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A qualitative study of coping with religious minority status in public schools

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  • Forrest-Bank, Shandra S.
  • Dupper, David R.

Abstract

The purpose of this qualitative study was to explore coping and impacts of religious difference and discrimination among a sample of 50 middle and high school Catholic, Jewish, Muslim, and Universalist Unitarian adolescent public school students. Content analysis employing grounded theory strategies resulted in 7 themes: 1) Importance of religious affiliation and community; 2) Influence of parental religiosity; 3) Parents as advocates and expert consultants; 4) To have or not to have friends from other religions; 5) Response to negative incidents; 6) Perceptions of teachers; and 7) The school culture needs to change. Implications for interventions aimed at promoting resilience and positive religious identity are discussed in addition to recommendations for making schools a welcoming and safe place for students of all religious backgrounds.

Suggested Citation

  • Forrest-Bank, Shandra S. & Dupper, David R., 2016. "A qualitative study of coping with religious minority status in public schools," Children and Youth Services Review, Elsevier, vol. 61(C), pages 261-270.
    • Handle: RePEc:eee:cysrev:v:61:y:2016:i:c:p:261-270
    DOI: 10.1016/j.childyouth.2015.12.025
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    References listed on IDEAS

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    1. Lim, Chaeyoon & Putnam, Robert David, 2010. "Religion, Social Networks, and Life Satisfaction," Scholarly Articles 11105537, Harvard Kennedy School of Government.
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