Cultivating the Spirit: How College Can Enhance Students’ Inner Lives (review)

Craft, Christy Moran; Kohl, Benjamin E.

doi:10.1353/csd.2012.0019

Cited by 58 publications

(16 citation statements)

References 3 publications

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“…Across all eight values of leadership in the Social Change Model, there were positive relationships with the spirituality measurement used in this study as demonstrated by the Pearson r coefficients. The repeated consistent positive relationships compliments the findings of Gerhke ( 2008) as well as the suggestion by Astin, Astin, and Lindholm (2011) students who show substantial growth in spiritual development also demonstrate higher levels of leadership development.…”

Section: Discussionsupporting

confidence: 89%

“…It is also interesting to note that all values were in the positive. The essence of the spirituality scale's contributing questions spoke to the idea of the search for meaning and purpose and the development of a philosophy of life as a result of that search, and compliments the "Spiritual Quest" scale developed as described by Astin, Astin, and Lindholm (2011). This is also most similar to the "Spiritual Quest" measurement as described in Gerhke's study (2008).…”

Section: Resultsmentioning

confidence: 83%

“…The authors believed that students had an inherent desire to pursue the development of their spiritual selves, and that the college experience largely affects that pursuit. With the exception of a few earlier calls for the developing conversation on college student spirituality (Chickering, Dalton, & Stamm, 2005;Dalton & Crosby, 2006) no prior research on the spiritual lives of students had been fully explored, and certainly not on the scale Astin et al (2011) proposed to conduct. Based on extensive data from 14,527 students in over 130 colleges and universities across the United States, the study measured five spiritual and five religious qualities.…”

Section: Spirituality and Leadership In The Literaturementioning

confidence: 99%

“…For example, consciousness of self speaks of being aware of one's beliefs and values that contribute to the individual's motivations for action. Although not directly equivalent to religious engagement or commitment (Astin, Astin, & Lindholm, 2011) which would demonstrate a most direct relationship, the pursuit of spirituality helps to develop the student's beliefs and values as they search for meaning and purpose and discuss issues of the meaning of life with others. Common purpose reflects working with shared values or goals.…”

Section: Spirituality and Leadership In The Literaturementioning

confidence: 99%

“…Interestingly, controversy with civility followed closely behind civility in this relationship with spirituality. Included in the conceptualization of spiritual quest by Astin, Astin, and Lindholm (2011) is the idea that "spiritual growth is facilitated through interaction with others" (p. 28). By engaging in the messy and contentious discussions of spirituality, faith, and religion, students have the opportunity to develop the skill of discussing tough topics while demonstrating respect for others, a willingness to hear others' views, and to exercise restraint in criticizing others' views and actions (HERI, 1996).…”

Section: Controversy With Civility and Spiritualitymentioning

confidence: 99%

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The Development of the Leader and the Spirit: Integrating the Concepts toward Meaning-Making

Stonecipher¹

2012

Journal of Leadership Education

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Using data from the Multi-Institutional Study of Leadership, this study examines the relationship between the eight values of the Social Change Model of Leadership Development with a student's spiritual quest. Finding consistent positive relationship between the two constructs, the article discusses the intentional use of reflection in student leadership development programs to facilitate student growth in both leadership development and spiritual quest. Suggestions for implementing reflection are provided as well as discussion of further research.

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Section: Discussionsupporting

confidence: 89%

Section: Resultsmentioning

confidence: 83%

Section: Spirituality and Leadership In The Literaturementioning

confidence: 99%

Section: Spirituality and Leadership In The Literaturementioning

confidence: 99%

Section: Controversy With Civility and Spiritualitymentioning

confidence: 99%

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The Development of the Leader and the Spirit: Integrating the Concepts toward Meaning-Making

Stonecipher¹

2012

Journal of Leadership Education

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When race and religion collide: The effect of religion on interracial friendship during college.

Park

2012

Journal of Diversity in Higher Education

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This study analyzes data from the National Longitudinal Study of Freshmen (NLSF) to examine whether religious affiliation and involvement are related to the outcome of interracial friendship in the fourth year of college. When controlling for students' demographic characteristics, institutional characteristics, and previous levels of interracial friendship, being Protestant or Jewish was negatively related to interracial friendship. In addition, students who reported higher levels of religious salience and involvement in campus religious organizations were significantly less likely to have close friends of another race by the fourth year of college. Findings highlight the need for educators to understand the role of religion in shaping students' precollege and college experiences with diversity.

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Religion’s afterlife: The noninstitutional residuals of religion in Black college students’ lived experiences.

McGuire¹

2018

Journal of Diversity in Higher Education

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Discourse concerning religion in the American public sphere exists within what Miller (2012) describes as church decline narratives. Highlighting the declining significance of organized religion, these narratives conform neatly with notions of young adults' relationships to formal authority broadly speaking and religious institutions in particular. However, the declining significance of institutionalized religion manifests itself differently in the lives of Black young adults living in the United States compared with White young adults. For example, according to the 2014 Religious Landscape Survey, younger Black millennials (20 -26 years old) were less likely than younger White millennials to identify as religiously unaffiliated (29% vs. 38%; Pew Research Center, 2014). In light of this, how do we understand religion in the lives of college students? What are the implications of the fact that despite increasing religious disaffiliation, 90% of younger Black millennials are either absolutely or fairly certain about their belief in God? In this paper, I propose a theorization of religion's afterlife-or how religion continues to matter in Black students' lives despite their lack of affiliation and engagement with institutionalized faith organizations. I offer a critical account of religion as a socially constructed category that exerts influence in the lives of Black undergraduates beyond institutional boundaries and religious-specific spaces. These findings emphasize the necessity for educators to provide greater attention to spirituality and religion as critical components of institutions' diversity agendas in general and how religion and spirituality play out in the lives of Black undergraduates at PWIs in particular.

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Cultivating the Spirit: How College Can Enhance Students’ Inner Lives (review)

Cited by 58 publications

References 3 publications

The Development of the Leader and the Spirit: Integrating the Concepts toward Meaning-Making

The Development of the Leader and the Spirit: Integrating the Concepts toward Meaning-Making

When race and religion collide: The effect of religion on interracial friendship during college.

Religion’s afterlife: The noninstitutional residuals of religion in Black college students’ lived experiences.

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