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Factors Associated with Vertical and Horizontal Faith Maturity at a Christian University

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Title: Factors Associated with Vertical and Horizontal Faith Maturity at a Christian University
Language: English
Authors: Burtt, J. J. (ORCID 0000-0002-2747-1764), Jones, Rory (ORCID 0000-0001-7325-0981), Cox, Jonathan, Mize, Dahron, Dougherty, Kevin D. (ORCID 0000-0002-4925-3311), Glanzer, Perry L. (ORCID 0000-0002-3649-2516), Schnitker, Sarah A. (ORCID 0000-0002-2403-9765)
Source: Journal of Research on Christian Education. 2022 31(1):70-87.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Christianity, Religious Factors, Religious Colleges, Spiritual Development, Cultural Awareness, Correlation, College Seniors, Student Attitudes, Volunteers, Workshops, Race, Measures (Individuals), College Faculty, Peer Influence, Teacher Student Relationship, Peer Relationship
Geographic Terms: Texas (Houston)
DOI: 10.1080/10656219.2022.2042440
ISSN: 1065-6219
1934-4945
Abstract: Christian colleges strive to nurture the religious faith of students. Our study examines the relationship of curricular and co-curricular activities on two dimensions of faith maturity--vertical and horizontal. Analysis of survey data from seniors at one Christian university showed that the factors of discussing religion with peers and spending time with people of the same faith are associated with higher levels of vertical faith maturity, and discussing meaning/purpose with peers and volunteering are associated with higher levels of horizontal faith maturity. Participating in religious retreats, food or clothing drives, and workshops on racial/cultural awareness are related to both forms of faith maturity. We conclude with suggestions for implementation.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1344549
Database: ERIC
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  Value: <anid>AN0156279093;gmh01jan.22;2022Apr14.08:34;v2.2.500</anid> <title id="AN0156279093-1">Factors Associated with Vertical and Horizontal Faith Maturity at a Christian University </title> <sbt id="AN0156279093-2">Introduction</sbt> <p>Christian colleges strive to nurture the religious faith of students. Our study examines the relationship of curricular and co-curricular activities on two dimensions of faith maturity—vertical and horizontal. Analysis of survey data from seniors at one Christian university showed that the factors of discussing religion with peers and spending time with people of the same faith are associated with higher levels of vertical faith maturity, and discussing meaning/purpose with peers and volunteering are associated with higher levels of horizontal faith maturity. Participating in religious retreats, food or clothing drives, and workshops on racial/cultural awareness are related to both forms of faith maturity. We conclude with suggestions for implementation.</p> <p>College is a time of profound life changes for students, including in the areas of spirituality and religion. Contrary to popular opinion, longitudinal research reveals that college students experience substantial spiritual growth; they gain meaning and a deeper sense of care for and connection with others (Astin et al., [<reflink idref="bib3" id="ref1">3</reflink>]). Yet, for most students, spiritual growth far outpaces religious growth. Religious beliefs and the salience of religious faith in the lives of individuals often change very little during the college years (Astin et al., [<reflink idref="bib3" id="ref2">3</reflink>]). Indeed, religious participation plummets during this time (Astin et al., [<reflink idref="bib3" id="ref3">3</reflink>]; Denton & Flory, [<reflink idref="bib9" id="ref4">9</reflink>]; Hill, [<reflink idref="bib16" id="ref5">16</reflink>]; Uecker et al., [<reflink idref="bib29" id="ref6">29</reflink>]).</p> <p>These findings are likely disconcerting to leaders of Christian colleges and universities. Far from promoting an amorphous spiritual development, the purpose of Christian higher education is to cultivate the love and worship of God (Glanzer et al., [<reflink idref="bib13" id="ref7">13</reflink>]). Therefore, Christian colleges ought to be attentive to the ways they can connect students to God and to others. The goal of only preventing students from losing their faith is insufficient in Christian higher education; instead, Christian colleges and universities can seek a deeper, more mature faith for their students.</p> <p>Although research has explored the impact of college on religious participation and perceptions, pinpointing which aspects of Christian colleges enhance students' religious faith remains an important empirical task. The most significant study to date on this topic is by Astin et al. ([<reflink idref="bib3" id="ref8">3</reflink>]), which found that religious commitment was strengthened for students most notably through personal religious engagement (e.g., prayer, religious service attendance), as well as through college activities such as volunteering, participation in a campus religious group, and discussions of religion with peers, faculty, or staff. We update and extend the research findings of Astin et al. ([<reflink idref="bib3" id="ref9">3</reflink>]) by examining two aspects of faith maturity—vertical and horizontal—among graduating seniors at one Christian university. <emph>Faith maturity</emph> refers to the way an individual lives by personal religious ideals. Thus, faith maturity is more than right belief; it is demonstrated by "value and behavioral consequences" (Benson et al., [<reflink idref="bib4" id="ref10">4</reflink>]). Measurement of faith maturity distinguishes between <emph>vertical faith maturity</emph> centered on engagement with God and <emph>horizontal faith maturity</emph> pertaining to the application of faith in service to others (Benson et al., [<reflink idref="bib4" id="ref11">4</reflink>]; Kozlowski et al., [<reflink idref="bib20" id="ref12">20</reflink>]). The Faith Maturity Scale measures the value respondents place on transcendent faith and the importance of social justice (Benson et al., [<reflink idref="bib4" id="ref13">4</reflink>]). The items were designed with the help of religious leaders to capture indicators of a robust, vibrant, and life-transforming faith. The scale included subscales designated <emph>vertical</emph> and <emph>horizontal</emph>. Specifically, <emph>vertical faith maturity</emph> (FMS-V) is correlated with enhancements to personal belief, predicting the building and maintenance of a relationship with a transcendent reality (Kozlowski et al., [<reflink idref="bib20" id="ref14">20</reflink>]); whereas, <emph>horizontal faith maturity</emph> (FMS-H) predicts civic engagement and responsible, prosocial beliefs and behaviors (Benson et al., [<reflink idref="bib4" id="ref15">4</reflink>]; Kozlowski et al., [<reflink idref="bib20" id="ref16">20</reflink>]). Together, these two aspects of faith maturity represent desired outcomes in Christian higher education.