analysis of variance (critical α = .002). Data indicated a significant and strong main effect for training; perceived competence improved immediately and remained significantly higher 30 days posttraining. Other improvements included knowing what questions to ask patients, ease making alcohol-related statements, and believing that it is rewarding to work with at-risk patients. KEYWORDS: alcohol, attitudes, beliefs, knowledge, SBIRT, social work students, training
-
Khaja, khadija. (2017). Aboriginal Social Work Practice in Canada (p. 7). Oxford University Press.
I wrote a case study on aboriginal social work practice in remote areas of Canada.
-
Khadija, K., Ramanathan, C. S., Juvva, S., & Dutta, S. (2016). Spirituality, Culture, and Development: Implications for Social Work (Issues 9781498519670). Lexington Books. View Publication For Spirituality, Culture, and Development: Implications for Social Work
This book explores culture, development, and spirituality from the perspective of social work. This framework serves as foundation and guides analytical deliberation through the use of case studies from around the world. With emerging trends in development, synchronistic synthesis between the inner self and interventions, it is anticipated to contribute to advancing well-being of all people. The book reflects global experiences from both the social work professions and development practitioner’s perspectives, as it pertains to economic and social development. The book serves as a guide to those who want to better understand and incorporate spirituality into successful social work interventions, practice, and research. It examines social development in the daily lives of children and families by looking at larger national and international phenomenon that can affect the well-being of communities. The book further discusses natural disasters, poverty, war, migration, human trafficking, war, violence and other factors with suggestions of innovative global interventions that have been utilized to assist diverse marginalized groups and communities.
-
Khaja, K. (2016). Case Study: Connecting with Children in War Zones (p. 6). Lexington Books.
This case study deals with how to use technology to educate children in war zones.
-
Khaja, khadija. (2016). Case Study - Ismaili Community: Aga Khan Development Network (p. 5). Lexington Books.
This case study deals with one of the most successful development networks in the world guided by spirituality.
-
Khaja, K., & Shreya, B. (2016). Global Domestic Violence: South Asian American and Islamic Women. Lexington Books.
Chapter deals with addressing spirituality in countering global domestic violence in South Asian Communities.
-
Carroll, D. W., & Khaja, K. The Alt-Right . In Encyclopedia of Political Communication.
-
Khaja, K., & Carroll, D. W. White Nationalism and Anti-Racist Practice. View Publication For White Nationalism and Anti-Racist Practice
Presentations
-
Carroll, D. W., & Khaja, K. (2024). Under-Review - Trauma as a Pathway to Radicalization: Implications for Social Work Practice and the Prevention of Domestic Violent Extremism.
-
Carroll, D. W., Aisha, C., & Khaja, K. (2024). Under-Review - Revisiting Unfaithful Angels: Social Work’s Complicity in Settler Colonialism in Pursuit of Clinical Practice.
Echoing Specht & Courtney’s concerns in their 1994 book, Unfaithful Angels, this panel examines how social work drifted towards private practice, echoing their prediction of engulfment by psychotherapy. Thirty years later, their warnings hold. The profession must confront its complicity in settler colonialism, pursue justice, and reclaim its mission. In their 1994 book, Unfaithful Angels, Specht and Courtney offer an examination and critique of the clinicalization of the social work profession and its pivot from community practice to individualistic solutions for social challenges. Beyond Specht & Courtney’s argument, this panel will argue that clinical social work is an ongoing form of settler colonialism, only recently challenged by a decolonization movement in therapy. The authors argue that, in the late 80s and early 90s, a large portion of social workers abandoned the social service sector in favor of establishing private clinical practices. Specht and Courtney posited that if social work continued to drift in the direction of prioritizing private practice, the profession would be fully engulfed by psychotherapy within 20 years. Now thirty years removed from publication, Specht and Courtney proved to be eerily prophetic. By abandoning its mission social work has become hollow, while it is also becoming ossified, unable to innovate, create, and confront oppression and inequity. Where social work was poised once to become the bridge between the academic intellectual movements of anti-colonialism, anti-poverty, and practice, it is now a watchdog of the state, with practitioners who justify genocide, war, occupation, transphobia, and embrace neo-fascism. Social Work practitioners and educators seek to have critical discourse surrounding the profession’s continued participation in the systems of injustice it claims to be fighting against. However, the discourse will always remain performative if there is not a true reckoning with the profession’s past, its continued collusion with white supremacy and saviors, and its infatuation with and prioritization of clinical practice. This presentation will revisit the work of Specht and Courtney and discuss the ways in which the profession of social work has remained unfaithful to its mission and the core values it claims to hold. Additionally, this presentation will create a forum to have a robust reflective conversation to chart a course forward for a profession that lives up to its commitment to social justice.
