Transcript Document

Spirituality in Higher Education:
A National Study of College Students’
Search for Meaning and Purpose
Higher Education Research Institute
University of California, Los Angeles
Funded By
John Templeton Foundation
What is Spirituality?
 Points to our interiors
 Is qualitative and affective
 Involves our values, beliefs, meaning, and purpose
 Has to do with our connectedness to others and the
world around us
 Refers to those elements of our lives that are
difficult to define or put into words (i.e., intuition,
creativity, inspiration, and the sacred)
Research Questions
 How many students are actively searching and curious
about spiritual issues and questions such as the
meaning of life and work?
 How do students view themselves in terms of
spirituality and related qualities such as compassion,
forgiveness, optimism, and generosity?
 What spiritual/religious practices (e.g., rituals,
prayer/meditation, service to others) are students
most/least attracted to?
Research Questions
 How do spiritual/religious practices affect students’
academic and personal development?
 What is the connection between traditional religious
practices and spiritual development?
 What in the undergraduate experience facilitates or
hinders students’ spiritual/religious quest?
Spirituality in Higher Education
Project Phases
Pilot Administration to 3,600 Third-Year Students
at 46 Institutions (Spring 2003)
Interviews with 85 Second-, Third-, and Fourth-Year Students
at 6 Institutions (Fall 2003)
Full-Scale Administration to 112,000 First-Year Students
at 236 Institutions (Fall 2004)
HERI Faculty Survey Administration to 65,000 Teaching Faculty
at 511 Institutions (Fall 2004-Spring 2005)
Beliefs
Believe in God
79%
My spiritual/religious beliefs have been formed through
much personal reflection and searching
Agree:
61%
To be truly religious, a person must accept all the
teachings of his/her faith
Agree:
42%
Interests and Activities
I have at least “some” interest in spirituality 80%
Discussed religion/spirituality at least “occasionally”:
With friends
80%
With family
76%
In class
65%
Do you pray? (Yes)
69%
Spiritual/Religious Beliefs …
% Indicating “Agree Somewhat” or “Agree Strongly”
80
75
70
69
67
63
65
60
55
50
Provide me with strength,
support, and guidance
Have helped me develop my Give meaning/purpose to my
identity
life
Feel Obligated to Follow My
Parents’ Religious Practices
60
56
50
35
40
30
20
9
10
0
Not at all
To some extent
To a great extent
Spirituality “Strengthening”
Experiences
Death of close friend/family member
Events of September 11, 2001
Romantic relationship
Personal injury/illness
New ideas encountered in classes
War in Iraq
Natural disaster
Parents’ divorce/separation
45%
42%
36%
34%
31%
29%
24%
18%
Current Views about
Religious/Spiritual Matters
50
42
40
30
20
23
10
15
15
Conflicted
Not Interested
10
0
Doubting
Seeking
Secure
Expectations about
My Religious Beliefs
80
60
72
58
40
20
0
I do not expect my religious convictions to change in the There is at least "some" chance I will strengthen my religious
next few years
beliefs/convictions
Scales
Spirituality
α=.88
“Agree” that we are all spiritual beings
69%
Goal: Seeking out opportunities to help me
grow spiritually
“Very important” or “Essential”:
47%
Goal: Integrating spirituality into my life
“Very important” or “Essential”:
41%
Religious Engagement α=.87
Engages at least “weekly” in:
Religious singing/chanting
Reading sacred texts
Other reading on religion/spirituality
“Frequently”:
Attended a religious service
Attended class/workshop/retreat on matters
related to religion/spirituality
30%
27%
21%
42%
14%
Religious Commitment α=.93
My spiritual/religious beliefs provide me with strength,
support, and guidance
Agree:
69%
I find religion to be personally helpful
Agree:
68%
I gain spiritual strength by trusting in Higher Power
Agree:
65%
Religious/Social Conservatism
α=.72
Abortion should be legal
Disagree:
48%
People who don’t believe in God will be punished
Agree:
37%
Conception of God: Father-figure
Agree:
35%
Religious Struggle
α=.75
“Frequently”:
Struggled to understand evil, suffering, and death
Felt distant from God
Questioned religious/spiritual beliefs
Disagreed with family about religious matters
