June 14, 2007

Students and Faith

Whether the source is God and Man at Yale or any number of more recent studies, the conflict between a college education and the faith that students bring to campus (secular campuses at least) is well accepted. The more you pursue a higher education, the more likely you are to abandon your faith — at least that’s what conventional wisdom holds.

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“Actually we’ve just been wrong about this for quite a while,” said Mark D. Regnerus, an assistant professor of sociology at the University of Texas at Austin and one of the authors of a new study that suggests students who attend and graduate from college are more likely than others to hold on to their faith.

It’s not that colleges necessarily encourage faith, he said, but for all the talk about how intellectuals are out to destroy students’ relationships to their religions and God, the main obstacles to such relationships have to do with maturing and how young people spend their time. “Some kids were bound to lose [their faith] anyway and they do,” Regnerus said. But the evidence suggests that college isn’t responsible.

The research is appearing this month in the journal Social Forces. The other authors on the paper are two graduate students in sociology at Texas, Jeremy E. Uecker and Margaret Vaaler. The data that they analyze come from the National Longitudinal Study of Adolescent Health, which tracked more than 10,000 Americans from adolescence through young adulthood from 1994 to 1995 and from 2001 to 2002. Because the study was looking at individuals, it differs from studies looking at those attending certain colleges and includes students from a range of colleges and those who didn’t attend college at all.

The data were mined for trends on three factors of religious activity: attendance at religious services, relative importance of religion, and disaffiliation from religion. A substantial majority of young adults report a decline in attendance at religious services, while a minority report that religion has become less important and that they have completely dropped their religion. But the greatest drops come from those who are not in college.

Percent of Young Adults Reporting Religious Declines, by Level of Education

Educational Attainment	Decline in Attending Services	Decline in Importance of Religion	Disaffiliation From Religion
Didn’t attend college	76.2%	23.7%	20.3%
Attended, but earned no degree	71.5%	16.3%	14.6%
Earned associate degree	60.3%	15.1%	14.4%
Earned at least a bachelor’s degree	59.2%	15.0%	15.0%

So with all the talk about supposedly liberal, anti-religious professors, why do the young adults who don’t go to college suffer more of a religious loss?

Regnerus said that what the study suggests — and his personal experience confirms — is that while there are plenty of non-religious professors around, they aren’t trying to discourage any students from practicing their faith. “Of course there are some who are hostile to religion. But they don’t teach that. They teach their discipline,” Regnerus said. The attitude, he added, is: “Whatever I think about evangelicals, when I go to teach quantum physics, I teach quantum physics.”

More broadly, so many students are in pre-professional programs, Regnerus said, that they are focused on practical matters much more than on wondering whether God exists. As a Christian who earned his undergraduate degree at Trinity Christian College, Regnerus said he spent a lot of time talking about philosophical issues in college, but that’s not the norm for many undergrads these days. (Christian colleges in recent years have experienced a boom, in part from students who don’t want to become secular, or whose parents don’t want them to become secular, and Regnerus said his study doesn’t contradict that belief. Because there is a decline in religious connection during the college years — looking at religious and secular institutions together — those at religious colleges are less likely to experience that decline.)

Behavioral factors, he said, are a better way than college status to predict whether young adults will become less religious. Those who don’t have sex before marriage are also those who don’t experience as much of a drop in religious connection. Those who have smoked pot experience more of a drop. Those who increase alcohol consumption during their young adulthood experience more of a drop in religious connection.

Those who blame college for declining religious activity by students don’t understand that it is these factors, among others, that are the influence, Regnerus said. “This is about this period of the life course where freedom and choice become paramount,” he said. “What diminishes religiosity is freedom and choice, not intellectual engagement.”

— Scott Jaschik

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Comments

Just Blabbing About Myself

As a young man, I was a very conservative Christian. In college I was a pre-ministerial student with a double major in Mathematics and Philosophy and Religion. In my senior year in college I decided not to attend a school of theology (after having been accepted at my two top choices) and spent the better part of the next three traumatic years coming to terms with my rejection of faith versus reason. I became what I called a terminal agnostic ... I don’t know, and, for me, “it” is unknowable. During the past ten years I moved closer and closer to atheism and today I am hostile to religion, believing that it is the root cause of many of our individual and societal ills.