-
Khaja, K., Gaudecker, J., Agbapuonwu, N., Sathiyaseelan, M., Kyololo, B., Ogbanga, mina, & Sibeudu, F. (2024). Under-Review - An International Collaborative Qualitative Study between Nursing and Social Work Faculty: Attitudes Towards Mental, Neurological and Substance Use Disorders in South-East Nigeria, Africa.
This qualitative international collaborative interdisciplinary study was conducted by faculty from the fields of nursing and social work from universities in the United States, Nigeria, India and Kenya to better understand and address mental, neurological and substance use (MNS) disorders in Anambra State, South-East Nigeria. MNS disorders are major contributors to comorbidities, premature deaths, and disabilities across the world. Prior work, including a systemic review that was completed by our research team which found that most of the studies in Nigeria were conducted in urban settings. This study built on these findings with a purpose to understand the continuum of care for individuals living with MNS disorders in both rural and urban settings to advance knowledge on the United Nations global sustainable development goals of ensuring good health/well-being and reducing inequalities. Purposive sampling methods were used to recruit 63 participants over the age of 18 who were living in Anambra State, Nigeria who consisted of patients, family members, community health workers, nurses, physicians, specialists, and ministry of health representatives. Having researchers and research assistants from Nigeria also ensured that the language of the data was comprehended and interpreted accurately given the vast nuances in cultural discourse to ensure sensitization. An open-ended semi-structured survey was conducted in Nigeria via face-to-face focus groups or individual interviews to garner knowledge on treatment pathways and treatment decisions regarding MNS disorders. Thematic analysis was used to identify, report, and analyze data to understand the meanings of participants perspectives and assisted to find the patterns, similarities, or differences within the dataset. Results indicated that cultural beliefs and practices were often utilized as the first treatment option before families even considered medical, psychiatric or other service intervention to deal with MNS disorders. These cultural practices included things like the use of traditional healers, herbalists, traditional prayer houses, churches, and in some cases the practice of chaining, tying or flogging to treat MNS disorders. Due to stigmatization of MNS disorders, shame, denial, and secrecy were not unusual occurrences in Nigerian families. More education, community awareness, insurance assistance, funding to pay for medicines, transportation, training of professionals, hospital beds, psychiatric services, home visits by trained specialists, respite care to support care givers was recommended, including education to address the stigma and superstitions around MNS disorders, and better support/services to address poverty issues which could impact the ability of a family seeking help. Additional research studies that look at a specific type of MNS disorder will provide even more comprehensive information and should examine culturally sensitive interventions to facilitate treatment pathways. This presentation will not only share the study findings in more detail but will also illustrate lessons learned on conducting international collaborative interdisciplinary research.Key words: global health, MNS disorders, healthcare in Nigeria, cultural beliefs, international research, qualitative research
-
Asad, Z., & Khaja, K. (2024). Under Review - Social Workers and Other Service Providers Help Effects on Youth Mental Health in Juvenile Delinquency Facilities.
-
Agbapuonwu, N., Khaja, K., Gaudecker, J., & Oruche, U. (2023). Improving Access to Care: Community-Engaged Needs Assessment for Adults with Mental Neurologicaland Substance Use (MNS) Disorders in Nigeria.