</p> <p>An interesting analysis by Weeks et al. ([<reflink idref="bib31" id="ref17">31</reflink>]) focused on the relationship between the mission statements and institutional practices of denominationally affiliated colleges and universities. Using content analysis and analysis of variance (ANOVA), the team coded and analyzed the statements and practices according to the Faith Maturity Scale. Their findings revealed an inverse relationship between FMS-V and FMS-H—whereby mandatory worship service attendance (vertical) was inverse to the institution's horizontal rating. In particular, the authors assert that institutions are downplaying vertical faith in favor of efforts toward social diversity. For further research, the authors suggested an analysis of curricular and co-curricular activities. This suggestion leads us to our research question:</p> <p>What impact do curricular and co-curricular programs and experiences have on a student's vertical and horizontal faith maturity?</p> <p>We begin by reviewing potential influences on faith maturity within Christian universities. Then, using survey data from seniors at a mid-sized Protestant university in the American South, we analyze the importance of professors, peers, and programs in predicting vertical and horizontal dimensions of faith maturity. Our findings highlight the impact of college on students' religious life.</p> <hd id="AN0156279093-3">Faith at college</hd> <p>College is a distinct social location for exploring faith. Despite popular perceptions of a widespread abandonment of religion among today's emerging adults, a growing line of research documents that college is not causing this young population to "lose their religion" (Hill, [<reflink idref="bib17" id="ref18">17</reflink>]; Uecker et al., [<reflink idref="bib29" id="ref19">29</reflink>]). Instead, students tend to develop more individualistic religious beliefs while expressing increased levels of tolerance for a diversity of beliefs (Mayrl & Oeur, [<reflink idref="bib25" id="ref20">25</reflink>]).</p> <p>Where someone attends college has a profound impact on personal faith. A mixed methods study at one Christian Evangelical university shows that when students feel free to explore personal autonomy within a supportive environment (in this case, freedom from administration), they report increasing levels of vertical faith maturity, even in context of negative religious pressures (Walker et al., 2021). Studies concerning student development recognize a difference between Christian higher education and secular higher education (Glanzer & Ream, [<reflink idref="bib14" id="ref21">14</reflink>]; Gonyea & Kuh, [<reflink idref="bib15" id="ref22">15</reflink>]; Hill, [<reflink idref="bib16" id="ref23">16</reflink>]). For example, born-again Christians grow more in their faith at Christian colleges than secular colleges (Railsback, [<reflink idref="bib27" id="ref24">27</reflink>]). Similarly, Hill's ([<reflink idref="bib16" id="ref25">16</reflink>]) analysis of nationally representative survey data for emerging adults found that Evangelical colleges are more effective at socializing students to become religiously committed. For Hill, the explanation is that these settings function as "moral communities" that legitimize religious attitudes and behaviors for students, thus resulting in higher levels of religious participation. One qualitative study of leadership and faith at Gonzaga University (Gallagher-Stevens, [<reflink idref="bib12" id="ref26">12</reflink>]) showed that student participants not raised in faith-based homes sought religious direction from mentors and peers in both high school and college. The study also found that when encountering personal difficulties and suffering—particularly when engaged with peers around faith—students reported a strengthened spirituality and a new maturity.</p> <p>Yet, strong personal faith does not necessarily entail prosocial behavior. Ji et al. ([<reflink idref="bib19" id="ref27">19</reflink>]) described this discrepancy between personal faith and a lack of social justice as "altruistic hypocrisy," finding evidence for it among Protestant adolescents. This idea suggests that vertical faith maturity and horizontal faith maturity are alternative ways of being religious. The question is what features of university life contribute to each type of faith maturity. To date, no significant research has distinguished between these two dimensions of religiosity at a Christian university. Because emerging adulthood is widely recognized as a life stage when religious (or irreligious) identities develop, a deeper exploration of the Christian college as a specific context for faith maturity is necessary. By synthesizing previous research, we highlight the potential influence of professors, peers, and programs on students' vertical and horizontal faith maturity.</p> <hd id="AN0156279093-4">Professors</hd> <p>Faculty play an important role in students' faith. A distinctive feature of Christian higher education is the Christian faculty. Faculty are not only expected to be people of faith personally, but this personal faith commitment is expected to inform their teaching and research. Role-models are important in the faith development of emerging adults (Smith & Snell, [<reflink idref="bib28" id="ref28">28</reflink>]). Faculty serve as spiritual or religious role models in a variety of ways. Students seek answers to spiritual questions during their time in college and faculty often provide space in class discussions for these questions (Astin et al., [<reflink idref="bib3" id="ref29">3</reflink>]). Likewise, a study by Bowman and Small ([<reflink idref="bib5" id="ref30">5</reflink>]) of 136 pluralistic and religious universities found an increase in students' spiritual identification and questing when faculty provide support for spiritual development. In fact, the more spiritual a faculty member is, the more likely they are to use student-centered pedagogy that includes investing in students' personal development (Lindholm et al., [<reflink idref="bib22" id="ref31">22</reflink>]). This investment is consequential. Faculty support for spiritual discussion is positively correlated with an ethic of caring after controlling for institutional and student characteristics (Astin et al., [<reflink idref="bib3" id="ref32">3</reflink>]). Overall, the presence of faculty who students find dependable for moral and spiritual support has positive effects on a student's faith development. The availability of such spiritual mentors on campus also influences individual religious behaviors such as how often a student reads the Bible and attends church (Davignon & Thomson, [<reflink idref="bib8" id="ref33">8</reflink>]).</p> <p>Based on this research, we expect faculty at a Christian university to enhance students' faith. When faculty discuss faith in class, it exposes students to adults who have faith commitments. We expect these role models to encourage vertical faith maturity in students. At the same time, discussing faith in class connects faith to an academic discipline, such as history, biology, economics, or education. This practical application of faith could encourage horizontal faith maturity.</p> <hd id="AN0156279093-5">Peers</hd> <p>Peers often have a more significant influence than faculty on religious choices. College represents the first time in many students' lives when they can choose their friends (Chickering & Reisser, [<reflink idref="bib7" id="ref34">7</reflink>]). Peer relationships help students in the process of meaning-making, both in social experiences and academics (Holmes et al., [<reflink idref="bib18" id="ref35">18</reflink>]). In addition, being in a peer group with those who frequently attend religious services can strengthen one's personal beliefs (Lee, [<reflink idref="bib21" id="ref36">21</reflink>]). However, the religious influence of college peers is not static. It can change across the college years, resulting in a deeper faith for some. Early college interactions revolve around reinforcing faith communities that were developed before arriving at college, but more time spent in college can spur students to explore their faith commitments in conversation with a broader group of peers (Holmes et al., [<reflink idref="bib18" id="ref37">18</reflink>]).