Felt angry with God
15%
14%
14%
13%
7%
Religious Skepticism α=.83
Agree “Strongly” or “Somewhat”:
I have never felt a sense of sacredness
In the future, science will be able to explain
everything
The universe arose by chance
Whether or not there is a Supreme Being
doesn’t matter to me
31%
31%
26%
26%
Ecumenical Worldview
Love is at the root of all the great religions:
Agree:
α=.70
72%
Most people can grow spiritually without being religious
Agree:
64%
I have an interest in different religious traditions
To “some” or “great” extent: 61%
Spiritual Quest
α=.85
“Very Important” or “Essential” Personal Goals:
Attaining wisdom
Becoming a more loving person
Improving the human condition
Attaining inner harmony
Finding answers to the mysteries of life
Developing a meaningful philosophy of life
77%
67%
54%
49%
45%
42%
Ethic of Caring
α=.79
“Very Important” or “Essential” goals:
Helping others who are in difficulty
63%
Reducing pain and suffering in the world
55%
Becoming a community leader
31%
Charitable Involvement α=.74
“Frequently”:
Performed volunteer work
26%
Donated money to charity
14%
Participated in community food or
clothing drives
11%
Equanimity
α=.76
Describes Me “To a Great Extent”:
Being thankful for all that has happened to me
Feeling good about the direction in which my life
is headed
Seeing each day, good or bad, as a gift
Feeling a strong connection to all humanity
52%
49%
40%
16%
Compassionate Self-Concept
α=.78
Self-rated Kindness
Above average:
75%
Self-rated Generosity
Above average:
67%
Self-rated Forgiveness
Above average:
56%
Intended Major
and Spirituality
Spirituality
by Intended Major (% high scorers)
 Highest
Music
Humanities
Fine Arts
39
30
25
Computer Science
Business
Architecture
11
13
14
 Lowest
Religious Commitment
by Intended Major (% high scorers)
 Highest
Humanities
Education
Health Professions
32
28
28
Business
Undecided
Engineering
18
19
19
 Lowest
Ecumenical Worldview
by Intended Major (% high scorers)
 Highest
Humanities
Political Science
Fine Arts
25
24
21
 Lowest
Agriculture
Computer Science
Engineering
3
7
8
Spiritual Quest
by Intended Major (% high scorers)
 Highest
Humanities
Fine Arts
Music
38
36
35
Agriculture
Computer Science
Engineering
8
15
17
 Lowest
Equanimity
by Intended Major (% high scorers)
 Highest
Music
Humanities
Political Science
31
30
27
Computer Science
Engineering
Business
14
18
18
 Lowest
Race and Spirituality
Spirituality
by Race (% “high scorers”)
Native Hawaiian/Pacific Islander
American Indian/Alaska Native
African American/Black
White/Caucasian
Latino
Asian American/Asian
25
24
24
17
17
14
Religious Commitment
by Race (% “high scorers”)
African American/Black
American Indian/Alaska Native
Native Hawaiian/Pacific Islander
White/Caucasian
Latino
Asian American/Asian
47
32
29
25
23
22
Ecumenical Worldview
by Race (% “high scorers”)
Native Hawaiian/Pacific Islander
American Indian/Alaska Native
Latino
Asian American/Asian
African American/Black
White/Caucasian
24
19
18
18
16
12
Spiritual Quest
by Race (% “high scorers”)
African American/Black
American Indian/Alaska Native
Native Hawaiian/Pacific Islander
Latino
Asian American/Asian
White/Caucasian
36
34
34
28
27
23
Equanimity
by Race (% “high scorers”)
African American/Black
Native Hawaiian/Pacific Islander
American Indian/Alaska Native
Latino
White/Caucasian
Asian American/Asian
33
28
27
23
22
19
Gender and Spirituality
Gender Differences on Factors
% High Scorers
45
Women
Men
31
30
28
30
27
21
25
22
22
20
19
16
15
10
0
Compassionate SelfConcept
Religious
Commitment
Spiritual Quest
Equanimity
Religious
Engagement
Charitable
Involvement
Gender Differences on Factors
% High Scorers
45
Women
Men
30
21
19
18
15
15
16
14
13
14 13
10
11 10
0
Spirituality
Religious/Social
Conservatism
Ecumenical
Worldview
Religious
Skepticism
Ethic of Caring
Religious
Struggle
Preliminary findings on gender
differences in spirituality
 We explored gender differences in spirituality using
two survey items included in our longitudinal pilot
data:
 The value students placed on “integrating spirituality
into my life”
 Students’ self-rated “spirituality”
 We identified the variables that predicted changes in
these items during college for women compared to
men.
