Cultural Incongruity and Social Status Ambiguity: The Experiences of Evangelical Christian Student Leaders at Two Midwestern Public Universities

Autor/inn/en	Moran, Christy D.; Lang, Dennis James; Oliver, Jenea
Titel	Cultural Incongruity and Social Status Ambiguity: The Experiences of Evangelical Christian Student Leaders at Two Midwestern Public Universities
Quelle	In: Journal of College Student Development, 48 (2007) 1, S.23-38 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Universities; Student Leadership; Social Status; Student Attitudes; Interviews; Data Analysis; Public Colleges; Student College Relationship; College Environment; Cultural Isolation; Alienation; Christianity; Protestants; College Students; Identification; Religious Factors; Personality Theories; Values; Beliefs; Student Behavior; Phenomenology + Suchen Sie Ihr Suchwort? University; Universität; Studentenwerk; Sozialer Status; Schülerverhalten; Interviewing; Interviewtechnik; Auswertung; Hochschulumwelt; Entfremdung; Christentum; Protestantism; Protestantismus; Collegestudent; Identifikation; Identifizierung; Personality theory; Persönlichkeitstheorie; Wertbegriff; Belief; Glaube; Student behaviour; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	This phenomenological investigation highlights the experiences of evangelical Christian student leaders at two Midwestern public universities. These students perceived their public university environments not only as incongruent with, but also as antagonistic and oppressive toward, their values, beliefs, and behaviors. Besides detailing how these students navigated their culturally incongruent environments, the authors introduce the concept of "social status ambiguity" to describe how differing perceptions of the religious identity of these students may result in the concurrent existence of the privileged and oppressed social statuses in that identity domain. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10