1. Spirituality in Higher Education: A National Study of College Students’ Search for Meaning and Purpose Higher Education Research Institute University of California, Los Angeles Funded By John Templeton Foundation

2. What is Spirituality?  Points to our interiors  Is qualitative and affective  Involves our values, beliefs, meaning, and purpose  Has to do with our connectedness to others and the world around us  Refers to those elements of our lives that are difficult to define or put into words (i.e., intuition, creativity, inspiration, and the sacred)

3. Research Questions  How many students are actively searching and curious about spiritual issues and questions such as the meaning of life and work?  How do students view themselves in terms of spirituality and related qualities such as compassion, forgiveness, optimism, and generosity?  What spiritual/religious practices (e.g., rituals, prayer/meditation, service to others) are students most/least attracted to?

4. Research Questions  How do spiritual/religious practices affect students’ academic and personal development?  What is the connection between traditional religious practices and spiritual development?  What in the undergraduate experience facilitates or hinders students’ spiritual/religious quest?

5. Spirituality in Higher Education Project Phases Pilot Administration to 3,600 Third-Year Students at 46 Institutions (Spring 2003) Interviews with 85 Second-, Third-, and Fourth-Year Students at 6 Institutions (Fall 2003) Full-Scale Administration to 112,000 First-Year Students at 236 Institutions (Fall 2004) HERI Faculty Survey Administration to 65,000 Teaching Faculty at 511 Institutions (Fall 2004-Spring 2005)

6. Beliefs Believe in God79% My spiritual/religious beliefs have been formed through much personal reflection and searching Agree:61% To be truly religious, a person must accept all the teachings of his/her faith Agree:42%

7. Interests and Activities I have at least “some” interest in spirituality 80% Discussed religion/spirituality at least “occasionally”: With friends 80% With family 76% In class 65% Do you pray? (Yes) 69%

8. Spiritual/Religious Beliefs … % Indicating “Agree Somewhat” or “Agree Strongly”

9. Feel Obligated to Follow My Parents’ Religious Practices

10. Spirituality “Strengthening” Experiences Death of close friend/family member 45% Events of September 11, 2001 42% Romantic relationship 36% Personal injury/illness 34% New ideas encountered in classes 31% War in Iraq 29% Natural disaster 24% Parents’ divorce/separation 18%

11. Current Views about Religious/Spiritual Matters

12. Expectations about My Religious Beliefs

13. Scales

14. Spirituality α=.88 “Agree” that we are all spiritual beings 69% Goal: Seeking out opportunities to help me grow spiritually “Very important” or “Essential”: 47% Goal: Integrating spirituality into my life “Very important” or “Essential”:41%

15. Religious Engagement α=.87 Engages at least “weekly” in: Religious singing/chanting30% Reading sacred texts27% Other reading on religion/spirituality21% “Frequently”: Attended a religious service42% Attended class/workshop/retreat on matters related to religion/spirituality14%

16. Religious Commitment α=.93 My spiritual/religious beliefs provide me with strength, support, and guidance Agree:69% I find religion to be personally helpful Agree:68% I gain spiritual strength by trusting in Higher Power Agree:65%

17. Religious/Social Conservatism α=.72 Abortion should be legal Disagree:48% People who don’t believe in God will be punished Agree:37% Conception of God: Father-figure Agree:35%

18. Religious Struggle α=.75 “Frequently”: Struggled to understand evil, suffering, and death15% Felt distant from God14% Questioned religious/spiritual beliefs14% Disagreed with family about religious matters13% Felt angry with God 7%

19. Religious Skepticism α=.83 Agree “Strongly” or “Somewhat”: I have never felt a sense of sacredness 31% In the future, science will be able to explain everything 31% The universe arose by chance 26% Whether or not there is a Supreme Being doesn’t matter to me 26%

20. Ecumenical Worldview α=.70 Love is at the root of all the great religions: Agree:72% Most people can grow spiritually without being religious Agree:64% I have an interest in different religious traditions To “some” or “great” extent:61%

21. Spiritual Quest α=.85 “Very Important” or “Essential” Personal Goals: Attaining wisdom 77% Becoming a more loving person 67% Improving the human condition 54% Attaining inner harmony 49% Finding answers to the mysteries of life 45% Developing a meaningful philosophy of life 42%

22. Ethic of Caring α=.79 “Very Important” or “Essential” goals: Helping others who are in difficulty63% Reducing pain and suffering in the world55% Becoming a community leader31%

