Pub Date : 2020-05-03DOI: 10.1080/10656219.2020.1766608
O. Ramirez, Shalunda Sherrod, Lorraine Frye
Abstract The purpose of this study was to examine the ability of SDA emerging adults (N = 558) to remain sexually abstinent prior to marriage in spite of pressures to engage in such act. The researchers explored whether gender and racial differences exist among this group. The results showed a significant difference between SDA emerging males and females regarding their levels of self-efficacy (t (df=372) = 2.207; p < .05), and a significant difference among SDA emerging Caucasians, African Americans and other races as it relates to their levels of self-efficacy (F (df 2, 555) = 6.602, p < .05). The researchers recommend that religious institutions focus on the factors that influence the levels of self-efficacy, rather than simply emphasizing a sexually-abstinent lifestyle.
{"title":"Self-Efficacy and Sexual Purity among SDA Emerging Adults: A Bivariate Analysis*","authors":"O. Ramirez, Shalunda Sherrod, Lorraine Frye","doi":"10.1080/10656219.2020.1766608","DOIUrl":"https://doi.org/10.1080/10656219.2020.1766608","url":null,"abstract":"Abstract The purpose of this study was to examine the ability of SDA emerging adults (N = 558) to remain sexually abstinent prior to marriage in spite of pressures to engage in such act. The researchers explored whether gender and racial differences exist among this group. The results showed a significant difference between SDA emerging males and females regarding their levels of self-efficacy (t (df=372) = 2.207; p < .05), and a significant difference among SDA emerging Caucasians, African Americans and other races as it relates to their levels of self-efficacy (F (df 2, 555) = 6.602, p < .05). The researchers recommend that religious institutions focus on the factors that influence the levels of self-efficacy, rather than simply emphasizing a sexually-abstinent lifestyle.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1766608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43424952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/10656219.2020.1751012
O. Ramirez, Pauline Sawyers, Deril Wood, Finbar Benjamin
Abstract Although the importance of integration of faith and learning (IFL) is well documented in the literature, little is known of how it is implemented at a Historically Black University. The purpose of this qualitative study was to explore how IFL is deliberately implemented at a faith-based Historically Black University. Twenty-nine faculty members participated in the study. Thematic analysis was used to identify the following themes: connectivity, modeling, intentionality and spontaneity. These themes not only describe how IFL occurs at this institution, but also the levels at which IFL is deliberately implemented.
{"title":"Integration of Faith and Learning at a Faith-Based Historically Black University: An Exploratory Study","authors":"O. Ramirez, Pauline Sawyers, Deril Wood, Finbar Benjamin","doi":"10.1080/10656219.2020.1751012","DOIUrl":"https://doi.org/10.1080/10656219.2020.1751012","url":null,"abstract":"Abstract Although the importance of integration of faith and learning (IFL) is well documented in the literature, little is known of how it is implemented at a Historically Black University. The purpose of this qualitative study was to explore how IFL is deliberately implemented at a faith-based Historically Black University. Twenty-nine faculty members participated in the study. Thematic analysis was used to identify the following themes: connectivity, modeling, intentionality and spontaneity. These themes not only describe how IFL occurs at this institution, but also the levels at which IFL is deliberately implemented.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1751012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46750337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10656219.2020.1731143
P. Brantley
Abstract Beginning with his doctoral dissertation in 1977, Roger Dudley initiated a research agenda for the Seventh-day Adventist Church that explored the connection between church practices and youth spiritual outcomes. An analysis of this entire body of research on Adventist youth over the four decades ending in 2020 gives rise to the following generalizations: (1) overall church engagement is related to quality of relationships; (2) doctrinal loyalty is a function of the quality of experiences; (3) lifestyle choices reflect ambiguity of youth toward church standards; (4) Adventist education's effects are positively related to church engagement although the causitive connection is yet unknown; and (5) the effectiveness of church programming seems related to the extent of youth involvement. A new research agenda is needed in the wake of the Roger Dudley era of research into youth/church engagement that attempts to identify church practices which result in positive youth outcomes and the causative reasons for them.
