Black Religious Students

Welcoming them into the Pasquerilla Spiritual Center

Kate Curley & Julia MartinezDecember 5, 2013

Outline1. Explanation of

Issue2. Environmental

Theory3. Literature Review4. Testimonials5. Environmental

Intervention6. Personal Identity

Influences7. Conclusion

Pasquerilla Spiritual Center

and the

Center for Ethics in Religious

Affairs

Explanation of Issue• Pasquerilla is a “white church”

o Blacks noticeably absent (B. Smith, B. Bradley)

o PSU=PWI

• Blacks and religion/spiritualityo More religiously involved (Dennis, 2005; Taylor, Chatters, Jayakody, &

Levin, 1996)

o Greatly benefit from engagement (Caldwell et al., 1992; Ellison,

1993; Ellison and Sherkat, 1995; Frazier, 1974; Glenn & Gotard, 1977; Levin et al., 1995; Lincoln & Mamiya, 1990; Nelsen & Nelsen, 1975; Riggins, McNeal, & Herndon, 2008; Taylor & Chatters, 1986; Taylor, Thornton, and Chatters, 1987; Rice, 2012)

Environmental Theory

Hurtado, Millem, Clayton-Pederson, and Allen (1999)

Hurtado et al., 19991. Make campus climate a priority2. Research and assess current campus climate3. Design an intentional plan4. Implement the plan5. Consciously try to remove historical inequities(the historical legacies of

exclusion)6. Collaborate with faculty7. Promote interactions with diverse peoples8. Have faculty interact with students outside the classroom doing research and

teaching9. Promote and facilitate dialogue between communities of difference10. Create and maintain a student-centered orientation11. Host diverse programs, activities, and services12. Train staff and faculty for these issues

Literature Review: Psychological Climate

• Blacks more likely to experience prejudice

• Religious engagement critical to Black student successo negative climate=

dissatisfaction disengagement, esp. in out of class

activitieso first-year and cult. specific

programming=important

Literature Review: Behavioral dimensions

1.Peer interactions important (Astin 1988, 1991, 1993; Kuh, Schuh, Whitt,

Andreas, Lyons, Strange, Krehbiel, & MacKay, 1991; Pascarella & Terenzini, 1991)

a. Leads to sense of belonging for Black religious (Strayhorn, 2008)

b. promotes inter-cult/inter-religious understanding & development (Hurtado et. al, 1999)

c. esp. at PWIshttp://artofconversation.typepad.com/.a/6a00d83452194e69e2017ee81ffd85970d-320wi

Literature Review: Physical Space & ID development

1.Some spaces are inappropriate/ unwelcoming (B. Bradley, personal communication, October 16, 2013; Clark & Brimhall-

Vargas, 2003; McMurtie, 1999; Strange & Banning, 2001)

2.Religion=critical component of ID development (Astin & Astin, 2003; Love, 2001; Love & Talbot, 1999)

a. esp. Black stud. (Sanchez & Carter, 2005)

b. w/o mentors and role-models→ isolation (Abu El-Haj,

2002)

Methods• Three short, semi-structured

interviews with Black religious studentso President of Black Student Union/member of

Disciplemakers Christian Fellowshipo Member of Unity University Fellowshipo Former historian of the United Soul

Ensemble

• Interview questions centered on student experiences

Methods• Two semi-structured interviews with

student affairs professionals o Director for Ethics and Religious Affairs

(CERA)o Assistant Director for CERA

• Interview questions centered on student involvement

• One choir concert

Discussion of Findings: Psychological ClimateConcerns• Assimilation

• Demanding expectations for involvement

• Discouraging cultural messages

• Lack of investment and connectedness

Recommendations• Bring Black religious

services to Pasquerilla

• Reexamine expectations for membership

• More time in the space

• Activities to get to know one another

Discussion of Findings: Behavioral DimensionsConcerns• Limited interactions

with communities of difference

• Not perceived as diverse

• Lack of awareness → lack of involvement

Recommendations• Promote campus-

wide awareness

Discussion of Findings: Physical Space

Concerns• Perceived as

unwelcoming and inappropriate

Recommendations• Intentional

scheduling

• Install sound barriers in the research space

• Encourage use of the space between activities

• Provide office space and an advisor

Discussion of Findings: Identity Development

Concerns• Absence of role

models and peers as students move through religious identity development

Recommendations• Increased presence

and number of Black religious role models and peerso Recruit Black graduate

fellows who believe in CERA’s interfaith mission

o Train staff and faculty from other backgrounds

Environmental InterventionFollowing Hurtado et al. (1999): 1. Make climate a priority2. Research and assess climate 3. Design an intentional plan

Environmental InterventionPeer Mentorship Program

• Led by student leaders for students

• Guided by trained staff and facultyo Visible and supportive network of role models

• Family structureo Contributing to a sense of community and

belongingo Families led by student leaders o Student leaders advised by staff and faculty

Environmental InterventionTargeted outreach to new students

• New Student Orientation

• Student Organization Fair

• Information sessionsSpirituality programs

• Meet students where they are, physically

• Move to Pasquerilla Spiritual Center

Environmental InterventionReturning to Hurtado et al. (1999): 5. Consciously try to remove historical inequities (the historical legacies of

exclusion)

7. Promote interactions with diverse peoples• Include mentorship program in events with other religious groups

9. Promote and facilitate dialogue between communities of difference

10. Create and maintain a student-centered orientation• Students as leaders• Close partnership between student leaders and role models

Environmental Intervention

11. Host diverse programs, activities, and services• Centered on outreach • Activities conducted by student leaders

o Goal: family-like comfortability

12. Train staff and faculty for these issues• Advise students on religious identity development issues,

among others

Personal IdentificationKate

Julia

You?

http://blogs.smithsonianmag.com/aroundthemall/files/2011/07/what-about-race-nmnh.jpg

Conclusion• Intentionally reintegrate traditionally

black religious group once affiliated with Pasquerillao Peer Mentorship Program

• Future considerationso Implementationo Constant and thorough assessment

Other ideas?

Questions?

Thank YouReferences available upon request