Review of Research on Spiritual and Religious Formation in Higher Education

Abstract

Abstract: College students have diverse ways of expressing their spirituality. The purpose of this review is to examine and critique the research used to study college students ’ spiritual and religious formation. Implications for faculty, student affairs professionals, and ministers doing research on spiritual formation in higher education are discussed. The current generation of college students ’ spiritual and religious development is markedly different from that of previous generations as evidenced by their decreased church attendance and lack of identification with a particular denomination (Zinnbauer & Pargament, 1998). However, “students have very high levels of spiritual interest and involvement. Many are actively engaged in a spiritual quest and in exploring the meaning and purpose of life ” (Higher Education Research Institute [HERI], 2005, Executive Summary, ¶ 4). College students report that a significant amount of their religious experiences and discussions occur with friends (78%), in nature (73%), and while listening to music (64%), or participating in athletic events (30%), meditating (30%), or viewing art (36%), which have not always been classified as religious experiences in past research (HERI, 2005). College students are spiritual and religious seekers that are less inclined to attend church as they progress through education, more inclined to talk to friends about their experiences and doubts, and likely to undergo a significant amount of psychic trauma as they develop (HERI, 2005; Hindman, 2002; Schafer, 1997; Zinnbauer & Pargament, 1998). The purpose of this review is to examine and critique the research used to study college students ’ spiritual and religious formation. Method A review of the literature for a 9-year period was conducted. This period was chosen to encompass both the studies which define and measure college student spirituality and religiosity and well as the most current research of college students ’ spirituality and religiosity (HERI,