This presentation addressed findings from our international study in Nigeria, Africa on MNS disorder that was funded by the Global Research Impact Grant. We were one of the two first awardees by Indiana University.
-
Carroll II, D., & Khaja, K. (2023). Teaching White Nationalism, White Supremacy and Anti-Racist Practice. CSWE , Atlanta .
Overview
This interactive workshop will illustrate the development of a social work course that addressed white nationalism, white supremacy and anti-racist social work practice. Strategies used to develop and teach this course will be shared, including course objectives, assignments, exercises, student feedback and their experiences taking the course.
Proposal
White nationalism movements are growing globally and in the United States. Its supporters believe and advocate for the complete removal of all minority groups and creating a pure white ethno-state. Affirmative action programs, Black Lives Matter movements, including the removal of confederate icons, diverse religions and ethnic-cultural communities are viewed negatively, and perceived as threats to replace white culture. It is important for social work practitioners to teach students about the causes and consequences of growth in the movement, hate groups, radicalization efforts, trends, and strategies to address this oppressive, and repressive hate movement. It is vital that instructors develop and teach social work students to examine, identify, and actively engage acts and systems of white supremacy and white nationalism as a means of advocating for social justice. With global and local communities facing increased racial and ethnic tensions and white supremacist sentiment rising, social work practitioners must understand both the historical and present-day white supremacist and nationalist ideologies and how they manifest in all levels of society. Instructors need to be able to affectively teach about critical consciousness in order for students to gain competencies that address the impact of maintaining whiteness on communities of color, the presence of white supremacy at all levels of practice, develop critical reflexivity on structural societal systems that advance whiteness, identify ways of complicity in acknowledging the participation in and perpetuation of systems of whiteness, racial identity formation, and radicalization. The presenters will use practical examples of how instructors can develop a course that addresses: the history of white supremacy and theoretical frameworks of race and racism; structural white supremacy at all levels of social work practice; weaponization of white supremacy and white nationalism; the trauma of white supremacy and racism; and anti-racist social work practice. Presenters will give examples of modules developed that employ a critical thinking practice framework that integrates: 1) internalized oppression and dominance; 2) colonialism, imperialism, positionality and power; 3) critical race theory, and critical whiteness theory; 4) countering white supremacy and white nationalism; and 5) effectively addressing racial injustice and racial trauma through analysis, self-reflection, and peer collaboration.
-
Khaja, K., & Carroll II, D. (2022). Teaching white supremacy online: Web-based Harassment in addressing diversity. Social Work Distance Education 8th Annual Virtual Conference: Leveraging Lessons Learned .
-
Khaja, K., & Carroll II, D. (2022). Social Work’s Role in Combating White Nationalism. CSWE, Anaheim, CA.
Overview
Globally the rise of hateful acts is on a marked increase. Today there are at least 900 hate groups in the United States espousing beliefs associated with white nationalism which have doubled in the United States. This increase of racial injustice has led to more bullying, vandalism and violence in school, colleges, and universities, including synagogues, mosques, black churches, Latinx venues, and ethnic cultural organizations across the country. White nationalist extremism and explicit hate have led to deadly consequences. In August of 2017 groups affiliated with white nationalism collected in Charlottesville outside the University of Virginia. Tiki torch-wielding men shouted slogans like “white lives matter”, "Jews will not replace us”, and "blood and soil" with a person killed in the protest who was run over by a car. President Trump later said, “there are good people on both sides” which was seen as a dog whistle to white nationalists and angered many people working to address racism, anti-Semitism, Islamophobia, and xenophobia. On August 3, 2019, a massacre left 22 people dead, and dozens wounded in a Walmart in Texas with the shooter posting an anti-immigrant message on an anonymous extremist online message board, making reference to the Christchurch, New Zealand, mosque shooter who left 51 dead as his inspiration who was also a white nationalist. In April of 2019 a man opened fire in a San Diego synagogue murdering one person, also posting something online, similar to the Christ Church Shooter and praised the 2018 killing of 11 people in a Pittsburgh synagogue. Nine were also killed at a black church in South Carolina in 2015 by someone espousing white supremacist views. White nationalist extremist attacks account for the vast majority of all terror-related instances in the United States since September 11, 2001.