</p> <p>We expect conversations with peers regarding faith will encourage vertical faith maturity. Christian colleges and universities cater to the development of students' specific faith identities in no small part by bringing students of a similar religious background together. Spending time with people who hold religious views in common will enhance vertical faith maturity (Davignon & Thomson, [<reflink idref="bib8" id="ref38">8</reflink>]). Astin et al. ([<reflink idref="bib3" id="ref39">3</reflink>], p. 98) suggest the high level of religious engagement found in Evangelical colleges is primarily a result of peer group influence. At the same time, colleges can provide students with peer role-models living out their faith in ways that may enhance horizontal faith maturity. At a Catholic university, a strong correlation was found between a student's horizontal faith maturity and the social justice mindset of their peer group (Kozlowski et al., [<reflink idref="bib20" id="ref40">20</reflink>]).</p> <p>Indeed, the Gallagher-Stevens ([<reflink idref="bib12" id="ref41">12</reflink>]) study showed that peer mentors who are only one or two years older were particularly helpful in developing and deepening the faith of students. Such findings likely occur at other faith-based universities where classmates see one another put their faith into action.</p> <hd id="AN0156279093-6">Programs</hd> <p>As an institution, higher education consists of more than professors and peers. Colleges and universities are social hubs with a growing array of curricular and co-curricular programs. In addition to the majors and minors within academic programs, there are also clubs, organizations, teams, and groups. Building on Astin's ([<reflink idref="bib2" id="ref42">2</reflink>]) theory of student involvement, students who invest more in their college experience will leave with higher levels of learning and development. Involvement in curricular and co-curricular college programs predicts higher retention and lower dropout rates. Students at religious colleges have lower dropout rates if they have similar religious backgrounds because, as one study noted, "it is easier to become involved when one can identify with the college environment" (Astin, [<reflink idref="bib1" id="ref43">1</reflink>], p. 524). Furthermore, data from the National Survey of Student Engagement shows that curricular requirements for religious observance, such as chapel attendance, and religious coursework correlate with growth in students' spirituality (Lovik, [<reflink idref="bib23" id="ref44">23</reflink>]). In similar fashion, involvement in campus-based religious clubs or groups increases cultural awareness, social integration, and integration of spirituality into personal life (Bryant, [<reflink idref="bib6" id="ref45">6</reflink>]). Other research supports these findings. Astin et al. ([<reflink idref="bib3" id="ref46">3</reflink>]) found volunteerism, cultural awareness programs, and leadership training have a positive impact on a student's spiritual development. In Ma's ([<reflink idref="bib24" id="ref47">24</reflink>]) analysis of student spirituality at 18 Christian colleges and universities in the United States, curricular programs such as theology classes and service-learning projects are among the five most influential factors in increasing self-reported spiritual formation—which, in the case of this study—is what we have described as <emph>vertical faith maturity</emph>. For co-curriculars, among the top five most reported influencers were attending times of worship as a college community, and the religious college environment as a whole (Ma, [<reflink idref="bib24" id="ref48">24</reflink>]). Poppinga et al. ([<reflink idref="bib26" id="ref49">26</reflink>]) suggest interfaith programs are key to responsible Christian education, arguing students that cultivate meaningful relationships with those in other religious traditions develop greater faith maturity.</p> <p>It is important to recognize that simply providing college programs pertaining to faith or service will not guarantee the faith maturity of students. Cultural diversity programs seem to have little impact on students' spiritual development (Ma, [<reflink idref="bib24" id="ref50">24</reflink>]). Exposing students to different worldviews and traditions also is not associated with religious change (Lee, [<reflink idref="bib21" id="ref51">21</reflink>]). Despite what may appear to be conflicting evidence, we see support in prior research for certain programs and activities increasing faith maturity—especially at religious colleges—because of the role religious community plays in shaping faith. Specifically, we expect programs devoted to faith development to be associated with an increase in vertical faith maturity, whereas service-oriented and charitable programs will be positively associated with horizontal faith maturity.</p> <hd id="AN0156279093-7">Methods and measures</hd> <p>The current study investigated the influence of professors, peers, and programs on students' faith maturity with data from the Baylor Faith and Character Study (Dougherty et al., [<reflink idref="bib10" id="ref52">10</reflink>]). Baylor University is a Protestant research university in Texas. The university has an undergraduate population of 14,400 and a graduate population of 5,000. Undergraduate students are required to enroll in two semesters of chapel and two semesters of Christian religion classes. To further preserve the university's religious identity all faculty members must identify as Christian or Jewish. The goal of the Baylor Faith and Character Study is to track the long-term impact of an education at this university on a person's faith and character. The study was approved by Baylor's Institutional Review Board and began in 2018. Each year, surveys on religion and character are administered to new students, seniors, and alumni. Our research focused on the Senior Religion Survey administered online to graduating seniors in March 2020 to April 2020. A total of 884 seniors participated, representing an 18% response rate.</p> <p>Our dependent variables were the subscales of FMS-V and FMS-H. Benson et al. ([<reflink idref="bib4" id="ref53">4</reflink>]) set out to measure <emph>faith maturity</emph> based on behavioral indicators of faith versus "right beliefs." They sought expression of faith as a way of living, not solely knowledge of religious dogmas (Edwards et al., [<reflink idref="bib11" id="ref54">11</reflink>]). A rigorous process of development for the Faith Maturity Scale resulted in 38 items (later reduced to 12 items), divided into vertical and horizontal subscales. Items measuring <emph>vertical faith maturity</emph> (FMS-V) were based on the degree to which the individual emphasizes, maintains, and honors the relationship between self and transcendent reality, or God. Sample items are "I have a real sense that God is guiding me" and "I am spiritually moved by the beauty of God's creation." In contrast, <emph>horizontal faith maturity</emph> (FMS-H) was based on items measuring the degree to which a respondent emphasizes service toward humanity and acts of mercy and justice. Sample items include "I give significant portions of my time and money to help other people" and "I care a great deal about reducing poverty in the United States and throughout the world," with responses ranging from 1–7, with <emph>Never true</emph> = 1, <emph>Rarely true</emph> = 2, <emph>True once in a while</emph> = 3, <emph>Sometimes true</emph> = 4, <emph>Often true</emph> = 5, <emph>Almost always true</emph> = 6, and <emph>Always true</emph> = 7. Cronbach's alpha values for the two subscales were 0.9245 for FMS-V and 0.7416 for FMS-H. The Pearson's <emph>r</emph> correlation coefficient for FMS-V and FMS-H was 0.64. The two variables were related, but not equivalent, justifying our treatment of FMS-V and FMS-H as separate aspects of religiosity.