Next year will be my 48th year of teaching, all but two in higher education. During those years, the vast majority of my students have been “religious” (and, in addition, have been divided almost 50-50 to the right and left of the political “middle-of-the-road”). To the best of my knowledge, my students have never been aware of anything about my religious background or “beliefs” expect possibly that, as an undergraduate, I was a pre-ministerial student. And, although I do not eschew relevant discussions of politics, economics, and social issues in class, I think it is safe to say that the vast majority of my students leave class wondering where my political leanings actually are.

Finally, I happen to believe that of the relatively small proportion of my colleagues who aggressively pursued religion (or politics) in the classroom, they were almost evenly divided between believers and non-believers (and conservatives and liberals). Even.though some of those colleagues have “driven me crazy,” I have always valued and appreciated the political and social breadth of the environments in which I have taught.

RWH, at 6:10 am EDT on June 14, 2007

A thought, and a bit of blabbing about myself as well.

First of all, I can’t help but wonder if a good college education would not be inherently beneficial for one’s faith. Such an education encourages critical inquiry and self examination—which cannot help but bleed over into such personal issues as faith. Peter Abelard argued forcefully in the 12th century that such questioning gives one a more meaningful relationship with one’s faith, increasing the attachment to God.

Now for me. I was raised in an rather conservative religious home, and had a close attachment to the Baptist faith that I grew up with. In the years before I went to college—in the Army—I “lost” this faith as I went through a mature period of self-reflection. BUT—in my seven years of teaching, to the best of my knowledge, I have never had a student who was aware of my lack of faith, simply because it is not relevant. I teach medieval history, and speak about religion a great deal as a result. I’ve had students who believe that I am Protestant or Catholic, depending upon whether I’m discussing the Martin Luther of the articles of the Catholic faith, with the assumption being that if I know about it, and insist upon accuracy in my students, I must be of “that” faith.The idea that professors are out there pushing their faith, or lack thereof, in schools other than those run by evangelicals, is largely ridiculous.

SEH, Ast. Professor, at 7:25 am EDT on June 14, 2007

Project the Future

The present US government administration’s belief in God and a faith based initiatvie while inflicting havoc on all segments of civilized society, from Libby to Gonzales to unprovoked war to torture, recognition that the look outside oneself for moral behavior is absurd will become the norm.

Dawkins, Harris, Hitchens, and others will lead the way to a sane approach to the definition of right and wrong.

The question is how to speed up the search from within for values among the educated, not inhibit it.

William Sumner Scott, J.D.

Judicial Equality Foundation, Inc.

wss@jefound.org

William Sumner Scott, J.D., at 8:15 am EDT on June 14, 2007

Does Learning Induce Disbelief?

As far as I can tell atheism, agnosticism, skepticism in religious matters, and unconventional beliefs within religion are more common among the highly educated that the uneducated or poorly educated. A skeptical philosopher or scientist is probably more common than a skeptical farmer, industrial laborer, or acccountant. Education has something to do with this. Yet I have encountered unbelief among untutored folk, and know many religious intellectuals. I don’t think education CAUSES unbelief, but may induce it in persons who are already so inclined or disillusioned with religion already. Also, I’m not sure how reliable studies of belief among university students are. As the article noted, many—probably most—students are involved in mainly practical, business oriented and technical programs which involve little intellecutal inquiry. Without the critical temper, without the creative and reflective side of the life of the mind, there is little inclination to ponder one’s beliefs and experience the mental growth that sometimes leads to unbelief and sometimes to great innovations in religion. Hence many students do not only avoid becoming unbelievers, they avoid even mental and emotional maturity in the development of their religious consciousness as believers. They do not become creative religious thinkers, and their beliefs become rigid, stale and authoritarian.

So, it is irrelevant whether their professsors are themselves believers or skeptics when students do not discover (and the university system doesn’t encourage them to discover) the exquisite joys of intellectual inquiry.

