@article{hudson_rockenbach_2024, title={"We Met in a Place that Fostered Exploring": Campus Environments that Influence Boundary-Crossing Friendships}, ISSN={["1573-1758"]}, DOI={10.1007/s10755-024-09743-3}, abstractNote={Abstract The college years represent a prime opportunity for students to develop prosocial skills through friendships that cross social boundaries (i.e., in which the two friends differ on at least one aspect of sociocultural identity such as race, political affiliation, or religion). By cultivating empathy and reducing social stratification, these friendships may serve as a needed remedy for the ongoing and deepening tribalism dominating the current U.S. political climate, ultimately advancing a more justice-oriented society. We utilized data from 55 focus groups with 268 participants at 18 U.S. institutions of various sizes, locations, and affiliations to explore how campus environments and experiences influence college students’ boundary-crossing friendships. Participants highlighted how aspects of their campus climates (size, structural diversity, norms, and identity support) encouraged as well as discouraged crossing social boundaries. They discussed how programs (curricular and co-curricular), spaces (residence and dining halls, prayer spaces), and informal social opportunities (such as studying, dining, socializing, or having meaningful conversations) helped them develop and deepen friendships across the social boundaries of religious, secular, and spiritual (RSS) identity; political beliefs; race/ethnicity; and other identities. They also described the power of early campus experiences in setting the stage for crossing social boundaries. Our findings add texture to prior quantitative research documenting the power of campus conditions and environments for fostering friendship across social boundaries, and they illuminate effective ways for colleges and universities to create environments and experiences that provide students with opportunities and reasons to connect and build friendships that bridge social divisions.}, journal={INNOVATIVE HIGHER EDUCATION}, author={Hudson, Tara D. and Rockenbach, Alyssa N.}, year={2024}, month={Sep} }
 @article{selznick_mayhew_winkler_shaheen_rockenbach_2024, title={Developing College Students' Jewish Appreciation: A Four-year Mixed-methods Study}, ISSN={["1573-1758"]}, DOI={10.1007/s10755-024-09723-7}, abstractNote={Abstract The purpose of this study is to understand the climates and contexts that promote college students’ development of appreciative attitudes toward Jews over four college years. Drawing on an established theoretical framework and a comprehensive literature foundation, we approached this question through an integrative mixed-methods perspective. We recruited a longitunidal sample of 9,470 students from 122 campuses in the United States and generated qualitative focus group data from 268 students at 18 campuses. Findings demonstrated that a host of student characteristics (e.g., political identification), psychological perceptions (e.g., space for support, negative engagement) and participation in formal and informal interfaith activities were associated with the development of Jewish appreciation. Meta-inferences are discussed, future directions offered, and initial conclusions provided.}, journal={INNOVATIVE HIGHER EDUCATION}, author={Selznick, Benjamin S. and Mayhew, Matthew J. and Winkler, Christa E. and Shaheen, Musbah and Rockenbach, Alyssa N.}, year={2024}, month={Jul} }
 @article{rockenbach_hudson_2024, title={Transforming Political Divides: How Student Identities and Campus Contexts Shape Interpartisan Friendships}, volume={10}, ISSN={["2332-8584"]}, DOI={10.1177/23328584231222475}, abstractNote={ Recent evidence suggests that only about 1 in 5 U.S. adults has a friend on the political “other side” (Dunn, 2020). Although these interpartisan friendships are uncommon, they play a critical role in catalyzing empathy, reducing prejudice, furthering justice, and even restoring democracy, as suggested by the theory of civic friendship (Goering, 2003; Kahane, 1999; Rawlins, 2009). In the present study, we drew on national data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) to examine the personal and contextual factors that predict interpartisan friendship formation among 5,762 college students attending 118 higher education institutions in the United States. The findings revealed the constellation of individual, social, and institutional contributors to students’ capacities to reach across political differences in their friendships. We offer guidance for how college educators can support the development of these relationships that may open a path toward empathy and healing in our polarized society. }, journal={AERA OPEN}, author={Rockenbach, Alyssa N. and Hudson, Tara D.}, year={2024} }
 @article{shaheen_winkler_mayhew_rockenbach_2023, title={Latent Growth Modeling of the Attitudes of Non-Muslims Toward Muslims in College: A Longitudinal Analysis}, ISSN={["1538-4640"]}, DOI={10.1080/00221546.2023.2251868}, abstractNote={Attitudes toward Muslims are at the core of addressing the anti-Muslim environments Muslims encounter in college and society writ large. Using longitudinal data, this study shows that colleges can spur the development of appreciative attitudes toward Muslims by non-Muslim students when they engage in two or more informal or formal social engagements across religious and spiritual identity differences. Institutional campus culture is also meaningfully connected to Muslim appreciation. Implications for research, policy, and practice are discussed.}, journal={JOURNAL OF HIGHER EDUCATION}, author={Shaheen, Musbah and Winkler, Christa and Mayhew, Matthew and Rockenbach, Alyssa}, year={2023}, month={Sep} }