{"title":"Adventist Youth and the Church: An Overview of Research Related to Roger Dudley’s Seminal Contributions","authors":"P. Brantley","doi":"10.1080/10656219.2020.1731143","DOIUrl":"https://doi.org/10.1080/10656219.2020.1731143","url":null,"abstract":"Abstract Beginning with his doctoral dissertation in 1977, Roger Dudley initiated a research agenda for the Seventh-day Adventist Church that explored the connection between church practices and youth spiritual outcomes. An analysis of this entire body of research on Adventist youth over the four decades ending in 2020 gives rise to the following generalizations: (1) overall church engagement is related to quality of relationships; (2) doctrinal loyalty is a function of the quality of experiences; (3) lifestyle choices reflect ambiguity of youth toward church standards; (4) Adventist education's effects are positively related to church engagement although the causitive connection is yet unknown; and (5) the effectiveness of church programming seems related to the extent of youth involvement. A new research agenda is needed in the wake of the Roger Dudley era of research into youth/church engagement that attempts to identify church practices which result in positive youth outcomes and the causative reasons for them.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1731143","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48494681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10656219.2020.1731033
Eric D. Rackley
Abstract Informed by interpretive phenomenological analysis and sociocultural theory, this study examines the language experiences of seven Methodist youth. Analysis of 9 months of observations and 30 interviews yielded a set of experiences that represent the intimacy and complexity of youths’ religious discourses. As an essential feature of this congregation, discourse helped create a safe religious learning environment, fostered positive social relationships, and helped youth develop personally. On occasion, youth also violated acceptable discourse boundaries, sparking tension and uncertainty. At the intersection of religion, language, and social contexts, this study raises questions about the relationship between words and (religio)social worlds.
{"title":"“It is for Everything”: Religiosocial Discourse Experiences of Methodist Youth","authors":"Eric D. Rackley","doi":"10.1080/10656219.2020.1731033","DOIUrl":"https://doi.org/10.1080/10656219.2020.1731033","url":null,"abstract":"Abstract Informed by interpretive phenomenological analysis and sociocultural theory, this study examines the language experiences of seven Methodist youth. Analysis of 9 months of observations and 30 interviews yielded a set of experiences that represent the intimacy and complexity of youths’ religious discourses. As an essential feature of this congregation, discourse helped create a safe religious learning environment, fostered positive social relationships, and helped youth develop personally. On occasion, youth also violated acceptable discourse boundaries, sparking tension and uncertainty. At the intersection of religion, language, and social contexts, this study raises questions about the relationship between words and (religio)social worlds.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1731033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42517568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10656219.2020.1731031
Beverly J. Christian
Abstract It is proposed that young children may develop a felt sense of God through an attachment to nature that parallels their attachment to significant people in their lives. Children learn through their senses and young children experience a sense of awe and wonder when immersed in nature. Research supports the argument that children who are exposed to nature develop personal attributes that help them flourish. This article argues for a nexus between young children’s sensory experiences in nature and their felt sense of God.
{"title":"Attachment, Nature, and the Young Child’s Felt Sense of God","authors":"Beverly J. Christian","doi":"10.1080/10656219.2020.1731031","DOIUrl":"https://doi.org/10.1080/10656219.2020.1731031","url":null,"abstract":"Abstract It is proposed that young children may develop a felt sense of God through an attachment to nature that parallels their attachment to significant people in their lives. Children learn through their senses and young children experience a sense of awe and wonder when immersed in nature. Research supports the argument that children who are exposed to nature develop personal attributes that help them flourish. This article argues for a nexus between young children’s sensory experiences in nature and their felt sense of God.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1731031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48039652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10656219.2020.1731030
Jessie Daniels, Ben L. Thomas, Craig R. Miller, Desiree S. Libengood, Bettina Phagan
Abstract The Act Six program includes full-need, full-tuition student scholarships, extensive training and preparation for students prior to matriculation, and mentorship throughout their time on campus. The purpose of this research was to explore institutional decisions and implications in initiating and sustaining an Act Six partnership. Through an exploratory case analysis design, the views of staff, faculty, and administrators at four Act Six partner universities, as well as institutional documents and data, were explored. Ultimately, this initiative appears to be one successful strategy for developing the institutional capacity to respond to the significant changes in student demographic trends, while honoring the biblical call and developing a justice orientation toward diversity.