RBirt, Education & Unbelief, at 8:15 am EDT on June 14, 2007

There’s Actually a Rise in Spirituality on Campuses

Scott, Thanks for this helpful summary of the work by Regnerus et al. The n of this study, and its longevity, warrant all researchers in this field to take notice. In the light of books like God on the Quad, this report appears timely. I would suggest that the report from the Helen Astin and the HERI team on spirituality should be studied alongside the above report. While they also found a descreasing connection to local places of worship during college years, they found a strong place for spirituality among students—not simply graduates. As I recall, it was around 90% of all students placed spiritual matters among their most important life concerns. I look forward to reading the full report and article noted above. Again, I appreciate you bringing this to the national attention and will share with our faculty. JP

Jerry Pattengale, Ass’t VP for Scholarship & Grants at Indiana Wesleyan University, at 8:55 am EDT on June 14, 2007

Single question

How do those stats change for a student who completes some level of graduate education? That’s where I saw the differences in religious faith and skepticism really appear.

So many undergraduates treat college in this day and age as a glorified vocational school, that, as the article stated, “they are focused on practical matters much more than on wondering whether God exists.” The class of students that are leaving that thought process behind would dovetail, I would think, with the class of students who decide to pursue the M.A. or the M.F.A. or the Ph.D...

Anonymous, at 9:05 am EDT on June 14, 2007

When faith is lost — and blabbing about myself

It has long been recognized within Christian churches that a person is most likely to lose their faith when they are in high school, not college. It’s very common for a teenager who has attended church with his/her parents since birth, to assert their independence by refusing to attend church. Whether or not they actually “lose faith” is another question.

If a teenager remains committed to the faith through high school, they are likely to retain that faith throughout college and beyond. The teenager that “drops out” of church likely won’t return to the faith until they themselves begin raising a family — whether they go to college or not.

I am an example. My family attended a Methodist church every Sunday. For those of you not familiar with the Methodist church, it is regarded as at least middle-of-the-road in Christian theology, if not slightly to the left. No hell fire and brimstone sermons on Sunday morning. But as a teenager, I stopped attended, and I would agree that I lost my faith. I attended college, and I didn’t return to the church until I was 30. College didn’t “kill” my faith; teenage rebellion did.

Tom McCool, at 9:10 am EDT on June 14, 2007

The reason is simple: campuses foster critical mass

There should be no surprise why campus religious activity is more explicit, more organized, and has a higher percentage of young people participating than those young people who are not in school. Campuses create critical mass for young people—of whatever cause or belief—far more easily than for young people who are out in the workforce from 8 to 8 and who have only a few friends their age. Having been involved in campus ministry myself, either as participant or leader, in the 80’s and again the 2000’s, this has less to do with a socially broad “spiritual revival” (and haven’t we heard that every 5 to 10 years about campuses?) and more to do with simple sociology. The real measure of any spiritual change has to be in the “outcomes": what happens to the students after they leave college? What are their actual religious habits once they’re back in a world of more diverse ages and types of people, and oh so many bills to pay.

David Matthew PhD, MDiv, at 9:15 am EDT on June 14, 2007

“but for all the talk about how intellectuals are out to destroy students’ relationships to their religions and God, the main obstacles to such relationships have to do with maturing and how young people spend their time. “Some kids were bound to lose [their faith] anyway and they do,” Regnerus said. But the evidence suggests that college isn’t responsible."I hope this helps lay to rest the tired, warrantless charge by conservatives that secular campuses are undermining religion and religious speech, while at religious colleges they have “real freedom to discuss their faith.” I’ve worked on several college campuses, and all had vigorous religious student organizations, often conservative ones like Campus Crusade etc. These conservative critics would just like their religious expression to be priviliged, the way it is at their favorite colleges (at, say, Liberty or other dogmatic religious “colleges", where faculty and students can be disiplined or dismissed for publicly contradicting the orthodox line). When they ar prevented from forcing their ideas on others they scream :discrimination, unfair” and then retreat to a place where they can freely disriciminate all they want against those who dare question. That’s their idea of academic freedom, and we in academe should be wise to it and on our guard.

Ken, at 9:35 am EDT on June 14, 2007

What about outside the classroom?