</p> <p>As previously described, we expected the influence of professors, peers, and programs to predict FMS-V and FMS-H scores. Faculty influence was measured with two items: "How often have professors at Baylor University provided you with each of the following? (<reflink idref="bib1" id="ref55">1</reflink>) Opportunities to discuss the purpose/meaning of life," and (<reflink idref="bib2" id="ref56">2</reflink>) "Encouragement to discuss religious/spiritual matters." Responses were <emph>Not at all</emph> = 1, <emph>Occasionally</emph> = 2, and <emph>Frequently</emph> = 3. Peer influence was measured with the same two items asked about peers instead of professors. Another measure of peer influence was assessed by the question: "Since entering Baylor, please indicate how often you have participated in the following activities: Time spent with people who share your religious views," with the answer options <emph>Not at all</emph> = 1, <emph>Occasionally</emph> = 2, and <emph>Frequently</emph> = 3.</p> <p>Likewise, we examined various activities programs in relation to faith maturity. Several of these independent variables pertain to involvement with religious groups. One variable asked whether respondents have "joined an on-campus Christian organization" (<emph>yes</emph> = 1 and <emph>no</emph> = 0). Another variable assessed the frequency of attending "a class, workshop, or retreat on matters of religion/spirituality" (<emph>Not at all</emph> = 1, <emph>Occasionally</emph> = 2, and <emph>Frequently</emph> = 3). Another set of program variables focused on service activities. These variables include the frequency with which a respondent "participated in community food or clothing drives" or "performed other volunteer work." Possible responses were coded <emph>Not at all</emph> = 1, <emph>Occasionally</emph> = 2, and <emph>Frequently</emph> = 3. Respondents were also asked if they "attended a racial/cultural awareness workshop", with responses coded as <emph>yes</emph> = 1 and <emph>no</emph> = 0.</p> <p>We used ordinary least squares regression to estimate the relationships of our independent variables on FMS-V and FMS-H, net of controls. We controlled for race (<emph>White, Black, Hispanic, Asian, Other/Mixed Race</emph>), sex (<emph>Female</emph> = 1, <emph>Male</emph> = 0), political orientation, and religious service attendance. Political orientation was assessed by the question: "How would you describe yourself politically?" Responses ranged from <emph>Extremely Conservative</emph> = 0 to <emph>Extremely Liberal</emph> = 6 (<emph>Moderate</emph> = 3). Religious service attendance was considered a control for religious involvement outside the university and a useful proxy for a person's general level of religiosity. The survey asked, "How often do you attend religious services at a church, mosque, synagogue, or other place of worship?" Responses ranged from <emph>Never</emph> = 0 to <emph>Several times a week</emph> = 8.</p> <hd id="AN0156279093-8">Results</hd> <p>Table 1 summarizes our study sample statistical data. The sex and race of the participants was 67.9% female, 67.2% White non-Hispanic, 14.5% Hispanic, 8.8% Asian, 5.5% Other race, and 4% Black. The average response to whether faculty provide opportunities to discuss the purpose or meaning of life was 2.1, or "occasionally." Students also reported that faculty provide opportunities to discuss religious or spiritual matters "occasionally" (mean = 2.14). Peers provided opportunities to discuss religious/spiritual matters more than "occasionally" (mean = 2.4), and peers provided opportunities to discuss the purpose or meaning of life with equal consistency (mean = 2.41). Spending time with people who share religious views received a mean of 2.63, almost "frequently."</p> <p>Table 1. Descriptive Statistics</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td>Obs.</td><td>Mean/%</td><td>Std. Dev.</td><td>Min</td><td>Max</td></tr></thead><tbody valign="top"><tr><td>Vertical faith maturity</td><td char=".">752</td><td char=".">5.093</td><td char=".">1.486</td><td char=".">1.143</td><td char=".">7</td></tr><tr><td>Horizontal faith maturity</td><td char=".">753</td><td char=".">4.778</td><td char=".">1.133</td><td char=".">1.2</td><td char=".">7</td></tr><tr><td>Faculty influence</td><td /><td /><td /><td /><td /></tr><tr><td> Faculty provide opportunities to discuss purpose/meaning of life</td><td char=".">694</td><td char=".">2.108</td><td char=".">0.665</td><td char=".">1</td><td char=".">3</td></tr><tr><td> Faculty provide opportunities to discuss religious/spiritual matters</td><td char=".">693</td><td char=".">2.14</td><td char=".">0.651</td><td char=".">1</td><td char=".">3</td></tr><tr><td>Peer influence</td><td /><td /><td /><td /><td /></tr><tr><td> Peers provide opportunities to discuss purpose/meaning of life</td><td char=".">693</td><td char=".">2.397</td><td char=".">0.598</td><td char=".">1</td><td char=".">3</td></tr><tr><td> Peers provide opportunities to discuss religious/spiritual matters</td><td char=".">694</td><td char=".">2.408</td><td char=".">0.633</td><td char=".">1</td><td char=".">3</td></tr><tr><td> Spent time with people who share religious views</td><td char=".">724</td><td char=".">2.634</td><td char=".">0.559</td><td char=".">1</td><td char=".">3</td></tr><tr><td>Programs and activities</td><td /><td /><td /><td /><td /></tr><tr><td> Attended a class, workshop, or retreat on matters of religion/spirituality</td><td char=".">723</td><td char=".">1.858</td><td char=".">0.737</td><td char=".">1</td><td char=".">3</td></tr><tr><td> Joined an on campus Christian organization</td><td char=".">884</td><td char=".">26.1</td><td char=".">0.44</td><td char=".">0</td><td char=".">1</td></tr><tr><td> Participated in community food or clothing drives</td><td char=".">724</td><td char=".">1.8</td><td char=".">0.597</td><td char=".">1</td><td char=".">3</td></tr><tr><td> Performed other volunteer work</td><td char=".">724</td><td char=".">2.387</td><td char=".">0.576</td><td char=".">1</td><td char=".">3</td></tr><tr><td> Participated in leadership training</td><td char=".">884</td><td char=".">38.9</td><td char=".">0.488</td><td char=".">0</td><td char=".">1</td></tr><tr><td> Attended a racial/cultural awareness workshop</td><td char=".">884</td><td char=".">34.7</td><td char=".">0.476</td><td char=".">0</td><td char=".">1</td></tr><tr><td>Controls</td><td /><td /><td /><td /><td /></tr><tr><td> Religious attendance</td><td char=".">728</td><td char=".">5.029</td><td char=".">2.337</td><td char=".">0</td><td char=".">8</td></tr><tr><td> Politically liberal</td><td char=".">817</td><td char=".">2.783</td><td char=".">1.504</td><td char=".">0</td><td