Due to the threat that white nationalist extremists pose especially to individuals and communities of color, religious minorities, and the LGBTQIA+ community, social work has an ethical responsibility to engage this threat on the front lines through both activism and the provision of services. Social workers, mental health/health providers, advocacy and community building/development organizations need to play a more active and vocal role in condemning and addressing white nationalism head on. Social work professional, practitioners, educators and researchers, and clinicians can benefit from direct partnerships with individuals and institutions in other countries that face similar situations and challenges to learn how they are addressing white nationalism pro-actively. Social workers must play a leading role in development of mental health and trauma counseling for communities that have been impacted by the trauma of white nationalism rhetoric, vandalism, and violence. Social justice education in public schools, colleges, and universities on how to counter white nationalist ideology must be an area that social workers commit to.
This e-poster discussed white nationalism’s:
A. Historical underpinnings
B. Far-right influence
C. Causes and consequences of the white nationalist movement
D. Radicalization strategies
E. Social work role to address white nationalism
-
Alhajri, W., & Khaja, K. (2022). Male guardianship and Muslim women. Society for Spirituality and Social Work, Baltimore.
-
Khaja, K., & Alhajri, W. (2022). Bullying experiences of Muslims in Schools, College and Universities. Society for Spirituality and Social Work, Morgan State University, Baltimore.
-
Carroll, D. W., & Khaja, K. (2021). White Supremacy, White Nationalism and Anti-Racist Social Work Practice: Development of a New Course. Council on Social Education, Orlando, FL.
The murder of George Floyd at the hands of police officers in Minneapolis Minnesota on May 25, 2020, sparked massive protests across the United States, and renewed calls for white citizens of the nation to address their complicity and complacency in the perpetuation of racial injustice. These moments of national reflection and moral introspection are rare, and must be capitalized upon before the moment has passed. As such, this article examines the ways in which white supremacy is and always has been ingrained in the social, political, and economic structures of our society and social work education’s failure to comprehensively confront the ideology’s presence in its academic programs.
Amid the nation’s reckoning of its roots and participation in white supremacy, so too must social work educators actively seek to address the manners in which white supremacy manifests in its curriculum and degree awarding programs. It is time for social work educators to confront and bring to bear the aspects of its colonial and white supremacist identity and practice. Unfortunately, social work often hides behind the rhetoric of its progressive and justice minded values and ethics rather than grappling with its complicity with and perpetuation of white supremacy. To be fair, the profession’s values and ethical code are a source of great strength that truly differentiates social work from other professions. However, social work’s values and ethics can often provide a sense of “wokeness” that blinds practitioners and offers cover to deny the ways in which academic programs, wittingly or unwittingly, serve as instruments of and for structural white supremacy. Now, more than ever, it is imperative that schools of social work across the United States develop and implement courses that both confront systems of structural white supremacy and train students to be anti-racist practitioners. This presentation provides an example of the development and launch of a new course that does just this.
The aim of this poster presentation was three-fold. First, participants gained an understanding of social and political issues that have created an urgent need for schools of social work to develop and implement courses focused on white supremacy, white nationalism, and anti-racist social work practice. Second, participants gained an understanding of the process of developing a course focused on white supremacy, white nationalism, and anti-racist social work practice. Finally, participants gained an understanding of the reflexivity required to develop and implement a course focused on white supremacy, white nationalism, and anti-racist social work practice.
-
Khaja, K., & Alhajri, W. (2021). Social Service Needs of Muslims Living in Canada. International Association of Schools of Social Work and International Council on Social Welfare , London.