{"title":"Act Six: The Institutional Perspective","authors":"Jessie Daniels, Ben L. Thomas, Craig R. Miller, Desiree S. Libengood, Bettina Phagan","doi":"10.1080/10656219.2020.1731030","DOIUrl":"https://doi.org/10.1080/10656219.2020.1731030","url":null,"abstract":"Abstract The Act Six program includes full-need, full-tuition student scholarships, extensive training and preparation for students prior to matriculation, and mentorship throughout their time on campus. The purpose of this research was to explore institutional decisions and implications in initiating and sustaining an Act Six partnership. Through an exploratory case analysis design, the views of staff, faculty, and administrators at four Act Six partner universities, as well as institutional documents and data, were explored. Ultimately, this initiative appears to be one successful strategy for developing the institutional capacity to respond to the significant changes in student demographic trends, while honoring the biblical call and developing a justice orientation toward diversity.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1731030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45590677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10656219.2020.1731032
Alina M. Baltazar, D. McBride, B. Ames, Richard J. Griffore
Abstract College students transition from the parental home environment to the college environment. This study examined the transitioning role of parent/child relationships and religiosity in Christian college student heavy episodic drinking (HED). Analysis was conducted using data from a health-risk behavior survey administered on campus, n = 434. Believing the body is the temple of God was the only statistically significant variable in the logistic regression model, 78% less likely to engage in HED. These results show there is a transitioning role of parents during the college years with parents having less influence on HED than religious belief on a Christian college campus.
{"title":"Transitioning Role of Parents in Binge Drinking in the Context of Alcohol Abstinent Religiosity Among Christian College Students","authors":"Alina M. Baltazar, D. McBride, B. Ames, Richard J. Griffore","doi":"10.1080/10656219.2020.1731032","DOIUrl":"https://doi.org/10.1080/10656219.2020.1731032","url":null,"abstract":"Abstract College students transition from the parental home environment to the college environment. This study examined the transitioning role of parent/child relationships and religiosity in Christian college student heavy episodic drinking (HED). Analysis was conducted using data from a health-risk behavior survey administered on campus, n = 434. Believing the body is the temple of God was the only statistically significant variable in the logistic regression model, 78% less likely to engage in HED. These results show there is a transitioning role of parents during the college years with parents having less influence on HED than religious belief on a Christian college campus.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1731032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46019241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/10656219.2019.1703849
Candace Flatt
Abstract Forty years ago, Alan Peshkin began his study of fundamental independent Baptist Christian schools. With time, further insight can be gained on the outcomes of the students from these schools. Despite possessing employer-desired character traits, fundamental Christian school students were expected to earn few academic or career achievements. The purpose of this study is to determine if Peshkin’s expectations became reality. Thirty-five former Christian school students were surveyed anonymously regarding career preparation and choices. All survey participants have completed some higher education. Over one-fourth of the participants earned at least one graduate degree and an additional one-third of participants hold at least one bachelor’s degree. Survey participants have chosen a wide range of career paths.