char=".">6</td></tr><tr><td>Sex</td><td char=".">884</td><td /><td /><td /><td /></tr><tr><td> Female</td><td /><td char=".">67.9</td><td char=".">0.467</td><td char=".">0</td><td char=".">1</td></tr><tr><td>Race</td><td char=".">884</td><td /><td /><td /><td /></tr><tr><td> White</td><td /><td char=".">67.2</td><td char=".">0.47</td><td char=".">0</td><td char=".">1</td></tr><tr><td> Black</td><td /><td char=".">4.0</td><td char=".">0.195</td><td char=".">0</td><td char=".">1</td></tr><tr><td> Hispanic</td><td /><td char=".">14.5</td><td char=".">0.352</td><td char=".">0</td><td char=".">1</td></tr><tr><td> Asian</td><td /><td char=".">8.8</td><td char=".">0.284</td><td char=".">0</td><td char=".">1</td></tr><tr><td> Other</td><td /><td char=".">5.5</td><td char=".">0.229</td><td char=".">0</td><td char=".">1</td></tr></tbody></table> </ephtml> </p> <p>With regard to programs, the reported mean for students' attending a class/workshop/retreat on religion or spirituality was slightly less than "occasionally" (1.86), and similar regularity was observed for participating in community food or clothing drives (mean = 1.8). Students reported they performed other volunteer work on average between "occasionally" and "frequently" (mean = 2.39). In addition, 26% joined an on-campus Christian organization, almost 40% participated in leadership training, and about 35% have attended a racial/cultural awareness workshop. On average, respondents attended religious services two to three times monthly (mean = 5.03) and described themselves as "leaning conservative" (mean = 2.78). Given the university's Christian identity, it is not surprising the mean score for FMS-V was 5.09 of 7 and for FMS-H was 4.78 of 7. Missing values account for 22% of the sample, so multiple imputation was applied to the analyses.</p> <hd id="AN0156279093-9">Vertical faith maturity (FMS-V)</hd> <p>Table 2 shows ordinary least squares regression models to predict FMS-V. The influence of faculty providing opportunities to discuss religious and spiritual matters was significant in Model 1, but non-significant in Models 2 and 3. Peers and programs were more influential on vertical faith maturity than discussions with faculty. Discussing religious/spiritual matters with peers and time spent with peers of the same religion were both significantly related to FMS-V. Programs associated with FMS-V included attending a class, workshop, or retreat on matters of religion and spirituality; participating in community food or clothing drives; and attending a racial/cultural awareness workshop. Joining an on-campus Christian organization was non-significant. Leadership training was also non-significant. Black, Hispanic and Other race students showed no significant differences from White students, although Asian students reported significantly lower FMS-V. Women reported higher FMS-V than men in our sample of seniors. Not surprisingly, more frequent attendance at religious services predicted higher vertical faith maturity. Political liberalism corresponded with lower FMS-V. Assessment of the control variables showed that religious service attendance, political orientation, sex, and race were associated with FMS-V.</p> <p>Table 2. Ordinary Least Squares Regression Predicting Vertical Faith Maturity (FMS-V)</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td>Faculty influence (1)</td><td>Peer influence (2)</td><td>Programs and activities (3)</td></tr></thead><tbody valign="top"><tr><td>Faculty influence</td><td /><td /><td /></tr><tr><td> Faculty provide opportunities to discuss purpose/ meaning of life</td><td char=".">0.029</td><td char=".">−0.016</td><td char=".">−0.052</td></tr><tr><td> Faculty provide opportunities to discuss religious/ spiritual matters</td><td char=".">0.185*</td><td char=".">0.067</td><td char=".">0.048</td></tr><tr><td>Peer influence</td><td /><td /><td /></tr><tr><td> Peers provide opportunities to discuss purpose/meaning in life</td><td /><td char=".">0.131</td><td char=".">0.122</td></tr><tr><td> Peers provide opportunities to discuss religious/ spiritual matters</td><td /><td char=".">0.293**</td><td char=".">0.258**</td></tr><tr><td> Spent time with people who share your religious views</td><td /><td char=".">0.283***</td><td char=".">0.260***</td></tr><tr><td>Programs and activities</td><td /><td /><td /></tr><tr><td> Attended a class, workshop, or retreat on matters of religion/spirituality</td><td /><td /><td char=".">0.222***</td></tr><tr><td> Joined an on-campus Christian organization</td><td /><td /><td char=".">0.010</td></tr><tr><td> Participated in community food or clothing drives</td><td /><td /><td char=".">0.123*</td></tr><tr><td> Performed other volunteer work</td><td /><td /><td char=".">−0.027</td></tr><tr><td> Participated in leadership training</td><td /><td /><td char=".">0.001</td></tr><tr><td> Attended a racial/cultural awareness workshop</td><td /><td /><td char=".">0.193*</td></tr><tr><td>Controls</td><td /><td /><td /></tr><tr><td> Religious attendance</td><td char=".">0.381***</td><td char=".">0.319***</td><td char=".">0.293***</td></tr><tr><td> Politically liberal</td><td char=".">−0.173***</td><td char=".">−0.170***</td><td char=".">−0.173***</td></tr><tr><td><italic>Sex</italic></td><td /><td /><td /></tr><tr><td> Female</td><td char=".">0.414***</td><td char=".">0.345***</td><td char=".">0.301***</td></tr><tr><td>Race<sup>a</sup></td><td /><td /><td /></tr><tr><td> Black</td><td char=".">0.006</td><td char=".">0.115</td><td char=".">0.078</td></tr><tr><td> Hispanic</td><td char=".">−0.043</td><td char=".">0.063</td><td char=".">0.048</td></tr><tr><td> Asian</td><td char=".">−0.362**</td><td char=".">−0.214</td><td char=".">−0.273*</td></tr><tr><td> Other</td><td char=".">−0.221</td><td char=".">−0.112</td><td char=".">−0.160</td></tr><tr><td>Constant</td><td char=".">2.973***</td><td char=".">1.869***</td><td char=".">1.690***</td></tr><tr><td>Observations</td><td>884</td><td>884</td><td>884</td></tr></tbody></table> </ephtml> </p> <p>1 ***<emph>p</emph> < 0.001; **<emph>p</emph> < 0.01; *<emph>p</emph> < 0.05. <sups>a</sups>Reference group = White.</p> <hd id="AN0156279093-10">Horizontal faith maturity (FMS-H)</hd> <p>Table 3 shows that faculty influence was significant in predicting FMS-H in Models 1 and 2 but this influence dropped out in Model 3 when programs were added. Peer influence remained significant in all three models with respect to discussing purpose/meaning in life with peers. We also found support for attending a class, workshop, or retreat on matters of religion or spirituality; participating in community food or clothing drives; performing other volunteer work, and attending a racial/cultural awareness workshop. Joining a Christian organization or participating in leadership training was not statistically significant. Significant control variables were religious attendance and race. Identical to FMS-V, religious service attendance was positively related to FMS-H, and Asian students had a lower score on FMS-H than White students. Sex and political orientation significantly predicted FMS-H when controlling for peers but before controlling for programs, with women and political liberalism predicting more FMS-H than their counterparts. Interestingly, for the other controls in the full models, sex and political orientation only significantly predicted FMS-V.