Literaturnachweis - Detailanzeige
| Autor/inn/en | Craft, Christy Moran; Yang, Yang |
|---|---|
| Titel | Academic Experiences, Perceptions of Curricular Diversity, and Academic Performance: A Study of Undergraduate Christian Students in Faith-Based Student Organizations |
| Quelle | In: Journal of Campus Activities Practice and Scholarship, 2 (2020) 2, S.13-23 (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Learning Experience; Student Attitudes; Diversity; Academic Achievement; Undergraduate Students; Religious Factors; Christianity; Student Organizations; Educational Environment |
| Abstract | The purpose of this study was to gain a better understanding of undergraduate Christian students involved in faith-based student organizations at one public, Midwestern research university. Specifically, we were interested in examining select academic experiences, perceptions of the religious and spiritual diversity in the curriculum, and the academic performance of these students as compared to other Christian students and non-Christian students. To that end, we analyzed data collected through a campus climate survey. Findings revealed that Christian students in faith-based student organizations had more favorable perceptions of their academic experiences and the religious and spiritual diversity in the curriculum than did non-Christians, and their academic performance (measured by GPA) was more likely to be higher than that of other Christians and non-Christians. We present several implications for practice, most of which pertain to recognizing and addressing Christian privilege along with encouraging students of all religious and spiritual identities to become involved in relevant faith-based student organizations on campus. (As Provided). |
| Anmerkungen | National Association of Campus Activities. 13 Harbison Way, Columbia, SC 29212. Tel: 803-732-6222; e-mail: education@naca.org; Web site: https://www.naca.org/JCAPS/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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