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College Students Search for Meaning, Contemplation and Belief: A Cultural Analysis

Jeremy Carter, M.S. Candidate-Miami University Alex Hirs, M.S.- Bentley University Susan Mosley-Howard, PhD.-Miami University
7th Annual Black Religion and Spirituality in the 21st Century: Challenges and Opportunities Conference Michigan State University, East Lansing, MI October 21-23, 2012

Session Goals

To examine how college students grapple with spirituality and the search for meaning To critique the role higher education plays in facilitating college students development of a spiritual system To discuss ways to create pedagogical practices that may lend themselves to the exploration of spirituality within the college setting (e.g., contemplation)

Definitions

The UCLA team defines spirituality as a multifaceted quality: Spiritual quest: a quest to answer lifes beige questions Ecumenical worldview: a global worldview that transcends ethnocentrism and egocentrism Ethic of care: a sense of caring and compassion for others Charitable involvement: a lifestyle that includes service to others Equanimity: a capacity to maintain ones sense of calm and centeredness, especially in times of stress ~ Astin

Definitions

Spirituality is an intrapersonal or inner construct Spirituality refers to a persons sense of who they are, their origin, belief system, and the meaning, purpose and connections perceived in the world (Astin, Astin & Lindholm, 2011, p.4). Religion as defined as a system of symbols which act to establish a powerful, pervasive and longlasting motivation in people; to create an order of existence. Religion is also often viewed to be the organizational system unifying a collection of theological believers. Geertz (1985) Contemplation is a state of consciousness where [a person] is deeply attentive and experiences a sense of awe. It is characterized by an openness of self and thought. As an extension, contemplative practices are tools used to engage in contemplation. Miller (1994)

College Students Search for Meaning

Adolescents search for meaning, self and articles of faith are critical in combating the nihilistic feel of todays post modern world. Can institutions of higher education provide the space?

Contemplation as a Tool

Contemplative education or practices calls upon the learner to attend, to think critically, to note all parts of knowledge, and acknowledge the interconnectedness of all living things (Bush, 2010).

Theoretical Context

Research has established that spirituality is critically important in America even among youth. African Americans in particular demonstrate high levels of spirituality (higher than non-African Americans)
(Fife, 2011; Smith & Denton, 2005).

Theoretical Context

Researchers have examined spirituality (belief systems) and their impact on constructs like adjustment, psychological development, coping, achievement and decision-making (Fife et.al., 2011;
Maddi etal., 2006; Mbiti, 1990).

College Life and Spirituality

Studies suggest that college students engage in a systematic examination of religion or a search for meaning. African American college students identified more deeply with ethnicity and religion than white students.
(Fife et.al 2010)

College Life and Spirituality

Self concept among African Americans is at least on par with that of whites (Twenge & Crocker, 2002) Connections between identity, esteem and religion are seen at the adolescent level (Helms, 1994; Phinney, 1990,
1992, 1997).

Coping, Culture & Spirituality

Religious practices can be important coping mechanisms used by African Americans. African Americans have a more extensive prayer life than Whites, with black people reportedly turning to prayer routinely during various life events. (Krause & Chatters, 2005).

Impact of Spirituality

Connection between spirituality and selfefficacy. (Holland, 2002) Relationship between spirituality and first semester college grades. (Olson, 2008) African American educators suggested that spirituality was a primary attribute or reason for their educational success. (Clark
et al. 2006)

Internal religiosity correlated with academic outcomes such as academic self-efficacy (the belief that one can meet academic expectations). (Fife etal. 2011)

Empirical Findings: Spiritual Practices

The majority of students nationwide reported:


prayed (77%) considered religion personally helpful (71%) religion helped develop their identities (73%)
(Connor, 2006).

Miami University student data are consistent with these national findings, with just over half of first-year college students (57%) reporting that spirituality is one of the most important things in life, reporting it has helped them develop their identity (67%) (CIRP, 2010)

Deity Belief & Denominational Identity

Do you believe in God ?

(Miami University)

Miami 79% vs. other institutions 74% say yes, About 80% identify as Christians 81% of the Miami U sample state that they are not a born again Christian.