23. Charitable Involvement α=.74 “Frequently”: Performed volunteer work26% Donated money to charity14% Participated in community food or clothing drives11%

24. Equanimity α=.76 Describes Me “To a Great Extent”: Being thankful for all that has happened to me 52% Feeling good about the direction in which my life is headed 49% Seeing each day, good or bad, as a gift 40% Feeling a strong connection to all humanity 16%

25. Compassionate Self-Concept α=.78 Self-rated Kindness Above average:75% Self-rated Generosity Above average:67% Self-rated Forgiveness Above average: 56%

26. Intended Major and Spirituality

27. Spirituality by Intended Major (% high scorers)  Highest Music39 Humanities30 Fine Arts25  Lowest Computer Science11 Business13 Architecture14

28. Religious Commitment by Intended Major (% high scorers)  Highest Humanities32 Education28 Health Professions28  Lowest Business18 Undecided19 Engineering19

29. Ecumenical Worldview by Intended Major (% high scorers)  Highest Humanities25 Political Science24 Fine Arts21  Lowest Agriculture 3 Computer Science 7 Engineering 8

30. Spiritual Quest by Intended Major (% high scorers)  Highest Humanities38 Fine Arts36 Music35  Lowest Agriculture 8 Computer Science15 Engineering17

31. Equanimity by Intended Major (% high scorers)  Highest Music31 Humanities30 Political Science27  Lowest Computer Science14 Engineering18 Business18

32. Race and Spirituality

33. Spirituality by Race (% “high scorers”) Native Hawaiian/Pacific Islander 25 American Indian/Alaska Native 24 African American/Black 24 White/Caucasian 17 Latino 17 Asian American/Asian 14

34. Religious Commitment by Race (% “high scorers”) African American/Black 47 American Indian/Alaska Native 32 Native Hawaiian/Pacific Islander 29 White/Caucasian 25 Latino 23 Asian American/Asian 22

35. Ecumenical Worldview by Race (% “high scorers”) Native Hawaiian/Pacific Islander 24 American Indian/Alaska Native 19 Latino 18 Asian American/Asian 18 African American/Black 16 White/Caucasian 12

36. Spiritual Quest by Race (% “high scorers”) African American/Black 36 American Indian/Alaska Native 34 Native Hawaiian/Pacific Islander 34 Latino 28 Asian American/Asian 27 White/Caucasian 23

37. Equanimity by Race (% “high scorers”) African American/Black 33 Native Hawaiian/Pacific Islander 28 American Indian/Alaska Native 27 Latino 23 White/Caucasian 22 Asian American/Asian 19

38. Gender and Spirituality

39. Gender Differences on Factors % High Scorers

41. Preliminary findings on gender differences in spirituality  We explored gender differences in spirituality using two survey items included in our longitudinal pilot data:  The value students placed on “integrating spirituality into my life”  Students’ self-rated “spirituality”  We identified the variables that predicted changes in these items during college for women compared to men.

42. Preliminary findings on gender differences in spirituality  College experiences that impact men’s and women’s spirituality similarly…  Discussions on spirituality/religion with friends or in class (+)  Charitable Involvement (+)

43. Preliminary findings on gender differences in spirituality  College experiences that impact men’s and women’s spirituality differently…  Hours per week spent studying/doing homework (- for men)  Majoring in one of the science disciplines (- for men)

44. Preliminary findings on gender differences in spirituality  College experiences that impact men’s and women’s spirituality differently…  Having many close friends who are religious (+ for both genders, but stronger for women)

45. Preliminary findings on gender differences in spirituality  The spiritual differences we observe are not necessarily “innate” gendered qualities, but are influenced by contextual factors and student experiences in the college environment.

46. Spirituality, Religion, and Political Orientation

47. Percentages of High Scorers on Each of Eight Scales Who Are Conservative and Liberal

48. Political and Social Issues

49. High vs. Low Religious Engagement Diverging Perspectives On:  Legalized abortion  Casual sex  Same-sex marriage  Legalization of marijuana

50. Political and Social Issues

51. High vs. Low Religious Engagement Converging Perspectives On:  Issues of race  Rights of criminals  Women’s roles  Gun control

52. Percent agreeing that “The death penalty should be abolished”

53. Religious Differences

54. Spirituality by Religious Preference (% high scorers)

56. Self-description: Have an interest in spirituality, “to a great extent”  Highest on Spirituality Mormon66 7 th Day Adventist52 Other Christian52  Lowest on Spirituality No religious preference10 Jewish17 Hindu23