{"title":"Career Preparation and Choices of Fundamental Christian School Students","authors":"Candace Flatt","doi":"10.1080/10656219.2019.1703849","DOIUrl":"https://doi.org/10.1080/10656219.2019.1703849","url":null,"abstract":"Abstract Forty years ago, Alan Peshkin began his study of fundamental independent Baptist Christian schools. With time, further insight can be gained on the outcomes of the students from these schools. Despite possessing employer-desired character traits, fundamental Christian school students were expected to earn few academic or career achievements. The purpose of this study is to determine if Peshkin’s expectations became reality. Thirty-five former Christian school students were surveyed anonymously regarding career preparation and choices. All survey participants have completed some higher education. Over one-fourth of the participants earned at least one graduate degree and an additional one-third of participants hold at least one bachelor’s degree. Survey participants have chosen a wide range of career paths.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2019.1703849","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41870590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/10656219.2019.1703850
Bruce B. Boyd, Darren M. George
Abstract A pre-post analysis of an undergraduate class in conflict resolution offered by the Religious Studies department of a liberal arts Christian university in central Alberta was conducted. Eight different conflict-resolution classes over a stretch of five years (N = 289) completed a 26-item questionnaire early in the term and then completed the same questionnaire on the final day of class. Nineteen of the items dealt with cognitions and attitudes about resolving conflict. The other seven items assessed behavioral outcomes. Results found that students improved from pre to post in all 26 items, 23 of them significantly. Findings concerning gender differences, differences between romantically attached couples and non-romantic dyads, and changes in effectiveness over time are also discussed. Findings suggest that an undergraduate class in conflict resolution can be of substantial benefit to students in their personal relationships.
{"title":"The Influence of an Undergraduate Conflict-Resolution Course to Effect Change in Student Cognitions, Attitudes and Behaviors in Their Personal Relationships","authors":"Bruce B. Boyd, Darren M. George","doi":"10.1080/10656219.2019.1703850","DOIUrl":"https://doi.org/10.1080/10656219.2019.1703850","url":null,"abstract":"Abstract A pre-post analysis of an undergraduate class in conflict resolution offered by the Religious Studies department of a liberal arts Christian university in central Alberta was conducted. Eight different conflict-resolution classes over a stretch of five years (N = 289) completed a 26-item questionnaire early in the term and then completed the same questionnaire on the final day of class. Nineteen of the items dealt with cognitions and attitudes about resolving conflict. The other seven items assessed behavioral outcomes. Results found that students improved from pre to post in all 26 items, 23 of them significantly. Findings concerning gender differences, differences between romantically attached couples and non-romantic dyads, and changes in effectiveness over time are also discussed. Findings suggest that an undergraduate class in conflict resolution can be of substantial benefit to students in their personal relationships.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2019.1703850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42260795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/10656219.2019.1703848
Catherine K. Bouabré
Abstract This study surveyed heads of schools of U.S. K-12 Christian Schools concerning foreign language instruction in the 2016–2017 school year. The purpose was to determine 1) the number of schools that offered foreign language instruction, 2) the languages those schools offered, 3) the grade levels in the elementary and middle schools in which languages were offered, 4) the language course levels offered in high schools, and 5) whether the foreign language curriculum was sequenced between elementary and middle school, and between middle and high school. The results of the present study were compared with the results from a similar study done by the Center for Applied Linguistics (CAL) of foreign languages offered in K-12 schools nationwide.
{"title":"Current State of Foreign Language Instruction in U.S. K-12 Christian Schools","authors":"Catherine K. Bouabré","doi":"10.1080/10656219.2019.1703848","DOIUrl":"https://doi.org/10.1080/10656219.2019.1703848","url":null,"abstract":"Abstract This study surveyed heads of schools of U.S. K-12 Christian Schools concerning foreign language instruction in the 2016–2017 school year. The purpose was to determine 1) the number of schools that offered foreign language instruction, 2) the languages those schools offered, 3) the grade levels in the elementary and middle schools in which languages were offered, 4) the language course levels offered in high schools, and 5) whether the foreign language curriculum was sequenced between elementary and middle school, and between middle and high school. The results of the present study were compared with the results from a similar study done by the Center for Applied Linguistics (CAL) of foreign languages offered in K-12 schools nationwide.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2019.1703848","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49049146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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