Preliminary findings on gender
differences in spirituality
 College experiences that impact men’s and
women’s spirituality similarly…
 Discussions on spirituality/religion with friends
or in class (+)
 Charitable Involvement (+)
Preliminary findings on gender
differences in spirituality
 College experiences that impact men’s and
women’s spirituality differently…
 Hours per week spent studying/doing
homework (- for men)
 Majoring in one of the science disciplines
(- for men)
Preliminary findings on gender
differences in spirituality
 College experiences that impact men’s and
women’s spirituality differently…
 Having many close friends who are religious
(+ for both genders, but stronger for women)
Preliminary findings on gender
differences in spirituality
 The spiritual differences we observe are not
necessarily “innate” gendered qualities, but
are influenced by contextual factors and
student experiences in the college
environment.
Spirituality, Religion, and
Political Orientation
Percentages of High Scorers on Each of
Eight Scales Who Are Conservative and Liberal
50
47
48
Conservative
Liberal
45
45
43
39
40
34
35
29
30
30
27
27
25
24
25
22
20
15
15
15
14
10
5
0
Religious
Engagement
S pirituality
Charitable
Involvement
Compassionate
S elf-Concept
S piritual
Quest
Ethic of
Caring
Ecumenical
Worldview
Religious
S kepticism
Political and Social Issues
80
77
76
67
70
60
High Religious
Engagement
Low Religious
Engagement
49
50
40
30
28
23
19
15
20
10
0
Support legalized
abortion
Believe casual sex is
okay
Support same-sex
marriage
Support legalizing
marijuana
High vs. Low Religious Engagement
Diverging Perspectives On:
 Legalized abortion
 Casual sex
 Same-sex marriage
 Legalization of marijuana
Political and Social Issues
80
75
78
High
Religious
Engagement
70
60
51
55
40
25
20
55
Low
Religious
Engagement
50
30
61
21
23
18
10
0
Support gun
control
Support abolishing
Believe racial
Believe women's
Believe there is
affirmative action discrimination is roles best at home too much concern
in college
no longer a major
for criminals'
admissions
problem
rights
High vs. Low Religious Engagement
Converging Perspectives On:
 Issues of race
 Rights of criminals
 Women’s roles
 Gun control
Percent agreeing that “The death
penalty should be abolished”
45
40
35
30
42
36
30
26
25
20
15
10
5
0
High
Low Religious
Religious
Engagement
Engagement
High
Spirituality
Low
Spirituality
Religious Differences
Spirituality
by Religious Preference (% high scorers)
60
56
50
36
40
30
30
27
27
22
20
20
20
Methodist
UCC
Quaker
20
10
0
Mormon
7th Day
Adventist
Other Christian
Baptist
Unitarian
Presbyterian
Spirituality
by Religious Preference (% high scorers)
60
50
40
30
20
19
19
17
15
14
14
13
12
9
10
5
0
Buddhist
Episcopalian
Church of
Christ
Lutheran
Catholic
Islamic
Eastern
Orthodox
Hindu
Jewish
None
Self-description: Have an interest in
spirituality, “to a great extent”
 Highest on Spirituality
Mormon
7th Day Adventist
Other Christian
 Lowest on Spirituality
No religious preference
Jewish
Hindu
66
52
52
10
17
23
Religious Engagement
by Religious Preference (% high scorers)
70
60
58
50
50
40
39
40
30
30
24
23
22
20
Islamic
Methodist
Church of
Christ
UCC
20
10
0
Mormon
7th Day
Adventist
Other
Christian
Baptist
Presbyterian
Religious Engagement
by Religious Preference (% high scorers)
70
60
50
40
30
20
18
17
16
16
14
12
7
10
6
3
1
Unitarian
None
0
Lutheran
Episcopalian
Quaker
Hindu
Catholic
Eastern
Orthodox
Jewish