This poster presentation illustrated findings from a qualitative study done in Canada on social service needs of Muslims.
-
Khaja, K., & Alhajri, W. (2021). Bullying Experiences of Muslim Students: A Qualitative Study. International Association of Schools of Social Work and International Council on Social Welfare , London.
Many Muslim families are worried about the safety of their children in public schools, concerned they are prime targets experience religious bullying by their peers at school. Unfortunately, evidence-based knowledge on religious bullying experiences of Muslim students in public schools is still scarce despite increased numbers of Muslim Americans living in the U.S. (Baadarani, 2016; Nadal et al, 2012). This qualitative research study was conducted to explore bullying experiences of Muslim students in schools, colleges and universities, causes and consequences of religious bullying and recommendations to address this. This pilot project will provide knowledge and shed light on aspects that could help in developing new interventions involving education policy makers, social workers, and community organizations at the local and national level on strategies to address religious bullying. Findings from this study can help to build safer school learning environments, build cultural awareness in addressing religious bullying, and can give an opportunity for Muslim adults to be allies in address religious bullying prevention programs.
Keywords: religious bullying, verbal and physical bullying of Muslims
-
Khaja, K., & Carroll, D. W. (2021). Teaching White Supremacy Online: Web-Based Harassment in Addressing Diversity. Social Work Distance Education Virtual Conference.
This presentation will address development of an online course on White Supremacy, White Nationalism and Anti-Racist Social Work Practice and implications of online trolling and bullying that could be faced by instructors teaching this course given the current climate we are in targeting people who teach diversity, critical race theory, and social justice. This course will introduce MSW students to examine, identify, and actively engage acts and systems of white supremacy and white nationalism as a means of advocating for social justice. With global and local communities facing increased racial and ethnic tensions and white supremacist sentiment rising, social work practitioners must understand both the historical and present-day white supremacist and nationalist ideologies and how they manifests in all levels of society. Additionally, social work practitioners must be able to design effective and culturally humble interventions for local and global practice. This course will be taught using a critical reflective and team-based learning approach The fundamental goal of the course is for students to develop critical consciousness in order to gain competencies to address: examining the impact of maintaining whiteness on communities of color; the presence of white supremacy at all levels of practice; develop critical reflexivity on structural societal systems that advance whiteness; identify ways of complicity in acknowledging the participation in and perpetuation of systems of whiteness, racial identity formation; and radicalization. This course will employ a critical thinking practice framework that integrates: 1) internalized oppression and dominance; 2) colonialism, imperialism, positionality and power; 3) critical race theory, and critical whiteness theory; 4) countering white supremacy and white nationalism; and 5) addressing racial trauma. Students will utilize this practice framework to address racial injustice and racial trauma, its origins, prevalence, and consequences through analysis, self-reflection, and peer collaboration. Modules will address: understanding of both the historical and present-day white supremacist and white nationalist ideology and how it manifests in all levels of society; analyze white supremacy and white nationalist rooted policy and political ideologies that hinder social and economic well-being of diverse communities; develop an active awareness of white supremacy and white nationalism at the micro, mezzo, and macro levels of social work practice and anti-racist social work interventions; understand the social work profession’s ethical responsibility and commitment to social reform, advocacy, and social justice in light of oppression and racism; and to consciously recognize passive and active complicity in addressing structural white supremacy to become anti-racist social work practitioners. Objectives of the presentation will address: * How to develop a course on white supremacy, white nationalism and ant-racist social work practice * Strategies to address online bullying and harassment that instructors could face teaching critical race theory, white supremacy and white nationalism.
-
Khaja, K., & Alhajri, W. (2021). Saudi Women: Mental Health and the Male Guardianship System. Michigan State University Department of Psychiatry, Institute of Muslim Mental Health, IMANA and Governors State University, Michigan.