57. Religious Engagement by Religious Preference (% high scorers)

59. Attended religious services “frequently”  Highest on Religious Engagement Mormon78 7 th Day Adventist76 Other Christian61  Lowest on Religious Engagement No religious preference 4 Unitarian24 Buddhist10

60. Religious/Social Conservatism by Religious Preference (% high scorers)

62. Agree “strongly” that abortion should be legal  Highest on Religious/Social Conservatism Baptist 13 Mormon 11 Other Christian 14  Lowest on Religious/Social Conservatism Unitarian 67 Buddhist 34 Hindu 28

63. Religious Skepticism by Religious Preference (% high scorers)

65. Religion and science conflict; I am on the side of science  Highest on Religious Skepticism None42 Unitarian29 Jewish22  Lowest on Religious Skepticism Mormon 0 Baptist 3 Other Christian 4

66. Ecumenical Worldview by Religious Preference (% high scorers)

68. Agree “strongly” that people can grow spiritually without being religious  Highest on Ecumenical Worldview Unitarian55 Hindu25 Buddhist35  Lowest on Ecumenical Worldview Church of Christ14 Baptist11 Lutheran14

69. Ethic of Caring by Religious Preference (% high scorers)

71. Engaged in trying to change unfair things in the world “to a great extent”  Highest on Ethic of Caring Unitarian26 Islamic21 Buddhist19  Lowest on Ethic of Caring Lutheran10 Methodist12 Presbyterian11

72. Religious Differences  Two religious “clusters”:  Spiritual, religious, and conservative  Skeptical, pluralistic, and justice- oriented

73. Compassionate Self-Concept by Religious Preference (% high scorers)

75. Students’ Spiritual Diversity  Spiritual perspectives and experiences vary widely and are associated with a range of student characteristics.  While these characteristics distinguish students, there are also important points of convergence.  As we serve students and study their experiences in college, we must remain mindful of how these multifaceted identity markers interact with their spirituality.

76. Spirituality and Higher Education

77. Expectations for My College % Indicating “Very Important” or “Essential”

78. Professors Provided … % Indicating “Frequently” and “Not at all”

79. Faculty Spirituality Consider myself a spiritual person (%“to a great extent”) 48 Integrating spirituality in my life (%“very important” or “essential”) 47 Seek out opportunities to grow spiritually (%“to a great extent”) 32

80. Faculty Spirituality Factor α=.88 Self Descriptions: ● Consider myself a spiritual person ● Seek out opportunities to grow spiritually Personal Goal: ● Integrate spirituality in my life

81. Highly Spiritual and Religious…

82. General Work Values (% “essential”) Spirituality High Low Diff Be a good teacher 81 62 -19 Be a role model to students 62 30 -32 Be a good colleague 58 35 -23

83. Student Personal Development Focus (% “very important” or “essential”) Spirituality High Low Diff Develop moral character 76 32 -44 Enhance self understanding 71 41 -30 Help develop personal values 68 29 -39 Provide for emotional dev. 52 16 -36 Facilitate meaning/purpose search 54 16 -38 Enhance spiritual development 44 1 -43

84. Civic Minded Values (% “very important” or “essential”) Spirituality High Low Diff Goals for Undergraduates Prepare for responsible citizenship 70 45 -25 Instill commitment to community service 51 18 -33 Personal Objectives Influence social values 49 24 -25 Influence the political structure 21 16 -5

85. Civic Minded Practice (% “yes” in past two years) Spirituality High Low Diff Used my scholarship to address local community needs 56 31 -25 Collaborated with the local community in research/ teaching 46 31 -15

86. Colleges Should be Concerned with Students’ Spiritual Development (% “agree”) “Other” Religious Colleges69 Catholic Colleges 62 Private Nonsectarian Colleges39 Private Universities 37 Two Year Colleges29 Public Colleges 23 Public Universities18

87. Spirituality of Faculty Has No Place in the Academy (% “disagree”) “Other” Religious Colleges78 Catholic Colleges 71 Private Nonsectarian Colleges61 Two Year Colleges59 Private Universities 58 Public Colleges 53 Public Universities 49

88. Next Steps National Institute on Integrating Spirituality into the Campus Curriculum and Co-Curriculum (Fall 2007) Longitudinal Follow Up of the 2004 Entering Freshmen Cohort (Spring 2007) Second CIRP/CSBV Administration to Entering Freshmen (Fall 2008)

89. For more information: www.spirituality.ucla.edu