Religious involvement is prevalent in prisons, a context where questions of moral redemption are particularly salient. We probed the developmental origins of adults’ perceptions that religion might lead to redemption following transgressions. Six- to eight-year-olds (n = 50 United States residents) and adults (n = 53 United States residents) learned about incarcerated characters who had taken religion classes, art classes, or life classes (about right and wrong) while imprisoned. They then rated their agreement with statements assessing attitudes toward the incarcerated individuals, the effectiveness of each character’s time in prison, and their likelihood of recidivism. Children were more likely than adults to report that classes, in general, would effectively rehabilitate incarcerated individuals. However, participants of all ages reported more positive attitudes toward people who took religion classes and life classes rather than art classes. Further, participants of all ages reported that people who took art classes, versus religion or life classes, would be more likely to continue transgressing. These findings highlight the important role that religious and secular learning plays in perceptions of redemption across development.
more »
« less
Individuals’ Experiences with Religious Hostility, Discrimination, and Violence: Findings from a New National Survey
While concerns about the consequences of anti-Semitism, Islamophobia, and other forms of religious bias have grown in the past several years, the data available to examine these issues have been limited. This study utilizes new data from a nationally representative survey of U.S. adults featuring oversamples of key religious minority groups and an instrument dedicated to measuring the extent to which individuals experience hostility, discrimination, and violence due to their religion. Findings show that, while a sizable minority of Christian adults report such experiences, a much greater share of Muslim and Jewish adults report experiences with interpersonal hostility, organizational discrimination, and violent victimization due to their religion. Analyses show that these patterns are largely unchanged after accounting for individuals’ race and ethnicity, national origin, and other characteristics, suggesting that experiences with religious hostility are not epiphenomenal to other social locations.
more »
« less
- Award ID(s):
- 1754015
- PAR ID:
- 10547553
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Socius: Sociological Research for a Dynamic World
- Volume:
- 6
- ISSN:
- 2378-0231
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Students from underrepresented groups face numerous challenges during their scientific education and training, including discrimination. Research tends to investigate student experiences with discrimination on the basis of a single characteristic, but an intersectional framework is necessary for understanding the complexity of discrimination. Using data from a survey of more than 1,300 U.S. graduate students in five natural and social science disciplines, the authors examine the predictors of reported discrimination across three different characteristics: gender, race, and religion. They find that nearly two thirds of students report discrimination on at least one characteristic, while almost 30 percent report discrimination along multiple characteristics. Multivariate analyses show that a student’s report of discrimination on any one characteristic is significantly associated with increased odds of reporting discrimination on each of the other two characteristics. This suggests that an individual’s experiences within one social location are often intertwined with and influence their experiences with in other social locations.more » « less
-
Abstract To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success.more » « less
-
Dr. Korie Little Edwards (Ed.)Abstract What is the relationship between trust in religious leaders and compliance with policies that are costly to the individual? Religious leaders often have the moral authority to affect individuals’ willingness to adopt prosocial behaviors. Yet, that influence can be either positive or negative because religious leaders face mixed incentives to encourage compliance and their leadership is often decentralized. We argue that greater trust in religious leaders will increase compliance in countries with a dominant religion and centralized religious authority because religious leaders will offer a coherent message that aligns with state directives. We test our hypotheses using data from surveys fielded in Kazakhstan and Kyrgyzstan during the COVID‐19 pandemic. We find a positive and significant relationship between trust and voluntary compliance only in Kazakhstan, where religious leaders reduced the costs of compliance by enabling adherents to practice their faith while social distancing. We thus identify an alternative mechanism whereby trust promotes compliance.more » « less
-
Vallespin, Mc_Rollyn Daquiado (Ed.)Evolution is an important part of biology education, but many college biology students do not accept important components of evolution, like the evolution of humans. Practices that reduce perceived conflict between religion and evolution have been proposed to increase student evolution acceptance. This study investigates college student experiences of conflict reducing practices in evolution education and how these experiences are related to their gains in acceptance of human evolution during evolution instruction. We measured the natural variation in student experiences of conflict reducing practices among 6,719 college biology students in 55 courses and 14 states including (1) their experiences of an instructor demonstrating religion-evolutioncompatibilityby presenting examples of religious leaders and scientists who accept evolution and (2) their experiences of an instructor emphasizing students’autonomyin their own decision to accept evolution or not. We also measured student acceptance of human evolution before and after instruction so that we could test whether any changes in evolution acceptance were associated with student experiences of the conflict reducing practices. Linear mixed models showed that highly religious Christian students accepted evolution more when they perceived more compatibility practices. Further, students from all religious and non-religious affiliations accepted human evolution more after instruction when they perceived more autonomy practices. These results indicate that integrating examples of religion compatibility in evolution education will positively impact Christian students’ views on evolution and that emphasizing students’ autonomy over their decision to accept evolution may be important for students more broadly. If instructors incorporate practices that emphasize compatibility and one’s personal choice to accept or not accept evolution, then these results suggest that students will leave their college biology classes accepting evolution more. Perhaps by using more conflict reducing practices, instructors can help increase evolution acceptance levels that have remained low in the United States for decades.more » « less
An official website of the United States government