</p> <p>Table 3. Ordinary Least Squares Regression Predicting Horizontal Faith Maturity (FMS-H)</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td>Faculty influence (1)</td><td>Peer influence (2)</td><td>Programs and activities (3)</td></tr></thead><tbody valign="top"><tr><td>Faculty influence</td><td /><td /><td /></tr><tr><td> Faculty provide opportunities to discuss purpose/meaning of life</td><td char=".">0.243**</td><td char=".">0.176*</td><td char=".">0.104</td></tr><tr><td> Faculty provide opportunities to discuss religious/spiritual matters</td><td char=".">0.060</td><td char=".">−0.003</td><td char=".">−0.015</td></tr><tr><td>Peer influence</td><td /><td /><td /></tr><tr><td> Peers provide opportunities to discuss purpose/ meaning in life</td><td /><td char=".">0.237*</td><td char=".">0.193*</td></tr><tr><td> Peers provide opportunities to discuss religious/ spiritual matters</td><td /><td char=".">0.136</td><td char=".">0.100</td></tr><tr><td> Spent time with people who share your religious views</td><td /><td char=".">0.093</td><td char=".">0.077</td></tr><tr><td>Programs and activities</td><td /><td /><td /></tr><tr><td> Attended a class, workshop, or retreat on matters of religion/spirituality</td><td /><td /><td char=".">0.224***</td></tr><tr><td> Joined an on-campus Christian organization</td><td /><td /><td char=".">0.017</td></tr><tr><td> Participated in community food or clothing drives</td><td /><td /><td char=".">0.284***</td></tr><tr><td> Performed other volunteer work</td><td /><td /><td char=".">0.230***</td></tr><tr><td> Participated in leadership training</td><td /><td /><td char=".">−0.007</td></tr><tr><td> Attended a racial/cultural awareness workshop</td><td /><td /><td char=".">0.306***</td></tr><tr><td>Controls</td><td /><td /><td /></tr><tr><td> Religious attendance</td><td char=".">0.198***</td><td char=".">0.165***</td><td char=".">0.134***</td></tr><tr><td> Politically liberal</td><td char=".">0.059*</td><td char=".">0.058*</td><td char=".">0.048</td></tr><tr><td>Sex</td><td /><td /><td /></tr><tr><td> Female</td><td char=".">0.247**</td><td char=".">0.199**</td><td char=".">0.067</td></tr><tr><td>Race<sup>a</sup></td><td /><td /><td /></tr><tr><td> Black</td><td char=".">−0.175</td><td char=".">−0.047</td><td char=".">−0.076</td></tr><tr><td> Hispanic</td><td char=".">−0.030</td><td char=".">0.023</td><td char=".">−0.036</td></tr><tr><td> Asian</td><td char=".">−0.404**</td><td char=".">−0.303*</td><td char=".">−0.394**</td></tr><tr><td> Other</td><td char=".">−0.153</td><td char=".">−0.050</td><td char=".">−0.137</td></tr><tr><td>Constant</td><td char=".">2.850***</td><td char=".">2.163***</td><td char=".">1.290***</td></tr><tr><td>Observations</td><td>884</td><td>884</td><td>884</td></tr></tbody></table> </ephtml> </p> <p>2 ***<emph>p</emph> < 0.001; **<emph>p</emph> < 0.01; *<emph>p</emph> < 0.05. <sups>a</sups>Reference group = White.</p> <hd id="AN0156279093-11">Discussion</hd> <p>This study analyzed the influence of professors, peers, and programs on the faith maturity of seniors at a Christian university. We assess faith maturity using the FMS-V and FMS-H subscales of the Faith Maturity Scale to capture alternative ways of being religious. Table 4 summarizes results presented in Tables 1, 2, and 3. We found positive, significant associations for FMS-V with increasing frequency of opportunities to discuss religious and/or spiritual matters with peers. Spending time with people who share the same religious views also had a significant positive correction with FMS-V, as did attending classes, workshops, or retreats on matters of religion and spirituality. Contrary to our expectations, no significant relationship was shown for joining a Christian organization on campus and FMS-V. Findings for FMS-H showed that it was correlated with activities that encourage one to engage with the "other," ranging from attending workshops on religion/spirituality, volunteering, participating in clothing or food drives, to attending a racial awareness workshop. Joining an on-campus Christian organization did not have a significant relationship with FMS-H, which was unexpected.</p> <p>Table 4. Summary of Significant Ordinary Least Squares Findings</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td>Vertical faith maturity</td><td>Horizontal faith maturity</td></tr></thead><tbody valign="top"><tr><td>Faculty influence</td><td /><td /></tr><tr><td> Faculty provide opportunities to discuss purpose/meaning of life</td><td>NS</td><td>NS</td></tr><tr><td> Faculty provide opportunities to discuss religious/spiritual matters</td><td>NS</td><td>NS</td></tr><tr><td>Peer influence</td><td /><td /></tr><tr><td> Peers provide opportunities to discuss purpose/meaning of life</td><td>NS</td><td><bold>+</bold></td></tr><tr><td> Peers provide opportunities to discuss religious/spiritual matters</td><td><bold>+</bold></td><td>NS</td></tr><tr><td> Spent time with people who share your religious views</td><td><bold>+</bold></td><td>NS</td></tr><tr><td>Programs and activities</td><td /><td /></tr><tr><td> Attended a class, workshop, or retreat on matters of religion/spirituality</td><td><bold>+</bold></td><td><bold>+</bold></td></tr><tr><td> Joined an on-campus Christian organization</td><td>NS</td><td>NS</td></tr><tr><td> Participated in community food or clothing drives</td><td>+</td><td>+</td></tr><tr><td> Performed other volunteer work</td><td>NS</td><td>+</td></tr><tr><td> Participated in leadership training</td><td>NS</td><td>NS</td></tr><tr><td> Attended a racial/cultural awareness workshop</td><td><bold>+</bold></td><td><bold>+</bold></td></tr></tbody></table> </ephtml> </p> <p>3 NS = non-significant; + = significant positive relationship at <emph>p</emph><.05.</p> <p>These findings support and extend those of previous research, such as the study by Walker et al. ([<reflink idref="bib30" id="ref57">30</reflink>]), by providing predictors beyond personal autonomy and religious pressures. We support the theory by Poppinga et al. ([<reflink idref="bib26" id="ref58">26</reflink>]) by showing how exposure to persons of different backgrounds produces greater FMS-H. Finally, the faith maturity of student leaders was bolstered by peers as described in the Gallagher-Stevens ([<reflink idref="bib12" id="ref59">12</reflink>]) qualitative study, and our significant quantitative findings support this impact.</p> <p>Peers are more important than professors in the faith maturity of Baylor seniors. This finding is an important, albeit unsurprising, reminder. Students spend more time with their peers than with professors. Whereas contact with professors is largely limited to classes, students socialize in a myriad of ways with their peers. The turn to online classes in the aftermath of Covid-19 further separated faculty and students. Relationships that form based on time spent together transform peers from strangers to significant others. Therefore, peer relationships carry profound weight. This finding matches those of prior research on religiosity in college. In a longitudinal study of college students, Astin et al. ([<reflink idref="bib3" id="ref60">3</reflink>]) discovered that the peer group was the key predictor of a student's changes in religious engagement. In fact, peer group accounted for the high level of religious engagement found in Evangelical colleges. When this research team controlled for peer group in statistical models, the difference by school type disappeared. Others have arrived at similar conclusions. For example, Hill ([<reflink idref="bib16" id="ref61">16</reflink>]) emphasized that Christian colleges function as a "moral community" that elevates the religious participation of students. Our findings reinforce these conclusions.