The Big Chill: Are Campuses Turning a Cold Shoulder to Religious Students?

Schulz, Scott Andrew

doi:10.1080/15507394.2005.10012356

Cited by 6 publications

(4 citation statements)

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“…Given such tense dynamics, evangelical Christian students often prefer to withhold their religious identity from peers for fear of being pulled into debates in which they must publically defend their position (Brow et al 2014;Bryant 2005;Moran et al 2007). As a result, evangelical Christian students across a number of studies found a ''home'' in organizations specific to their worldview where they felt supported and challenged in ways that enriched their Christian identity (Brow et al 2014;Bryant 2005Bryant , 2008Bryant , 2009Bryant , 2011Moran et al 2007;Schmalzbauer 2010;Schulz 2005).…”

Section: Campus Climate For Evangelical Studentsmentioning

confidence: 99%

Expanding Perspectives on Evangelicalism: How Non-evangelical Students Appreciate Evangelical Christianity

Mayhew

Rockenbach

Bowman

et al. 2017

Review of Religious Research

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Evangelical students pose a distinctive set of challenges to higher education professionals. These students, though advantaged to some degree because of their Christian identity, commonly report feeling marginalized and silenced on college campuses. In light of these tensions, the purpose of this study was to examine how non-evangelical students come to an appreciative understanding of evangelical Christianity. Specifically, the research focused on the specific campus conditions and experiences that influence non-evangelical students’ appreciative attitudes toward evangelicals. Findings reveal distinct demographic, institution type, and academic major differences in those students’ perspectives toward their evangelical peers. Additionally, the results suggest that appreciative attitudes toward evangelicals are associated with non-evangelical students’ interfaith experiences, albeit to differing degrees based on self-identified worldview. Recognizing that the work of helping non-evangelical students develop an appreciative understanding of evangelicals is as complicated as it is challenging, especially in the collegiate context, the authors conclude with a discussion of implications for research and practice.

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Section: Campus Climate For Evangelical Studentsmentioning

confidence: 99%

Expanding Perspectives on Evangelicalism: How Non-evangelical Students Appreciate Evangelical Christianity

Mayhew

Rockenbach

Bowman

et al. 2017

Review of Religious Research

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“…Many scholars have noted the chilly classroom climates that evangelical students have encountered at non-sectarian universities, where their beliefs and values have been subjected to challenges and attacks (Coley, 2010;Lowery, 2001;Moran, Lang, & Oliver, 2007;Schulz, 2005;Thomson, 2009). Some evangelical students and faculty have perceived their campuses to be inhospitable to viewpoint diversity (Brow, Yau, Hong Jiang, & Bonner, 2014;Larsen, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

A Case Study of the Center for Christian Thought and Academic Excellence at Darin University

Singer¹

2019

Proceedings of the 2019 AERA Annual Meeting

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This paper examines the influence that the Center for Christian Thought and Academic Excellence (CTAE) had on student participants' academic, social, and spiritual habits at Darin University, a highly competitive, medium-sized, private non-sectarian university in the Southeastern United States. Findings from this exploratory instrumental case study revealed that CTAE helped students identify aspects of their field of study and moments in classroom dialogue to integrate their beliefs, provided students with access to a community on campus devoted to Christian intellectual life, and offered students opportunities to develop a new perspective on the spiritual purpose of their academic and vocational interests. This study adds to existing literature by presenting a case in which cultural incongruity did not cause evangelical students to withdrawal from the life of the University, because they were provided with resources opportunities to see their place in it.

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“…Weidman et al (2001) fail to account for the role of faculty in supporting the individual identities of their students, such as religious identity. As Hulett (2004) and Schulz (2005) discovered, the higher education classroom can be a particularly unsupportive space for Evangelical Christian students, especially when faculty do not defend these students from attacks by their peers. Evangelical Christian students, while remaining open to critiques and challenges to their beliefs, are in need of some structural support from faculty who share, or are sympathetic to, their beliefs.…”

Section: Evangelical Christian Doctoral Students and The Socializatiomentioning

confidence: 99%

“…She discovered that these students experienced significant disdain and antagonism from other students who disagreed with their Evangelical beliefs, values, and behaviors. Furthermore, Bryant (2005: 24) concluded that “students experienced uneasiness upon recognizing the contrasts between their own beliefs and behaviors and those of the dominant peer culture on the university campus.” Schulz (2005) discovered that Evangelical Christian students did not feel comfortable expressing their viewpoint in the classroom for fear of receiving judgment from their peers. Similarly, Thomson (2009 3 ) uncovered that students received negative feedback from composition faculty when seeking to integrate their Christian beliefs into their writing assignments.…”

Section: Evangelical Christian Studentsmentioning

confidence: 99%

Reconciliatory socialization: Conceptualizing the experiences of Evangelical Christian doctoral students in secular higher education

Espinoza

2018

International Journal of Christianity & Education

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Weidman, Twale and Stein’s (2001) model of graduate student socialization has served as a theoretical starting point for understanding the experiences of doctoral students. Although a number of scholars have critiqued the model for failing to account for the unique experiences of different student groups, none has specifically approached the model with Evangelical Christian doctoral students in mind. Building on the literature on Evangelical Christian students in secular higher education, this article offers a reconceptualization of Weidman et al.’s (2001) model that accounts for the unique experiences of Evangelical Christian doctoral students in secular higher education. This revised model, called reconciliatory socialization, serves as a conceptual framework by which to conduct empirical research on the experiences of Evangelical Christian doctoral students in secular settings.

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The Big Chill: Are Campuses Turning a Cold Shoulder to Religious Students?

Cited by 6 publications

References 0 publications

Expanding Perspectives on Evangelicalism: How Non-evangelical Students Appreciate Evangelical Christianity

Expanding Perspectives on Evangelicalism: How Non-evangelical Students Appreciate Evangelical Christianity

A Case Study of the Center for Christian Thought and Academic Excellence at Darin University

Reconciliatory socialization: Conceptualizing the experiences of Evangelical Christian doctoral students in secular higher education

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