There is far more to attribute to the process of undergraduates discovering faith and spirituality than simply what happens with a given professor in class. First, part of the limits of this study are that it is only looking at a two-year snapshot — a more effective study would examine a given cohort of students over the course of 4+ years. This of course would take more time, but understanding student moral growth and development, it takes more than just the first year of college (or adulthood for that matter) for students to begin to question, think for themselves, and come to a point of moral reasoning and inquiry where their opinions that are based on more than their parents or other adults in their life.

Second, what about the influence of the out of the classroom experience? As influential as many professors can be, we know that even more influential on student’s satisfaction and decision to continue their education is their on-campus living experience. To boil this all down to simply students who attend class provides little understanding of the student experience and where they are questioning their beliefs. Just because a student’s academic program does not use philosophy as a basis of their discussion does not mean students are not having these important conversations elsewhere. Faith and spirituality can be discovered in many facets of higher education — not just from within the classroom. I feel the study does not answer — at least from the brief synopsis here — how the 15% of students who turn away from faith were influenced to do so. If that 15% were all influenced by their classroom experience to do so, that says something, especially if the higher percent of non-college students drifted away from faith for different reasons. But perhaps those are the next questions for further study.

Renee, at 9:40 am EDT on June 14, 2007

graduates and religious faith

The study makes no attempt to distinguish between graduates of religious colleges and graduates of secular institutions. Given the high number of religious colleges in this country, this failure of distinction makes the study a little bogus.

cg, assistant professor, at 9:45 am EDT on June 14, 2007

I’d like to challenge the idea that professors’ religious beliefs are irrelevant to their teaching. (I’m referring to the statements by RWH and SEH that “my students have never been aware of anything about my religious background or ‘beliefs’” and that “I have never had a student who was aware of my lack of faith, simply because it is not relevant.")

I talk about religious matters quite a bit when teaching literature courses, including as course in the Bible. My new students typically take my knowledge of and passion for the Bible to mean I’m religious, and they’re usually surprised when I reveal I’m an atheist. Many of them seem to assume that biblical knowledge automatically implies (or even produces) religiosity, which of course is false. It seems never to have occurred to many of them that someone might be an unbeliever precisely BECAUSE they’ve studied the Bible. If I were to conceal my beliefs I would be allowing them to persist in that falsehood.

My (lack of) religious beliefs may indeed be irrelevant to a course’s subject matter, narrowly conceived, but they are not at all irrelevant to my students’ education more broadly conceived. It’s a fact that many people know about the Bible but do not believe in it, and it would be irresponsible to let students unaware of that fact continue in their ignorance.

E. Edward Grey, Just another liberal prof, at 9:50 am EDT on June 14, 2007

Just because it doesn’t quack like a duck. . .

By and large, students at my Catholic college are wonderful human beings, and over the years some have taught ME about faith—especially its special dynamic in the young mind. Yet, some of them (a larger number than administrators want to think) use alcohol, are on birth control, skip Mass, consider liberal ideas and values, and have sex. This has the look of loss of faith, when all that is happening is that students’ sense of spirit—profound in many instances—is morphing into a process unrecognizable to the Old Guard. Over 30 years, my faith has widened as I have watched students both make mistakes and simultaneously pursue selfless activity (Habitat for Humanity, visiting soup kitchens, volunteering)—in the same weekend. They have shown that they are capable of digesting Marx without losing faith, just as they are capable of reading Aquinas without experiencing any deepening of their spirit. Though they do not have the language of Balthazar or Teilhard de Chardin, they realize that their religion should be much more than required theology courses, stained glass, finger-wagging by elders, or certain points in conservative or liberal ideology.

Aug Ustin, at 10:00 am EDT on June 14, 2007

Student Development Theory

Personally, I’ve always been skeptical of the college-kills-faith conspiracy theory. Most student development theory places college students square in the middle of a major life transition from internal locus of control to external. That transition almost always includes a questioning of long held beliefs. The basic question, “Do I believe this because my parents told me to believe it, or because I really believe it myself?” is fundamental to the cognitive and moral development of the young adult years. As young adults struggle to answer this question, they often ‘try on’ various answers that can range from, “Everything I’ve ever been told is a lie.” to “I fully embrace the faith of my fathers.”

