Ch.

13: Engaging
Religious Minority
Students (RMS)
Presenters: Cristina Valencia & Samuel
Fairbanks
Date: October 20, 2020
Learning Outcomes

1. Colleagues will gain a greater understanding of the dominant Christian context

undergirding the history of higher education institutions, the evidence of Chrisitan
privilege, the role of religion and its relation to RMS, and conceptual frameworks
for understanding campus climate and RMS (Quaye et al., 2020).

2. Colleagues will be able to identify the theoretical framework in regards to RMS.

This includes the internal and external forces that influence campus climate and
the ten interrelated measures of spirituality and religiousness.

3. Colleagues will be able to conceptualize and create engagement strategies that

create a campus more attuned to RMS diverse needs.
Reading Reflection

a. What is one thing in the reading that was most useful or meaningful to you?

b. So what was it about that topic that was meaningful to you?

c. Now what should we do with the information we read?

Understanding Christian Dominance & Christian
Privilege

● Christian Dominance in higher education is rooted in the historical foundations of

colonial colleges by Christian group members; all 9 colonial colleges were founded
by Christians
● This dominance is still present today--According to a 2008 survey, approximately
76% of Americans identify as Christian (Quaye et al., 2020)
● Christian privilege is evident in areas such as an institution’s academic calendar in
which Christian holidays are observed, but religious minority holidays are not
● References to Christianity such as our currency, “In God We Trust” and “One
Nation Under God” in the Pledge of Allegiance
● Important to understand that Christian dominance & Christian privilege can lead
to oppression & discrimination of Religious Minority Students
Theoretical Perspectives

● Campus Climate: Racial ethnic climates are shaped by the interaction of external
& internal forces
○ External forces: governmental policies, programs, & initiatives (ex. Separation of church
& state)
○ Internal Forces: Consist of sociohistorical events; ex. historical legacy of inclusion or
exclusion; structural diversity (numerical representation)
● Spirituality & Religiousness: 10 interrelated measures which examine students’
spiritual sense of self
○ Spiritual quest: a search for meaning and/or one’s life purpose
○ Religious commitment: role that religion & religious beliefs have on students’ daily lives
○ Religious engagement: the external representation of commitment--the type &
frequency of religious related activities (praying, attendance, reading)
Video & Reflection Activity

-Together we will view the YouTube video from BigThink titled “Stand up against
religous discrimination - even if it’s not your religion / Eboo Patel / Big Think”:
https://www.youtube.com/watch?v=7K0V9YqWfAA

-Split into three (3) breakout rooms and discuss “How can you be positive and proactive
about engaging religious identity towards interfaith cooperation in higher education?

-Utilize QHP Ch.13, pg. 231-234 for reference

*Suggestion: We have been sitting for awhile now… take 60 seconds to stand up, stretch,
walk, or meditate to recenter yourself for the rest of class*
Student Engagement Strategies

-“We assert that postsecondary institutions should support underrepresented religious

groups where students can have a formal mechanism for organizing themselves under a
particular religious denomination or expression…” (QHP, 231).

-Providing a campus space for students religious related activity

-Institutions including observations of religious “holidays” in the university-wide

calendar

-Faculty and student affairs mentoring opportunities (i.e. Dean of Religous Life, Director
of Muslim Student Life, Direct of Hindu Student Life)
Questions & Wrap-Up

-Further questions or comments?

-Thank you!