'I Get to Make My Own Decisions': Understanding Black Christian Students' Spiritual Development Journeys
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| Title: | 'I Get to Make My Own Decisions': Understanding Black Christian Students' Spiritual Development Journeys |
|---|---|
| Language: | English |
| Authors: | Terra N. Hall (ORCID |
| Source: | Journal of Diversity in Higher Education. 2025 18(1):S390-S403. |
| 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: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | African American Students, Christianity, Spiritual Development, Influences, Religious Factors, Early Experience, Elementary Secondary Education, Family Influence, Church Role, Religious Schools, Individual Development, Undergraduate Students, Predominantly White Institutions |
| DOI: | 10.1037/dhe0000576 |
| ISSN: | 1938-8926 1938-8934 |
| Abstract: | While existing scholarship has illuminated benefits that individuals gain from their religious and spiritual engagement, how and to what degree individuals engage may vary. Although student development theory compels us to attend to students' salient identities (Jones & Abes, 2013), religion and spirituality remain underresearched in higher education (Chae et al., 2004; Donahoo & Caffey, 2010; Park, 2017). Despite the salience of religion and spirituality among many Black communities (Bacchus & Holley, 2004; McRae et al., 1999; Taylor & Chatters, 2010), and Christianity being the dominant religion for Black Americans (Diamant et al., 2022), scholarship that centers the intersections of race, religion, and spirituality remains limited. Thus, there are opportunities to understand Black Christian students' spiritual development journeys and what influences Black Christian college students' formation of religious and spiritual practices. Data for this inquiry is drawn from a larger critical constructivist narrative study where semistructured interviews and visual data with 13 Black and spiritual students provided insight into Black students' spiritual development journeys. Findings indicate three themes: Black Christian students' early religious socialization through family, church, and religious-affiliated K-12 schools; the presence of religious and spiritual practices prior to their college-going years; and the development of new religious and spiritual practices during their college-going years. Baxter Magolda's (2009) concept of meaning-making was utilized to understand Black Christian students' early reliance upon external formulas, crossroad moments, and ultimate journeys to self-authorship. Implications for research and practice are provided to institutions and institutional personnel who seek to holistically support Black Christian students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506221 |
| Database: | ERIC |
| Abstract: | While existing scholarship has illuminated benefits that individuals gain from their religious and spiritual engagement, how and to what degree individuals engage may vary. Although student development theory compels us to attend to students' salient identities (Jones & Abes, 2013), religion and spirituality remain underresearched in higher education (Chae et al., 2004; Donahoo & Caffey, 2010; Park, 2017). Despite the salience of religion and spirituality among many Black communities (Bacchus & Holley, 2004; McRae et al., 1999; Taylor & Chatters, 2010), and Christianity being the dominant religion for Black Americans (Diamant et al., 2022), scholarship that centers the intersections of race, religion, and spirituality remains limited. Thus, there are opportunities to understand Black Christian students' spiritual development journeys and what influences Black Christian college students' formation of religious and spiritual practices. Data for this inquiry is drawn from a larger critical constructivist narrative study where semistructured interviews and visual data with 13 Black and spiritual students provided insight into Black students' spiritual development journeys. Findings indicate three themes: Black Christian students' early religious socialization through family, church, and religious-affiliated K-12 schools; the presence of religious and spiritual practices prior to their college-going years; and the development of new religious and spiritual practices during their college-going years. Baxter Magolda's (2009) concept of meaning-making was utilized to understand Black Christian students' early reliance upon external formulas, crossroad moments, and ultimate journeys to self-authorship. Implications for research and practice are provided to institutions and institutional personnel who seek to holistically support Black Christian students. |
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| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000576 |
