An Examination of Non-Muslim College Students’ Attitudes Toward Muslims

Rockenbach, Alyssa N.; Mayhew, Matthew J.; Bowman, Nicholas A.; Morin, Shauna M.; Riggers-Piehl, Tiffani

doi:10.1080/00221546.2016.1272329

Cited by 19 publications

(9 citation statements)

References 47 publications

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“…Her point of view is particularly interesting for this study, since it provides a framework to work on positive Islamic personality development. Yet we have to bear in mind that there are other factors that impact personality development, such as the migratory experience, social context, media representation of Muslims, Islamophophia, relation between Muslims and non-Muslims, and so on (Zine 2001(Zine , 2004Verkuyten 2003;Peek 2005;Van Tubergen 2006;Tindongan 2011;Moulin 2012Moulin , 2013Shah 2012;Moulin-Stozek 2015;Berglund 2015;Mamodaly 2016;Rockenback et al 2017;Thijs et al 2018).…”

Section: Islamic Personality Development and Irementioning

confidence: 99%

Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools

Lafrarchi

2020

Religions

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Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.

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Section: Islamic Personality Development and Irementioning

confidence: 99%

Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools

Lafrarchi

2020

Religions

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“…As an exception, Rockenbach et al (2017) focused on students' attitude changes during the first year of college, and showed incoming first-year students expressed general appreciation of evangelicals upon college entry at 52%, which increased to 59% by the end of the first year. This increase was notably lower than the growing appreciation toward all other worldview groups exhibited by first-year students, which increased by 10-15 percentage points over the first year (Rockenbach et al, 2017).…”

Section: Interfaith Experiences and Attitudes Toward Evangelicalsmentioning

confidence: 99%

“…The genuine appreciation of an identity group acknowledges that people in the group make positive contributions to society and are ethical, among other attributes. Recent scholarship suggests that students' learning through exposure to religious, secular, and spiritual differences, and associated dissonance and ideological wrestling, might be related to helping students develop appreciative attitudes for evangelical Christian students (Mayhew et al, 2017), as well atheists (Bowman et al, 2017), Jews (Mayhew et al, 2018), Latter Day Saints (Rockenbach et al, 2017), and Muslims (Rockenbach et al, 2017). That said, no studies have investigated evangelical Christian appreciation longitudinally over 4 years of college and certainly none have adopted a mixed-methods approach for doing so.…”

Section: Introductionmentioning

confidence: 99%

The Evangelical Puzzle Partially Explained: Privileged Prejudice and the Development of Appreciative Attitudes Toward Evangelical Christianity

Mayhew

Winkler²,

Staples³

et al. 2022

Front. Educ.

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Background: Evangelical Christian college students simultaneously experience the privileges that accompany dominant religious identities and feel a need to conceal their identity and perspectives on college campuses. Consistently and empirically, the college campus has been studied for its potential to help students develop appreciative attitudes toward religious, secular, and spiritual worldviews. Yet, few studies have investigated evangelical Christian appreciation longitudinally over 4 years of college, and even fewer through the additional use of a mixed-methods design.Purpose: This inquiry examined if and how college students developed an appreciation of evangelical Christianity over 4 years of college.Methods: This paper used data gathered through the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), a nationally-representative, mixed-methods study that included survey data collection from 9,470 students at 122 colleges and universities over 3 time points, and 18 qualitative case studies conducted across institutions of various sizes, locations, and affiliations.Results: Using latent growth modeling, we demonstrated that overall appreciation for evangelical Christianity developed during college and was related to institutional cultures that invited and embraced worldview diversity as well as religiously-inclusive campus climates and practices. Related qualitative insights storied change in evangelical appreciation that centered on personal relationships with evangelicals, efforts to understand evangelical viewpoints, and a recognition that Christian students often have the privilege of operating from unexamined beliefs.Conclusion and Implications: Study results provide recommendations for educational practices that support student growth from tolerance to appreciation for evangelical Christianity.

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“…Additionally, literature (e.g., Engberg, Hurtado, & Smith, 2007;Finlay & Walther, 2003;Jenkins, Lambert, & Baker, 2009;Olson & DeSouza, 2017) suggests that college students who attend religious services more frequently, as well as those who consider themselves to be more religious, are less accepting of the queer-spectrum community. Currently not known, however, is how engagement across religious diversity may shape those perspectives, a clear gap given research supporting the value of interfaith experiences in fostering students' pluralism orientation (Rockenbach, Mayhew, Morin, Crandall, & Selznick, 2015) and their appreciative attitudes toward other minoritized groups (e.g., Jews and Muslims) (Mayhew, Bowman, Rockenbach, Selznick, & Riggers-Piehl, 2018;Rockenbach, Mayhew, Bowman, Morin, & Riggers-Piehl, 2017). Informed by those studies and other literature showing how one type of diversity exposure (e.g., race) may serve as a catalyst for diversity appreciation in other regards (see Engberg et al, 2007;Mayhew, Rockenbach, Bowman, Seifert, & Wolniak, 2016), we hypothesize that exposure to and engagement with religiously diverse others will positively shape heterosexual collegians' attitudes toward lesbian, gay, and bisexual people.…”

Section: Religion and Students' Attitudes Toward Queer-spectrum Peoplementioning

confidence: 99%

“…A total of 8,782 students responded, yielding a 43% response rate from Time 1 to Time 2; 7,194 students provided usable data at Time 2 (a completion rate of 82%). See Rockenbach et al (2017) for more information on the sample demographics and characteristics.…”

Section: Data Source and Samplementioning

confidence: 99%

Interfaith Experiences and Their Relationship with Heterosexual Collegians’ Attitudes Toward Lesbian, Gay, and Bisexual People

Crandall

Dahl

Rockenbach

et al. 2021

Journal of Homosexuality

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For queer-spectrum students, college and university campuses are often sites of marginalization, discrimination, and/or harassment. Though such experiences are not singularly attributable to worldview, research highlights the role that religious identity plays in shaping individuals' perspectives on lesbian, gay, and bisexual (LGB) people. Absent from current scholarship, however, is insight into the ways in which interfaith experiences may influence those attitudes. As such, this study uses data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) to explore how formal and informal campus interfaith experiences and provocative encounters with worldview diversity relate to heterosexual students' appreciative attitudes toward LGB people. In addition to reinforcing the importance of friendships with individuals of different sexual orientations, our findings underscore the roles that campus space for support and spiritual expression, provocative encounters with worldview diversity, and interfaith behaviors play in fostering heterosexual students' appreciative attitudes toward LGB people.

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An Examination of Non-Muslim College Students’ Attitudes Toward Muslims

Cited by 19 publications

References 47 publications

Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools

Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools

The Evangelical Puzzle Partially Explained: Privileged Prejudice and the Development of Appreciative Attitudes Toward Evangelical Christianity

Interfaith Experiences and Their Relationship with Heterosexual Collegians’ Attitudes Toward Lesbian, Gay, and Bisexual People

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