Buddhist
Attended religious services
“frequently”
 Highest on Religious Engagement
Mormon
7th Day Adventist
Other Christian
 Lowest on Religious Engagement
No religious preference
Unitarian
Buddhist
78
76
61
4
24
10
Religious/Social Conservatism
by Religious Preference (% high scorers)
45
40
39
37
36
35
30
23
25
23
21
20
20
19
15
15
10
5
0
Baptist
Mormon
Other
Christian
Presbyterian
Islamic
7th Day
Adventist
Church of
Christ
Methodist
Lutheran
Religious/Social Conservatism
by Religious Preference (% high scorers)
50
45
40
35
30
25
20
15
14
11
10
9
8
5
5
1
1
1
0
0
None
Jewish
Hindu
Buddhist
Unitarian
0
Quaker
UCC
Catholic
Episcopalian
Eastern
Orthodox
Agree “strongly” that abortion
should be legal
 Highest on Religious/Social Conservatism
Baptist
13
Mormon
Other Christian
11
14
 Lowest on Religious/Social Conservatism
Unitarian
67
Buddhist
34
Hindu
28
Religious Skepticism
by Religious Preference (% high scorers)
60
54
50
45
40
35
33
30
24
20
20
15
14
10
10
0
None
Unitarian
Jewish
Buddhist
Quaker
Hindu
Eastern Episcopalian Methodist
Orthodox
Religious Skepticism
by Religious Preference (% high scorers)
60
50
40
30
20
10
10
9
9
8
7
6
6
5
4
2
Islamic
Other
Christian
Baptist
Mormon
0
Catholic
Church of
Christ
Lutheran
UCC
Presbyterian 7th Day
Adventist
Religion and science conflict;
I am on the side of science
 Highest on Religious Skepticism
None
Unitarian
Jewish
 Lowest on Religious Skepticism
Mormon
Baptist
Other Christian
42
29
22
0
3
4
Ecumenical Worldview
by Religious Preference (% high scorers)
45
44
40
35
30
30
27
25
21
20
20
20
19
19
Quaker
Episcopalian
Islamic
Jewish
Eastern
Orthodox
Mormon
20
15
10
5
0
Unitarian
Hindu
Buddhist
Ecumenical Worldview
by Religious Preference (% high scorers)
45
40
35
30
25
20
16
15
15
10
14
13
12
11
11
10
9
9
UCC
Other
Christian
Methodist
Lutheran
Baptist
Church of
Christ
5
0
7th Day
Adventist
None
Catholic Presbyterian
Agree “strongly” that people can grow
spiritually without being religious
 Highest on Ecumenical Worldview
Unitarian
Hindu
Buddhist
 Lowest on Ecumenical Worldview
Church of Christ
Baptist
Lutheran
55
25
35
14
11
14
Ethic of Caring
by Religious Preference (% high scorers)
35
30
30
26
23
25
21
18
20
16
16
16
15
14
14
Baptist
Eastern
Orthodox
10
5
0
Unitarian
Islamic
Buddhist
Hindu
Jewish
Episcopalian
Quaker
Mormon
Ethic of Caring
by Religious Preference (% high scorers)
35
30
25
20
15
14
14
13
13
12
12
11
10
10
Presbyterian
Methodist
Lutheran
10
5
0
7th Day
Adventist
Church of
Christ
UCC
None
Catholic
Other
Christian
Engaged in trying to change unfair
things in the world “to a great extent”
 Highest on Ethic of Caring
Unitarian
Islamic
Buddhist
 Lowest on Ethic of Caring
Lutheran
Methodist
Presbyterian
26
21
19
10
12
11
Religious Differences
 Two religious “clusters”:
 Spiritual, religious, and conservative
 Skeptical, pluralistic, and justiceoriented
Compassionate Self-Concept
by Religious Preference (% high scorers)
45
41
40
40
36
35
35
34
34
Eastern
Orthodox
Quaker
33
33
33
33
Episcopalian
Other
Christian
Church of
Christ
Jewish
30
25
20
15
10
5
0
Islamic
Hindu
Unitarian
7th Day
Adventist
Compassionate Self-Concept
by Religious Preference (% high scorers)
45
40
35
33
32
32
32
30
30
30
29
26
25
24
20
15
10
5
0
Mormon
UCC
Baptist
Buddhist
Presbyterian
Catholic
Methodist
Lutheran
None
Students’ Spiritual Diversity
 Spiritual perspectives and experiences vary widely
and are associated with a range of student
characteristics.
