At Texas State University, students bring with them a wide range of cultures, languages and identities. Yet for many Middle Eastern and North African (MENA) students, their identities are still shaped by misconceptions that overlook the diversity of the region and the experiences of the people within it.
Texas State has the opportunity to challenge these misconceptions through stronger cultural programming, more inclusive curriculum and clearer institutional recognition of MENA students. Without these efforts, stereotypes continue to shape how MENA students are understood both socially and academically on campus.
Many people hear the term “Middle Eastern†and immediately picture one identity, religion or way of life. When in reality, the region flourishes with diversity. Professors and students should instead encourage critical thinking and learn the true meaning of MENA identity.
This oversimplification does not just affect how others view MENA communities, it also shapes how MENAAmericans experience their own identity. Constantly being grouped into a single stereotype can create a feeling of invisibility, where individuality and cultural differences are overlooked.
Growing up as an Arab American can feel like existing between two worlds. At home, there is a comfort in keeping culture and language alive. Outside, there is pressure from assumptions and generalizations.
Whether it is being asked where you're “really†from or hearing your culture discussed only in relation to war, conflict or religion, these stereotypes reduce a person to a single characteristic.Â
Media representation has played a major role in shaping these perceptions. For decades, MENA groups have been portrayed through narrow and negative lenses. News coverage, films and television have reduced entire communities to political talking points instead of showing the depth of everyday people and cultures.
These misconceptions can also appear in education itself. MENA history is often taught through conflict-centered narratives that focus on war, terrorism or political instability rather than literature, art or everyday life.
This hyper-critical portrayal on college campuses, because of continuous reinforcements of pre-established stereotypes, can unintentionally reinforce the idea that the region is defined only by crisis instead of its cultural depth.
Tamara Younes, interior design junior, said it feels like the MENA identity has become something many people feel pressured to distance themselves from.
“I feel like so many of the Arabs here in America are almost ashamed to be Arab,†Younes said. “I wish they could speak more openly about their experience and their culture and their people.â€
Texas State could take steps toward better representation by expanding cultural programming, supporting MENA student organizations and incorporating more perspectives into courses. Small changes in visibility and representation can make students feel more recognized on campus.
However, these challenges extend beyond personal interactions, media portrayals and curricula. Misrepresentation is also reflected institutionally, particularly in how Arab Americans are categorized and counted within the United States.
Under the current United States Census, people of MENA descent are categorized as “white,†a classification that renders them statistically invisible. This lack of recognition obscures social and political issues affecting MENA communities that may require attention and support.Â
Fortunately, after a decades-long battle, the federal government has approved updated standards that include a MENA category in official race and ethnicity data collection. However, its future is far from guaranteed.
Texas State also follows federal Common Data Set guidelines established by the U.S. Department of Education and IPEDS, which categorizes individuals of MENA descent as White. As a result, MENA students are not classified distinctly.
This is particularly significant at Texas State, where over half of the students are classified as racial-ethnic minorities. For MENA students, this classification may make their experiences and challenges feel invisible or unrecognized
people of MENA descent are categorized as “white,†a classification that renders them statistically invisible. This lack of recognition obscures social and political issues affecting MENA communities that may require attention and support.
Universities such as Texas State have the ability to advocate for more accurate representation of MENA students. Better demographic data is essential to understanding and addressing disparities that may otherwise remain invisible.
Conversations about identity and diversity are increasingly important, especially in environments like Texas State, where students from different backgrounds interact every day. Understanding begins when people are willing to listen beyond assumptions and recognize that no community is a monolith.
“Our culture is beautiful, and our people are loving and kind. I just wish everyone would see that,†Younes said.
Being Arab in America isn't defined by one story or one experience. It is layered, personal and deeply connected to both heritage and environment. Universities should encourage broader discussions about MENA identity through curriculum, campus programming and inclusive representation.
Students can challenge stereotypes by supporting cultural organizations, engaging with MENA voices beyond moments of conflict and by being willing to question the assumptions they have grown up hearing. At a university that values diversity, MENA students deserve more than symbolic inclusion they deserve to be fully understood and represented.
-Maryam Ali is a computer science senior
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