There are significant social and policy changes that have been made in Saudi Arabia. Some of these changes are relevant to women’s lives. The changes related to the male guardianship system are crucial. Saudi women are restricted by the male dominant culture and face obstacles that hold them accountable to their male guardians. This qualitative study explored Saudi Women’s perceptions of the male guardianship system and how it impacted their lives. Understanding how the male guardianship system impacts Saudi women’s mental health provides a forum to understand women’s perspective on this issue. The male guardianship system is tied to heritage, culture, and traditionally ingrained mindsets. How women frame the issue formed the basis of this exploratory study. This qualitative study provided a more comprehensive understanding of women’s narratives by focusing on the deep meaning about the effects of the male guardianship system on women’s lives in Saudi Arabia.
-
Zidan, T., Khaja, K., & Reza, H. (2021). Islam and Disability. Michigan State University Department of Psychiatry, Institute of Muslim Mental Health, IMANA and Governors State University, Michigan.
Introduce attendees to the existing literature and research on attitudes of Muslim Americans towards persons with disabilities.
Acquaint attendees with the pathways through which factors include religious beliefs, sociodemographic characteristics, social contacts, and acculturation, impact attitudes toward persons with disabilities among the Muslim community.
Familiarize attendees with specific educational strategies that mental health providers can implement to help develop more effective, culturally relevant services that enhance American Muslims’ wellness.
-
Khaja, K., & Alhajri, W. (2021). Bullying Experiences of Muslims: Mental Health Needs. Michigan State University Department of Psychiatry, Institute of Muslim Mental Health, IMANA and Governors State University, Michigan.
Bullying is a senseless physical or psychological abuse of an individual by a person or a group of people to create a pattern of abuse where a victim cannot defend him or herself. Since the 1990’s academic research on bullying of children and adolescents has been prevalent in the United States. However, there has been less research on religious bullying of children particularly from the Muslim community. Currently there are about 7 million Muslims living in the United States. The Pew Research Center, the Council of Islamic Relations, many other organizations, and individual researchers have found Muslims experiences of stigma and discrimination increased dramatically after 9/11, after the invasion of Iraq, with the growth of ISIS, and during our past election seasons due to heated rhetoric that was used by some politicians against Muslims. While there is a strong body of literature on discrimination towards American Muslims, there is still a major gap of knowledge about bullying experiences by Muslim students in public schools. Many Muslim families are worried about the safety of their children in public schools, concerned they are prime targets experience religious bullying by their peers at school. Unfortunately, evidence-based knowledge on religious bullying experiences of Muslim students in public schools is still scarce despite increased numbers of Muslim Americans living in the U.S. (Baadarani, 2016; Nadal et al, 2012). This qualitative research study was conducted to explore bullying experiences of Muslim students in schools, colleges and universities, causes and consequences of religious bullying and recommendations to address this. This pilot project will provide knowledge and shed light on aspects that could help in developing new interventions involving education policy makers, social workers, and community organizations at the local and national level on strategies to address religious bullying. Findings from this study can help to build safer school learning environments, build cultural awareness in addressing religious bullying, and can give an opportunity for Muslim adults to be allies in address religious bullying prevention programs and mental health issues caused due to bullying experiences.
Keywords: religious bullying, verbal and physical bullying of Muslims
-
Wafa, A., & Khaja, K. (2021). Social Reforms and its Impact on Social Justice of Saudi Women. Council of Social Work on Education, Orlando, FL.
This presentation addressed the research on the social reforms that have occurred in Saudi Arabia when it comes to women’s rights and the barriers they continue to face. The presentation also gave a synopsis of the male guardianship system in Saudi Arabia that continues to impede the human rights of many women.
-
Zidan, T., Khaja, K., & Reza, H. (2020). Islam and Disability. Council of Social Work on Education.
