Gender Matters: The Development of Pluralism Orientation in College by Students' Gender Identity
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| Title: | Gender Matters: The Development of Pluralism Orientation in College by Students' Gender Identity |
|---|---|
| Language: | English |
| Authors: | Ece Yilmaz (ORCID |
| Source: | Journal of Diversity in Higher Education. 2025 18(6):946-956. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Gender Identity, Intersectionality, Spiritual Development, Role of Religion, Religious Factors, Predictor Variables, LGBTQ People, Sex Role, Self Concept |
| DOI: | 10.1037/dhe0000632 |
| ISSN: | 1938-8926 1938-8934 |
| Abstract: | Using data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey, this study explored whether pathways to pluralism orientation among college students differed by their gender identities. Our sample consisted of 5,762 participants from 118 campuses of different types (public, private nonsectarian, and religious). Our conceptual model, based on the Interfaith Learning and Development Model (Mayhew & Rockenbach, 2021) and guided by queer (Abes & Kasch, 2007; Sullivan, 2003; Wilchins, 2004) and intersectionality (Collins, 2019; Crenshaw, 1989, 1991; Singh, 2015) theories, underscored the importance of students' multiple identities; institutional, disciplinary, and relational contexts; and interfaith engagement opportunities in college students' pluralistic outcomes. Our multilevel models demonstrated that some experiences in college shape pluralism development in ways that differ by gender identity. We discuss research, policy, and practice implications to serve students' unique needs and support their pluralism development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505809 |
| Database: | ERIC |
| Abstract: | Using data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey, this study explored whether pathways to pluralism orientation among college students differed by their gender identities. Our sample consisted of 5,762 participants from 118 campuses of different types (public, private nonsectarian, and religious). Our conceptual model, based on the Interfaith Learning and Development Model (Mayhew & Rockenbach, 2021) and guided by queer (Abes & Kasch, 2007; Sullivan, 2003; Wilchins, 2004) and intersectionality (Collins, 2019; Crenshaw, 1989, 1991; Singh, 2015) theories, underscored the importance of students' multiple identities; institutional, disciplinary, and relational contexts; and interfaith engagement opportunities in college students' pluralistic outcomes. Our multilevel models demonstrated that some experiences in college shape pluralism development in ways that differ by gender identity. We discuss research, policy, and practice implications to serve students' unique needs and support their pluralism development. |
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| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000632 |