 While these characteristics distinguish students,
there are also important points of convergence.
 As we serve students and study their experiences
in college, we must remain mindful of how these
multifaceted identity markers interact with their
spirituality.
Spirituality
and Higher Education
Expectations for My College
% Indicating “Very Important” or “Essential”
80
69
70
67
63
60
48
50
40
30
20
10
0
Enhances my selfunderstanding
Helps develop my personal
values
Provides for my emotional
development
Encourages personal
expression of spirituality
Professors Provided …
% Indicating “Frequently” and “Not at all”
70
62
56
60
50
40
30
20
10
8
8
0
Encouragement to discuss
religious/spiritual matters
Opportunities to discuss the
purpose/meaning of life
Frequently
Not at all
Faculty Spirituality
Consider myself a spiritual person
(%“to a great extent”)
48
Integrating spirituality in my life
(%“very important” or “essential”)
47
Seek out opportunities to grow spiritually
(%“to a great extent”)
32
Faculty Spirituality Factor
α=.88
Self Descriptions:
● Consider myself a spiritual person
● Seek out opportunities to grow spiritually
Personal Goal:
● Integrate spirituality in my life
Highly Spiritual and Religious…
80
70
70
60
50
40
30
18
20
13
10
0
"To a Great Extent"
"To Some Extent"
"Not at All"
General Work Values
(% “essential”)
Be a good teacher
Be a role model to students
Be a good colleague
Spirituality
High Low
81
62
62
30
58
35
Diff
-19
-32
-23
Student Personal Development
Focus (% “very important” or “essential”)
Develop moral character
Enhance self understanding
Help develop personal values
Provide for emotional dev.
Facilitate meaning/purpose search
Enhance spiritual development
Spirituality
High Low
76
32
71
41
68
29
52
16
54
16
44
1
Diff
-44
-30
-39
-36
-38
-43
Civic Minded Values
(% “very important” or “essential”)
Spirituality
High Low Diff
Goals for Undergraduates
Prepare for responsible citizenship
Instill commitment to community service
70
51
45
18
-25
-33
Personal Objectives
Influence social values
Influence the political structure
49
21
24
16
-25
-5
Civic Minded Practice
(% “yes” in past two years)
Spirituality
High Low Diff
Used my scholarship to address
local community needs
56
31
-25
Collaborated with the local
community in research/
teaching
31
-15
46
Colleges Should be Concerned with
Students’ Spiritual Development (% “agree”)
“Other” Religious Colleges
69
Catholic Colleges
62
Private Nonsectarian Colleges
Private Universities
37
Two Year Colleges
29
Public Colleges
23
Public Universities
18
39
Spirituality of Faculty Has No
Place in the Academy (% “disagree”)
“Other” Religious Colleges
78
Catholic Colleges
71
Private Nonsectarian Colleges
Two Year Colleges
Private Universities
58
Public Colleges
53
Public Universities
49
61
59
Next Steps
National Institute on Integrating Spirituality into the Campus
Curriculum and Co-Curriculum
(Fall 2007)
Longitudinal Follow Up of the 2004 Entering Freshmen Cohort
(Spring 2007)
Second CIRP/CSBV Administration to Entering Freshmen
(Fall 2008)
For more information:
www.spirituality.ucla.edu