</p> <p>Of note, however, our findings demonstrate that different types of peer interactions are associated with FMS-V and FMS-H. Conversations about religion and spending time with others of the same faith are related to FMS-V; whereas, discussions of meaning and purpose correlated with higher scores on FMS-H. At a religious college or university, discussing meaning and purpose may challenge beliefs that are "taken-for-granted" and increase awareness of others' needs and perspectives of the world.</p> <p>Certain types of campus programs likewise relate to faith maturity. Students involved with religious workshops or retreats, community food and clothing drives, and workshops on race or cultural sensitivity reported higher FMS-V. As Benson et al. ([<reflink idref="bib4" id="ref62">4</reflink>]) intended in their development of the measures, the FMS-H ought to capture a <emph>vertical faith in action</emph>. The fact that other types of volunteering related only to FMS-H may be the result of religious institutional support of some types of social work over others.</p> <p>Before turning to implications, one of the control variables in our analysis deserves closer scrutiny. In every model, religious service attendance was positive and statistically significant. Seniors who attended religious services more often expressed higher FMS-V and higher FMS-H, net of other influences. Like on-campus student organizations, congregations are a context for relationships and service. Students develop bonds with others in a way that deepens their faith and encourages them to act on their faith to serve others. Involvement off-campus in a place of worship proves to be more important than joining an on-campus Christian organization, based the latter being statistically non-significant in Tables 2 and 3.</p> <hd id="AN0156279093-12">Implications</hd> <p>The implications of these findings suggest Christian colleges and universities interested in promoting vertical faith maturity should consider creating space for peers to discuss religious matters together, promote retreats that focus on religion, offer greater opportunities for community service, and provide workshops on racial justice and cultural awareness. Joining an on-campus Christian organization is not enough to ensure vertical faith maturity; rather, our findings indicate that vertical faith maturity is elevated through quality time and conversation, especially with peers.</p> <p>These findings have several implications for non-religious colleges. Although faith is not an explicit part of curricular and co-curricular programs at non-religious colleges, they can offer classes on religion and/or spirituality, support the formation of student-led religious organizations, promote acts of community service, and offer racial/cultural awareness workshops. All of these are associated with increased faith maturity. Faculty at non-religious colleges ought to encourage students to discuss meaning and purpose with their peers, as our findings show this also enhances horizontal faith maturity.</p> <p>Christian colleges are designed to foster faith maturity as faith itself is an explicit part of curricular and co-curricular activities. With greater numbers of students taking courses online, however, it is increasingly difficult to replicate a pervasive atmosphere of faith. Christian colleges must find a way to replicate the relational development and service that occurs when students are together on campus. Simply transmitting information is insufficient to create mature faith. Some Christian universities have recognized this fact and specifically hired directors of spiritual development. As Christian colleges expand their online programming, attention to relationships and faith will be a crucial task.</p> <hd id="AN0156279093-13">Conclusion</hd> <p>The central aim for administrators and faculty in Christian higher education is to cultivate the love and worship of God through faith and learning (Glanzer et al., [<reflink idref="bib13" id="ref63">13</reflink>]). A necessary part of that goal is to successfully foster the faith maturity of students. Our findings suggest Christian colleges can promote faith maturity through peer relationships and intentional programs. For vertical faith maturity on the FMS-V subscale, the significant predictors are: (<reflink idref="bib1" id="ref64">1</reflink>) discussions with peers about religious/spiritual matters, (<reflink idref="bib2" id="ref65">2</reflink>) spending time with people who share one's religious views, (<reflink idref="bib3" id="ref66">3</reflink>) attending a class, workshop, or retreat on matters of religion/spirituality, (<reflink idref="bib4" id="ref67">4</reflink>) participation in community food or clothing drives, and (<reflink idref="bib5" id="ref68">5</reflink>) attending a racial/cultural awareness workshop. For horizontal faith maturity on the FMS-H subscale, our significant findings are: (<reflink idref="bib1" id="ref69">1</reflink>) discussions with peers about the purpose and meaning of life, (<reflink idref="bib2" id="ref70">2</reflink>) attending a class, workshop, or retreat on matters of religion/spirituality, (<reflink idref="bib3" id="ref71">3</reflink>) participation in community food or clothing drives, (<reflink idref="bib4" id="ref72">4</reflink>) performing other volunteer work, and (<reflink idref="bib5" id="ref73">5</reflink>) attending a racial/cultural awareness workshop. Although there are positive correlations between faculty discussions and the faith maturity of students, peer influence is the significant finding in our models. Still, research shows that faculty serve as the facilitators and role-models necessary for the development of faith maturity.</p> <p>Many of our findings apply to non-religious universities. We highlight the formative role that parachurch organizations can play, putting students into conversation with peers about faith and purpose, and engaging students in charitable work guided by faith. Regardless of school type, parents and home churches should encourage their college students to find a local place of worship and attend regularly.</p> <p>Our analysis originates with cross-sectional data from one atypical Christian university, which is a noted limitation. Baylor University is relatively large compared with many Christian colleges. Its location in the southern United States likewise gives it advantages over other faith-based schools operating in cities and regions with fewer religious people.</p> <p>Our study was also limited to seniors and was not an exhaustive list of all programs. Future research should consider using longitudinal data to capture change in faith maturity over time. It would be useful to hear students explain in their own words their faith development and the factors that most influence it throughout their years in college. Qualitative data captured by interviews and focus groups, or the use of field experiments, would complement this research well. In particular, an enlightening study would expand the data from the Weeks et al. ([<reflink idref="bib31" id="ref74">31</reflink>]) project to examine curricular and co-curricular activities across many denominationally affiliated colleges and universities.