The panel discussion had important implications for mental health professionals. Presenters will highlight the importance of understanding stigma towards persons with disabilities when assessing sociodemographic characteristics, social contacts, and the acculturation of Muslim communities living in the U.S. and abroad. Given the importance of understanding Muslims’ beliefs, values, and attitudes toward disabilities, social worker educators might incorporate more in-depth of knowledge-base on Muslim faith and disabilities to enhance their cultural competency skills in working with Muslim Americans. This information can lead to the establishment and availability of more culturally sensitive services and interventions in the area of developmental disabilities and other aspects of social and human services.
-
Khaja, K., Price, J., & , . (2019). Growing Hate: The Impacts of White Nationalism on Communities in Central Indiana. Center for Religious Studies.
-
Stephanie, B., & Khaja, K. (2017). Teaching Trump: Student Suggestions to Ensure Safe Discussions in a Time of Polarized Political Divide. Our Lady of the Lake University , San Antonio, TX United States.
This presentation shared findings on a study conducted in online graduate courses on suggestions of how to lead inclusive discussions of political differences soon after the election of Donald J. Trump as President of the United States. Additionally, students were asked if their social work instructors were holding inclusive discussions, and further, if discussions should be inclusive given the disjoint between the new President’s policies and NASW values. The study utilized a mixed methodology at a large, public Midwestern University.
-
Khaja, khadija, & Carlson, J. (2016). Effectiveness of SBIRT Training for First-Year MSW Students. Indiana Society for Social Work Leadership in Health Care.
In the US, alcohol use is prevalent making it important for MSW students to develop a sense of self-efficacy addressing sensitive issues with clients regarding alcohol use. Findings from a Screening Brief Intervention and Referral to Treatment (SBIRT) and Motivational Interview training produced short and moderate-term sustained improvements in important areas for first-year MSW students’ knowledge, attitudes, and beliefs about SBIRT. The educational intervention helped students know what questions to ask patients to obtain information on their clients’ alcohol consumption, showed students are comfortable asking about drinking patterns, and students felt at ease making these sorts of statements. Students reported knowing how to effectively help patients reduce their drinking, that it is rewarding to work with at-risk patients, and endorsed the belief that care providers can help patients reduce alcohol consumption. It is important for Social Work students to receive training to effectively serve and assist persons with alcohol issues.
-
Khaja, khadija, & Curtis, E. (2016). Islamophobia. Indiana University School of Liberal Arts and Multicultural Center, Indianapolis, IN United States.
Present research on growth of Islamophobia and ways to counter it in the United States.
-
Khaja, khadija. (2016). Muslim Women. Muslim Alliance of Indiana , Indianapolis, IN United States.
The presentation addressed stereotypes of Muslim women and aimed to build better understanding.
-
Khaja, K. (2016). Responding to Hate. School of Social Work, JCRC, Muslim Alliance of Indiana, and Urban League, Indianapolis, IN United States.
Panel presentation dealt with diverse community leaders addressing how to deal with surge in hate crimes across the country targeting Muslim, Jews, Blacks, Immigrant, Undocumented Youth and LGBT communities.
