How Student Affairs Education Limits Spiritual, Religious, and Secular Identity Exploration: A Qualitative Study of Graduate Students' Educational Experiences

Autor/inn/en	Burchett, Matthew; Glanzer, Perry
Titel	How Student Affairs Education Limits Spiritual, Religious, and Secular Identity Exploration: A Qualitative Study of Graduate Students' Educational Experiences
Quelle	In: Journal of College and Character, 21 (2020) 4, S.281-300 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-1639
DOI	10.1080/2194587X.2020.1822877
Schlagwörter	Self Concept; Student Attitudes; College Faculty; Religion; Spiritual Development; Graduate Students; Counselor Training; Student Personnel Workers; Student Personnel Services; Fear; Disadvantaged; Student Development; Phenomenology; Christianity; Buddhism; Catholics; Judaism; Protestants; Student Characteristics; Educational Experience; Religious Factors; Beliefs + Suchen Sie Ihr Suchwort? Selbstkonzept; Schülerverhalten; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Furcht; Phenomenological psychology; Phänomenologie; Psychologie; Christentum; Buddhismus; Katholik; Judaismus; Protestantism; Protestantismus; Bildungserfahrung; Belief; Glaube
Abstract	Little scholarship explores the attention to religious, spiritual, and secular identity in the graduate preparation of student affairs professionals. To address this gap, we undertook a phenomenological examination of the experiences of second-year graduate students in four elite master of education programs with respect to these identities. We found that both secularists and devout religious believers experienced a marginalization that chilled discussions about these identities and their willingness to share their own identities. Their view that other students and professors did not perceive spiritual, secular, or religious identity development as important amplified their fear and sense of marginalization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01