I would be very interested to see future results from the Longitudinal Study to see what percentage of these folks regain, or subsequently lose their faith in their later twenties as the subjects of the study begin to resolve the questions of identity and worldview.

Steve Eubanks, UT Dallas, at 10:50 am EDT on June 14, 2007

Response to Jerry Pattengale and E. Edward Grey

Jerry, I wrote an unpublished article about just this topic a couple of weeks ago, and in it cited the Pew Research Center’s recent survey report “A Portrait of ‘Generation Next.’”

In response to your observation “As I recall, it was around 90% of all students placed spiritual matters among their most important life concerns,” the Pew study discovered that “One-in-five members of Generation Next [18-25 year-olds] say they have no religious affiliation or are atheist or agnostic, nearly double the proportion of young people who said that in the late 1980s. And just 4% of Gen Nexters say people in their generation view becoming more spiritual as their most important goal in life.”

http://people-press.org/reports/display.php3?ReportID=300

And Professor Grey, I did not mean to suggest that anything about me – least of all anything related to philosophy or religion — is irrelevant to my teaching. When I step into the classroom I am who I am; yet I try to challenge students thinking wherever I find it ... and I generally try to “push” in the opposite direction. I am not one of those dolts who thinks scientifically based information about evolution should move over and make space for “Intelligent” Design, but I would argue with a student who claimed that there is every reason to believe the practical duration of fossil fuel use on Earth is about 200 years, even though I know that student is 100% correct. I would especially do that if I thought the argument would help the student solidify hir argument or if I thought it would be of instructional value to other students engaged in the discussion. Of course I would make sure the argument ended with the student being the clear victor.

What I said badly in my earlier post was that neither my non/anti-religious perspective nor my political and societal prejudices significantly color the content of my interaction with my student colleagues. Of course, when I go to lunch with my professorial colleagues it’s a whole new ballgame.

http://pr.caltech.edu/periodicals/caltechnews/articles/v38/oil.html

http://www.hubbertpeak.com/hubbert/natgeog.htm

RWH, at 11:20 am EDT on June 14, 2007

Religion vs Relationship

What an interesting topic about students and their faith. When I returned to college as an adult, I encountered a professor who challenged my faith in every way possible during a philosophy class. At times, I was absolutely angry with him for causing me to question my faith. I also realized that there is a difference between having an affiliation with a particular religion and having a relationship with God. Since I was raised Catholic and never questioned what the priests or sisters taught, I continued the same behavior when I moved on to join the Protestant faith. As a result of the interactions that I had with other students and the professor in that philosophy class, I began to have a relationship with God rather than maintain my affiliation with a church. Today, my faith is even stronger of a result of reading the Bible and knowing Christ for myself. My faith has increased over the years and my family and I currently attend a non-denominational church. I do agree with the point made in the study that there were students who would have lost their faith regardless of whether they attended college or not. Faith can be increased or decreased with each circumstance that we encounter and move through in life. The choice is dependent upon how each individual respond to the circumstance.

TVK, Admissions Officer, at 1:25 pm EDT on June 14, 2007

Another perspective

During my academic career, I heard many reports from evangelical students concerning negative attacks on their Christian faith by professors. College students face significant intellectual and power disadvantage when facing a professor. They think the professor must surely have studied their faith and found it to be intellectually deficient. They fail to consider that the negative comments may reflect nothing more than personal bias. I retired early to join a ministry to professors, including many at major research universities. The faith of many Christian professors and their willingness to engage both interested students and collegues in discussions about faith issues is both challenging and inspiring.

John Walkup, Emeritus Professor of Electrical and Computer Engr. at Texas Tech University, at 3:00 pm EDT on June 14, 2007

Scary to Think a Relationship with Myth Exists

An adult higher education admissions director with a relationship with god is less valid than a child having a relationship with the tooth fairy.

The irrational belief in god causes some to put on a bomb belt and look for the rest of us.

