Diversity and Tolerance: Acceptance of Non-Christian Religious Faiths on a University Campus Michele Kumar Faculty Sponsor: Dr. Brandon D. Lundy, Department of Geography and Anthropology BACKGROUND SAMPLE AND METHODS DISCUSSION FINDINGS Complete Reference List Available Upon Request ABSTRACT CONTACT Michele Kumar Kennesaw State University Students report (Table 1): Lack of access to adequate space for their religious needs, especially when their faith requires special accommodations multiple times daily. Considering transferring or know someone who already has transferred to another university specifically because of the lack of resources related to their religion, faith, or beliefs. Misunderstandings on campus about their faiths, beliefs, or religions. Their academic life benefits from their faith or beliefs. The methods used employed humanistic, exploratory research using both deductive and inductive methods of participant observation and semi-structured interviewing using open-ended questions. The 26 students interviewed and observed were all currently enrolled at KSU and all were at least 18 years of age. The purposive selection of the sample of students was found by visiting three different cultural and faith-based organizations listed on the KSU Student Life website, such as the International Student Association. Using the roster on the clubs website, it was possible to students, introduce this research, and set up interviews, which also led to being invited to an event (an Islamic halaqa) that allowed for participant observation. This research suggests that both the students and the university would benefit from additional resources related to faiths, beliefs, and religion, since it would encourage and support student retention, diversity, and inclusion. Per the KSU website: There are 130 countries represented in the student body; One of the most important parts of a university experience is helping students become global citizens: a. “Year of” Program; b. Education Abroad. “Our goal is to make KSU a national model for diversity and inclusion.”  Campus Culture & Climate Assessment, Using the basis of September 11, 2001 as a starting point where many universities became more aware of the need to educate students on the importance of respect and education when coming into contact with another religion, specifically Islam, Batorowicz (2007:285) stresses the importance of religious diversity on college campuses. A suggestion that could prove beneficial would be to place a heavier focus on the diversity of religions in core classes. This could be done by having a separate core class that is a mixture of all social sciences, and focuses specifically on religious diversity. There are few resources on campus that address the needs of students when it comes to their religious obligations, such as when their cubicle in the Student Center can only provide space for 2-3 students at a time for prayer. As noted by Batorowicz (2007:288), the responsibility falls on the institution to ensure that students’ religious needs are met. This is a huge problem when there are multiple students who must wait in line or borrow other student organizations’ cubicles to accommodate those needs. This research explored the diversity of non- Christian beliefs and religions on a university campus to better understand the acceptance and tolerance of them by other students. This study asked, how do the students of non-Christian faiths or belief systems at a southeastern comprehensive university feel about the level of acceptance and tolerance toward their beliefs on campus? The findings suggest that even with programs designed to enrich the lives of students in regards to their being able to “experience” another culture, many students may not wish to participate when the “difference” being experienced is religious in nature. A relationship between feeling safe and accepted to practice a non-Christian faith on campus provides important support structures for student success. Finally, feelings of marginalization and exclusion occur more frequently among students of non-Christian faiths. These findings highlight important benefits that would assist not only the Non-Christian students, but also the university itself when a progressive and tolerant stance on campus regarding religion is maintained. CONCLUSION TABLE 1. QUOTES FROM STUDENT INTERVIEWS