Contract Fellowship Grants
-
Teaching White Nationalism, White Supremacy, and Anti-Racist Social Work Practice
Khadija Khaja
Danny Carroll -
Mentoring Faculty from Port Harcourt University
Khadija
Margaret Adamek
Dolapo Adeniji -
Study of Far-Right Groups in Indiana
Co-PD/PI: Jeremy Price
Co-PD/PI: Khadija Khaja
Co-PD/PI: Aniko Felix -
Develop New Web-Based Course - Global Social Work Practice
Program Director (PD)/Principal Investigator (PI): Khadija Khaja -
Bullying of Muslims in Schools and Higher Education Institutions
Program Director (PD)/Principal Investigator (PI): Khadija Khaja
Wafa -
The Central Indiana Helpline for Muslims and Immigrants
Consultant: Khaja Khaja
Program Director (PD)/Principal Investigator (PI): Rima Shaheed
Institutional Services
-
Committee Member
2021 - Associate Dean of Research Search Committee -
Committee Member
2022 - MSW Committee IUSSW -
Committee Member
2020 - Plater Institute Conference Planning Committee -
Committee Chair
2020 - DEI Integrated Case for Promotion and Tenure Committee -
Committee Member
2020 - Diversity Strategic Planning Committee IUPUI -
Committee Member
2020 - Faculty and Staff Affinity Council -
Board Member
2022 - Muslim Staff and Faculty Council IUPUI -
Committee Member
2020 - Promotion and Tenure Committee IUSSW -
Committee Member
2019 - Diversity Building and Structure Names IUPUI Committee -
Committee Member
2018 - Advances Editorial Board -
Committee Member
2018 - Faculty Council Committee on Diversity, Equity and Inclusion -
Committee Member
2018 - IUPUI Office of International Affairs School Representative -
2018 - IUSSW Internationalization Committee -
Committee Chair
2018 - IUSSW Strategic Planning Committee - Diversity Pillar -
Committee Chair
2018 - University of Port Harcourt Collaborative Committee -
Committee Member
2016 - IUSSW Advances Editorial BoardReview manuscripts and make recommendations. -
Committee Member
2020 - Diversity Committee for IUSSW -
Committee Member
2021 - Trustee Teaching Award Committee -
Committee Member
2019 - IUSSW Tenure Track Faculty Search Committee -
2018 - Associate Vice Chancellor and Associate Vice President for International Affairs Search Committee -
Committee Member
2018 - MSW Online Program -
2020 - Trustee Teaching Award Committee -
Committee Member
2018 - School of Social Work Deans Search -
Committee Member
2016 - IUSSW MSWD Commitee MemberMeet to ensure that MSWD operates at excellence. Address any problem areas and make recommendations for improvement. -
Committee Member
2016 - Generation 2 Leadership Campus Training Advisory Board MemberTasked with campus leaders to train a new generation of leaders representing a diverse group. Review competitive applications and decide who we will admit and then subsequently train them to be campus leaders. -
Committee Member
2016 - IUSSW Ph.D. Committee MemberReview Ph.D. applications and make recommendations. Address any improvements needed in the program.
Professional Services
-
Reviewer, Ad Hoc Reviewer
2021 to Present - International Journal of Multicultural Education -
Reviewer, Ad Hoc Reviewer
2018 to Present - Advances in Social Work Journal -
Reviewer, Ad Hoc Reviewer
2018 to Present - Healthcare for Women International Journal -
Other
-
Conducted research to support their concern about bullying of Muslims in schools.
2018 to Present - Muslim Advocacy Project Community Organization -
Reviewer, Ad Hoc Reviewer
2018 to Present - Muslim Mental Health Journal -
Board of Directors
2018 to 2018 - Center for Interfaith Cooperation -
Task Force Member
2017 to 2018 - Islamic Society of North America- Muslim Mental Health Task ForceSurvey all existing efforts in the areas of MMH and disseminate info amongst the community at large, as well as Muslim mental health professionals, Imam’s, Islamic Chaplains, Islamic schools, etc. Ensure ISNA doesn’t re-invent the wheel, rather helps further existing efforts. Islamic Chaplain Training. Mandating Islamic Chaplains and Imams to get necessary training and core competencies in mental health; task force can help determine the level of training, etc. Help alleviate the stigma surrounding MMH in ISNA conferences and also help Imam's more aware of this need so they can address with their communities accordingly. Help MMH organizations get necessary funding. Educate community on who is a mental health professional. Help make case for government to employ public funded mental health positions.
-
Member
2016 to 2017 - Homeland Security Countering Extremism CommitteeProvide recommendations on countering violent extremism in the state.
Public Services
-
Member
2016 to 2017 - Jewish and Muslim Womens's Dialogue GroupFoster greater understanding and education between both interfaith communities
-
Board Member
2010 to 2017 - Center for Interfaith CooperationTo foster greater inter-faith understanding