Quizzical, at 3:00 pm EDT on June 14, 2007

A Refreshing Dialogue

I applaud the level of professionalism and openness that I have seen in response to this article. I would concur with much that was written. In my experience (in a bible-belt community), it is rare that faculty advocate their religious beliefs in class to the point of influencing students whether they are believers or agnostic/atheist. A very fine professor of religion at my university is a professed atheist, however, like what was pointed out above, faith, or lack thereof, may influence the teacher as a person and therefore influence the teacher, but it does not necessarily make that teacher a zealot in the classroom. We all became teachers because we had a passion for the subject matter and I believe that is what we focus on. As a church musician for most of my life, it has been an interesting balance since I have, over time, become a devout atheist. There are some of us that do jobs, like church music or teach religious studies, for the sake of the art, not because we believe the tenets.

LD, Professor, at 3:00 pm EDT on June 14, 2007

Personal experience!

I have to agree with TVK. I too returned to college during my adult years and discovered professors who did not stick to the subject matter. Two in particular “baited” the students in apparent attempt to intimidate and expose their “ignorance.” And then for the rest of the semester or year take many opportunities to slander Christianity. Even at one point one professor stated that if he would rather be a Muslim than a Christian.Others weren’t as blatant but carefully crafted their lectures and reading assignments to “enlighten” students that a believe in a god, any god, was being superstitious.

Obviously not all professors make this a practice in their role of instructing, and they are to be commended. But to say that it doesn’t happen is being naive.

WD, at 3:55 pm EDT on June 14, 2007

Question about the poll

If a student attending college was not a church-goer when they started and was still not religious when he/she left, would that be considered no decline in religiosity?

Orogeny, at 4:30 pm EDT on June 14, 2007

I think people are missing the correlation

It is my personal opinion that when people try to correlate an amount of education vs the existance of faith is really form of pride in and of itself. Faith in and of itself is believing in the unseen. Education is an attempt to build up one’s mind with knowledge. Education does not always make one knowledgeable about life no matter how advanced a degree is. Humans have the natural/inherant/sinful tendency to build up knowledge and many times it becomes an idol unto itself (at the same time elevating his or her person to the position of God, whether consciously or unconsciously). The very same sin told in Genesis regarding eating the fruit and knowing the difference between good and evil. I am not bashing the pursuit of knowledge mind you, I am saying due to man’s sin nature becoming one’s own god is the end product unless humility is involved. Humility brings to the table that what you in fact know is not even a grain of sand compared with the never-ending wealth of knowledge that exists. The main correlation of faith has nothing to do with education nor knowledge, but that of obedience. Obedience is taboo in today’s society that always seeks ways to rebel against authority. To that point, 1 John makes it very clear that faith and obedience go hand in hand. That is the real correlation. That is why you see the increases in percentages in those that fall away as they delve into the world of sex, drugs, and excessive drinking. Many of those that did not go to college I would be willing to bet made poor choices along the way the either inhibited or flat out denied the opportunity to go to college. Knowledge should be sought after, prized, and cherished. However, it doesn’t take much to open up a history book and see how often the most brilliant of minds were so wrong. As the Word goes, God can make the wise in the eyes of the world look foolish and the foolish wise.

brandon, at 4:35 pm EDT on June 14, 2007

The role of colleges in encouraging spirituality

Thank you for introducing this topic, which is of great interest at our College right now. At Whittier, we encounter many students who want to maintain their religious ties and others who are at the beginning stages of exploring their spirituality, after coming from homes where their parents were not particularly religious or spiritual. It may be peers who invite students to open themselves to this aspect of college life; for example, for Shabbat dinners students often bring non-Jewish friends, who probably feel comfortable attending and being guided by a knowledgeable colleague. Also, students are encountering questions about values, perhaps for the first times in their lives as they live close to others from completely different backgrounds and beliefs. And then ceremonies may play a part; at Whittier, ceremonies and meetings begin with a moment of silence, a tradition stemming from Whittier’s former affiliation with the Society of Friends. These traditions may reinforce or awaken interest among students who experience these wonderfully “centering” minutes. For all of these reasons, I am not surprised that students attending college may have more interest in religion than those not in college.

sharon herzberger, President at Whittier College, at 8:25 pm EDT on June 14, 2007

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