</p> <p>Still, the implications of this study fill a gap in existing literature. We highlight various features of colleges that are significantly associated with faith maturity for students. Moreover, we point out common and contrasting ways that students can cultivate commitment to God and commitment to others. 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Christian Higher Education, 16 (3), 159 – 171. https://doi.org/10.1080/15363759.2016.125068</bibtext> </blist> </ref> <aug> <p>By J. J. Burtt; Rory Jones; Jonathan Cox; Dahron Mize; Kevin D. Dougherty; Perry L. Glanzer and Sarah A. Schnitker</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author</p> <p></p> <p>J. J. Burtt is a PhD candidate in the Department of Sociology at Baylor University, Waco. His research interests are religion, technology, and social psychology.</p> <p>Rory Jones is a PhD student in the Department of Sociology at Baylor University, Waco. He studies spiritual practices.</p> <p>Jonathan Cox is a senior sociology major at Baylor University, Waco.</p> <p>Dahron Mize is a 2021 graduate of Baylor University, Waco. His major was sociology.</p> <p>Kevin D. Dougherty is an associate professor of sociology at Baylor University, Waco. Religious organizations are his expertise. His published research examines congregations, denominations, and religious colleges.</p> <p>Perry L. Glanzer is a professor of educational foundations at Baylor University, Waco. He studies moral education, faith-based higher education, and the relationship between religion and education.</p> <p>Sarah A. Schnitker is an associate professor of psychology at Baylor University, Waco. Her research examines virtue and character development in adolescents and emerging adults.</p> </aug> <nolink nlid="nl1" bibid="bib16" firstref="ref5"></nolink> <nolink nlid="nl2" bibid="bib29" firstref="ref6"></nolink> <nolink nlid="nl3" bibid="bib13" firstref="ref7"></nolink> <nolink nlid="nl4" bibid="bib20" firstref="ref12"></nolink> <nolink nlid="nl5" bibid="bib31" firstref="ref17"></nolink> <nolink nlid="nl6" bibid="bib17" firstref="ref18"></nolink> <nolink nlid="nl7" bibid="bib25" firstref="ref20"></nolink> <nolink nlid="nl8" bibid="bib14" firstref="ref21"></nolink> <nolink nlid="nl9" bibid="bib15" firstref="ref22"></nolink> <nolink nlid="nl10" bibid="bib27" firstref="ref24"></nolink> <nolink nlid="nl11" bibid="bib12" firstref="ref26"></nolink> <nolink nlid="nl12" bibid="bib19" firstref="ref27"></nolink> <nolink nlid="nl13" bibid="bib28" firstref="ref28"></nolink> <nolink nlid="nl14" bibid="bib22" firstref="ref31"></nolink> <nolink nlid="nl15" bibid="bib18" firstref="ref35"></nolink> <nolink nlid="nl16" bibid="bib21" firstref="ref36"></nolink> <nolink nlid="nl17" bibid="bib23" firstref="ref44"></nolink> <nolink nlid="nl18" bibid="bib24" firstref="ref47"></nolink> <nolink nlid="nl19" bibid="bib26" firstref="ref49"></nolink> <nolink nlid="nl20" bibid="bib10" firstref="ref52"></nolink> <nolink nlid="nl21" bibid="bib11" firstref="ref54"></nolink> <nolink nlid="nl22" bibid="bib30" firstref="ref57"></nolink>
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  Data: Factors Associated with Vertical and Horizontal Faith Maturity at a Christian University
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Burtt%2C+J%2E+J%2E%22">Burtt, J. J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2747-1764">0000-0002-2747-1764</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jones%2C+Rory%22">Jones, Rory</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7325-0981">0000-0001-7325-0981</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cox%2C+Jonathan%22">Cox, Jonathan</searchLink><br /><searchLink fieldCode="AR" term="%22Mize%2C+Dahron%22">Mize, Dahron</searchLink><br /><searchLink fieldCode="AR" term="%22Dougherty%2C+Kevin+D%2E%22">Dougherty, Kevin D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4925-3311">0000-0002-4925-3311</externalLink>)<br /><searchLink fieldCode="AR" term="%22Glanzer%2C+Perry+L%2E%22">Glanzer, Perry L.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3649-2516">0000-0002-3649-2516</externalLink>)<br /><searchLink fieldCode="AR" term="%22Schnitker%2C+Sarah+A%2E%22">Schnitker, Sarah A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2403-9765">0000-0002-2403-9765</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+on+Christian+Education%22"><i>Journal of Research on Christian Education</i></searchLink>. 2022 31(1):70-87.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
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  Label: Publication Date
  Group: Date
  Data: 2022
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Christianity%22">Christianity</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Factors%22">Religious Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Colleges%22">Religious Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Spiritual+Development%22">Spiritual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Seniors%22">College Seniors</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Volunteers%22">Volunteers</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Texas+%28Houston%29%22">Texas (Houston)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10656219.2022.2042440
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1065-6219<br />1934-4945
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Christian colleges strive to nurture the religious faith of students. Our study examines the relationship of curricular and co-curricular activities on two dimensions of faith maturity--vertical and horizontal. Analysis of survey data from seniors at one Christian university showed that the factors of discussing religion with peers and spending time with people of the same faith are associated with higher levels of vertical faith maturity, and discussing meaning/purpose with peers and volunteering are associated with higher levels of horizontal faith maturity. Participating in religious retreats, food or clothing drives, and workshops on racial/cultural awareness are related to both forms of faith maturity. We conclude with suggestions for implementation.
– Name: AbstractInfo
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
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  Label: Accession Number
  Group: ID
  Data: EJ1344549
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        Value: 10.1080/10656219.2022.2042440
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      – Text: English
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        PageCount: 18
        StartPage: 70
    Subjects:
      – SubjectFull: Christianity
        Type: general
      – SubjectFull: Religious Factors
        Type: general
      – SubjectFull: Religious Colleges
        Type: general
      – SubjectFull: Spiritual Development
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      – SubjectFull: Correlation
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      – SubjectFull: College Seniors
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Volunteers
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      – SubjectFull: Workshops
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      – SubjectFull: Race
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      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: College Faculty
        Type: general
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Texas (Houston)
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      – TitleFull: Factors Associated with Vertical and Horizontal Faith Maturity at a Christian University
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