Miami African American Student Understanding of Spirituality

Focus group of 30 African American students Primarily Undergraduate Students Demographics of African American students at Miami University

53% Female: 47% Male Median family income is $55,000 61% students have at least one parent with at college degree

Focus Group Questions

Would you describe yourself as having a religious, faith-based or spiritual belief system or orientation? If yes, describe what that means to you Does that include belonging to a denomination? (maybe do a poll of who is Baptist, Methodist, Catholic, Muslim) Does your faith play a role in your daily college life on this campus? When do you become aware of your faith while on this campus? Do you rely on your faithwhen or at what times? Are there religious practices that you exercise?

Focus Group Questions

If you have a home church, do you remain in contact with that church? Have you developed a connection with a faith home here in Oxford? Or on this campus? Do you feel Miami has provided space or support for your faith practice?

Focus Group Questions

Can you think of times when you used your spiritual life or faith in decision-making? Academic decision making Leadership decision making Do you think your spirituality is linked to ethical decision-making as a leader? Should it? How? Describe? Social decision making? Relationship decisions? Health decisions? Other? Do you ever question or explore aspects of your spiritual life? How? Describe

Why Should We Infuse Our Spiritual Identity into Our Work?

Implications on Practice

Our society as a whole struggles with talking explicitly about topics such as religion, spirituality, and faith. The space for these conversations continues to shrink, and we grow more comfortable neglecting these topics. Spirituality exists as a dimension of our selves, much like the physical, mental, and emotional dimensions of our lives (Rogers &
Dantley, 2001).

Implications on Practice

This spiritual neglect leads to a general sense of malaise a paucity in our lives for deeper purpose and meaning (Abdullah, 1995). Conversations that explore spirituality and infuse contemplation provide the requisite space for our students, and for student affairs educators, to feed the spiritual dimension of our lives.

Implications on Practice

Spirituality rejuvenates student affairs educators, and our spiritual capacity serves as sustenance in the face of adversity and as a powerful source of motivation, focus, determination, and resilience (Loehr &
Schwartz, 2001, p. 127).

These spiritual conversations and activities not only feed parts of ourselves (Our spirits? Our souls?), but they strengthen and refine our leadership capacities.

The Soul Leader

Spirituality stands as an integral component of leadership

Rogers and Dantley (2001) describe student affairs educators who bring their spiritual identity into their work as soul leaders (p. 596). Soul leaders operate out of an inner power that is based in meaning, calling, passion, courage, vulnerability, spirituality, and community (Hagberg,
1994, as cited in Rogers & Dantley, 2001, p. 596).

Soul Leaders:

Genuinely listen to others, empathize with the needs of their students, and celebrate the strength of those around them. Suspend their own assumptions in order to truly listen to and understand the Other Create conditions that release human possibility and creativity Are life-giving (Hagberg, 1994; Lopez, 1995;

Zohar, 1997, as cited in Rogers & Dantley, 2001, p. 596)

How Do We Develop as Soul Leaders?

The Need for Reflection

Our capacity to develop as soul leaders and to develop our students into soul leaders rests in our ability to critically reflect upon our lives, our stories, and our search for meaning. Before we can talk about spirituality, religion, and faith with our students, we need to feel comfortable participating in the general discussion.

The Need for Reflection

Great leadership comes from people who have made that downward journey through violence and terror, who have touched the deep place where we are in community with each other, and who can help take other people to that place (Palmer, 1992, p.
7).

The Need for Reflection

Leaders embody their groups most precious values and beliefs. As they conquer the demons within, they achieve the inner peace and bedrock confidence that enable them to inspirit and inspire others (Bolman & Deal, 2001, pp. 62-63).

So much of our journey (and our students journey) as developing soul leaders relies upon our capacity to embrace vulnerability. This task inherently requires trust in our fellow peers and students, as well as a great deal of courage.

How Do We Actually Infuse Spirituality into Our Practices?

