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The Influence of Campus Climate and Interfaith Engagement on Self-Authored Worldview Commitment and Pluralism Orientation Across Sexual and Gender Identities

Author

Listed:
  • Alyssa N. Rockenbach

    (North Carolina State University)

  • Tiffani A. Riggers-Piehl

    (Baylor University)

  • Jason C. Garvey

    (University of Alabama)

  • Marc A. Lo

    (New York University)

  • Matthew J. Mayhew

    (New York University)

Abstract

This study examined the extent to which LGBT students were oriented toward pluralism and self-authored worldview commitment, as well as the conditional effects of campus climate and interfaith engagement on pluralism and worldview commitment by sexual orientation and gender identity. Drawing on data from 13,776 student respondents to the Campus Religious and Spiritual Climate Survey at 52 institutions, results indicated the positive role of LGBT identity status in relation to self-authored worldview commitment and pluralism orientation, as well as the differential effects of some aspects of campus climate in shaping pluralism and commitment among LGB students relative to heterosexual students. Implications are discussed.

Suggested Citation

  • Alyssa N. Rockenbach & Tiffani A. Riggers-Piehl & Jason C. Garvey & Marc A. Lo & Matthew J. Mayhew, 2016. "The Influence of Campus Climate and Interfaith Engagement on Self-Authored Worldview Commitment and Pluralism Orientation Across Sexual and Gender Identities," Research in Higher Education, Springer;Association for Institutional Research, vol. 57(4), pages 497-517, June.
    • Handle: RePEc:spr:reihed:v:57:y:2016:i:4:d:10.1007_s11162-015-9395-6
    DOI: 10.1007/s11162-015-9395-6
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    References listed on IDEAS

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    1. Patrick G. Love, 1998. "Cultural Barriers Facing Lesbian, Gay, and Bisexual Students at a Catholic College," The Journal of Higher Education, Taylor & Francis Journals, vol. 69(3), pages 298-323, May.
    2. Paul D. Umbach & George D. Kuh, 2006. "Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness," The Journal of Higher Education, Taylor & Francis Journals, vol. 77(1), pages 169-192, January.
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