Examples of Practice

Not every spiritual conversation or contemplative practice needs to explicitly use terms such as spirituality, religion, or contemplation. The true power rests in offering students the space to share their stories, as well as listen to others stories. Three examples of activities that facilitate conversations around spiritual development include The Examen, The Model of Multiple Dimensions of Identity (Jones & McEwen, 2000), and Peer-Facilitated Retreats

The Examen
Awareness Take a moment to let your mind and body be truly calm and recognize that you are in this moment, right here and now. Honesty Relax your mind and try to be truly honest with yourself as you reflect. Be open to any thoughts and emotions that enter your mind. Thanks Looking briefly back on your day, when did you show care for someone else? When did you genuinely feel good about yourself? Take a minute to let these feelings sink in. Are there any people you would like to thank for being a part of your day? Growth What did you struggle with today? When would you say you fell short? Use these shortcomings as an opportunity for improvement. How did these moments feel? How do they feel now? Think if you feel any regret for an action from your day. Tomorrow Briefly consider what tomorrow may hold. As you prepare for the new day, what are some challenges you may face? What are some moments you are excited to encounter? Take some time to ready yourself for whatever tomorrow may hold.

The Examen

Weekly or daily moments of Examen (relaxing, breathing, awareness raising, reflection, visualization). The full meditation takes between five and ten minutes and provides students structure and guidance as they reflect on their actions from the day/week.

Serves as a low risk approach to conversations.

The Examen

Much of the power rests in the debrief after the Examen. Ask students if they can share those moments in which they are truly thankful. What were some moments in which students feel they fell short? Repeated use of the Examen and debrief can create a milieu of vulnerability, sharing, and reflection among a group of students (or student affairs educators).

The Model of Multiple Dimensions of Identity (MMDI)

CONTEXT

CORE

The MMDI

This model facilitates conversations around spirituality and meaning-making through multiple approaches. Students describe who they are at their core and articulate their sense of self. Students label their religious and spiritual identity and describe the salience of these identities.

The MMDI

Students begin to explore how their religious or spiritual identity intersects with other social identities (e.g., race, ethnicity, gender, sexual orientation, class).

Students share some of their stories through the context that has shaped their identities.

Peer-Facilitated Retreats

Develop retreats on and off-campus where students are encouraged to reflect on lifes deeper questions (e.g., Who am I? Why am I here? What do I want to do with my life?).

These retreats are more time-consuming and run on the spectrum from low-risk to high-risk themes (e.g., freedom & responsibility, social pressures, friends & relationships, academic success, vocation, spiritual discernment).

Peer-Facilitated Retreats

Design and describe these locations as safe spaces where students can disconnect- no cell phones, laptops, or other modes of technology.

Utilize a retreat construct where upperclass students serve as peer facilitators for underclass students and other students.

Peer-Facilitated Retreats

Work with the upperclass leaders to develop Talks that allow them to showcase their stories and share their experiences with their peers.

Infuse smaller activities and debriefing conversations that allow students to respond to their peers Talks and reflect on moments or situations that resonate.

Conversation Topics

How do we create spaces on a college campus where exploration of spirituality, faith, religion are fostered? How do we create conversations of spirituality among students given their stage of development? How does the mission of the institution impact the use of spiritual exercises?

Conversations continued

How have generational shifts impacted the perceived role of the church? How has social media or popular culture impacted the engagement of youth around spirituality? Does the notion of spirituality impact your work as a educator?

What examples do you have around engaging in this work with students?

References

Abdullah, S. (1995, Winter). Feeding our hunger for the sacred. Noetic Sciences Review, 35, 18-23. Astin, A., Astin, H., & Lindholm, J. (2011). Cultivating the spirit: How college can enhance students inner lives. San Francisco, CA: Jossey-Bass. Astin, A.W., Helen S. Astin, and Jennifer A. Lindholm (2010). Cultivating the spirit: how college can enhance students inner lives. New York: Jossey-Bass. Belzen, J.A. 2010. Psychology of religion: perspectives from cultural psychology. Mental Health, Religion & Culture. 13, 4, 329-347. Bolman, L. G., & Deal, T. E. (2001). Leading with soul: An uncommon journey of spirit. San Francisco, CA: Jossey-Bass. Boyd-Franklin, N. (1989) Black families in therapy: a multisystem approach. New York: Guilford. Burggraff, S., Grossenbacher, S. (2007) Contemplative Modes of Inquiry in Liberal Arts Education. Liberal Arts Online. 7, 4. Bush, M. (2010). Contemplative Higher Education in Contemporary America.

References

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References

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References

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References

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