 @article{dahl_staples_mayhew_rockenbach_2023, title={Meeting Students Where They Are: Using Rasch Modeling for Improving the Measurement of Active Research in Higher Education}, ISSN={["1573-1758"]}, DOI={10.1007/s10755-022-09643-4}, journal={INNOVATIVE HIGHER EDUCATION}, author={Dahl, Laura S. S. and Staples, B. Ashley and Mayhew, Matthew J. J. and Rockenbach, Alyssa N. N.}, year={2023}, month={Feb} }
 @article{mayhew_winkler_rockenbach_bowling_2023, title={You Don't Get to Say What I Believe, I Do: Provocative Encounters as Catalysts for Self-Authored Worldview Commitments During College}, ISSN={["1538-4640"]}, DOI={10.1080/00221546.2023.2171207}, abstractNote={This paper examines the developmental trajectories of students’ self-authored worldview commitments over four years of college and the reasons they offered for making associated developmental gains. Through a longitudinal, mixed methods approach, we unearthed four distinctive developmental trajectories of a nationally-representative cohort of 9,470 students enrolled across 122 institutions. We found that provocative encounters with worldview diversity — those that appropriately challenged students to examine their own religious commitments — served as catalysts for growth during college. The varied contexts of those provocative encounters, both inside and outside the college classroom, are highlighted in students’ own words. Implications for research are discussed.}, journal={JOURNAL OF HIGHER EDUCATION}, author={Mayhew, Matthew J. and Winkler, Christa E. and Rockenbach, Alyssa N. and Bowling, Renee L.}, year={2023}, month={Apr} }
 @article{hudson_rockenbach_mayhew_2022, title={Campus Conditions and College Experiences that Facilitate Friendship across Worldview Differences}, ISSN={["1538-4640"]}, DOI={10.1080/00221546.2022.2082785}, abstractNote={ABSTRACT Supporting students’ friendships across social boundaries is one powerful way in which colleges and universities can contribute to the civic mission of higher education. Using data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), a national, multi-institutional study, we examined how institutional conditions and various forms of student engagement predicted the number of interworldview friendships among college students at the end of their first year on campus. Multilevel regression results identified factors at three levels of context (personal/individual, community/institution, and network/group) associated with the number of interworldview friendships at Time 2 (dependent variable). Notably, at the community/institution level, we found the availability of co-curricular opportunities for interworldview engagement to be positively associated with interworldview friendship at the end of the first year, while several other institutional features were negatively associated. At the network/group level, we found positive associations between both formal and informal social engagement and interworldview friendship at the end of the first year, while associations between academic majors and interworldview friendship varied. Although some college students may gravitate toward interworldview friendships regardless of institutional conditions, our results affirm that these relationships thrive when structures are in place to encourage social interactions and cooperation across worldview differences.}, journal={JOURNAL OF HIGHER EDUCATION}, author={Hudson, Tara D. and Rockenbach, Alyssa N. and Mayhew, Matthew J.}, year={2022}, month={Jun} }
 @article{shaheen_dahl_mayhew_rockenbach_2022, title={Inspiring Muslim Appreciation in the First-Year of College: What Makes a Difference?}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-022-09701-y}, abstractNote={AbstractThe purpose of this study was to examine first-year change in appreciative attitudes toward Muslims by non-Muslim students. To this end, we longitudinally assessed 6229 undergraduate students at the beginning and end of their first year in college. We performed a hierarchical linear modeling analysis and found evidence that Muslim appreciation can change as a result of exposure to and participation in the first year in college, specifically through provocative encounters that are adequately supported by administrative practices designed for helping students interact productively. Implications are discussed.}, journal={RESEARCH IN HIGHER EDUCATION}, author={Shaheen, Musbah and Dahl, Laura S. and Mayhew, Matthew J. and Rockenbach, Alyssa N.}, year={2022}, month={Jun} }
 @article{shaheen_dahl_mayhew_rockenbach_2022, title={Inspiring Muslim Appreciation in the First-Year of College: What Makes a Difference? (Jun, 10.1007/s11162-022-09701-y, 2022)}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-022-09709-4}, journal={RESEARCH IN HIGHER EDUCATION}, author={Shaheen, Musbah and Dahl, Laura S. and Mayhew, Matthew J. and Rockenbach, Alyssa N.}, year={2022}, month={Jul} }
 @article{mayhew_winkler_staples_singer_shaheen_rockenbach_2022, title={The Evangelical Puzzle Partially Explained: Privileged Prejudice and the Development of Appreciative Attitudes Toward Evangelical Christianity}, volume={6}, ISSN={["2504-284X"]}, DOI={10.3389/feduc.2021.775303}, abstractNote={Background: Evangelical Christian college students simultaneously experience the privileges that accompany dominant religious identities and feel a need to conceal their identity and perspectives on college campuses. Consistently and empirically, the college campus has been studied for its potential to help students develop appreciative attitudes toward religious, secular, and spiritual worldviews. Yet, few studies have investigated evangelical Christian appreciation longitudinally over 4 years of college, and even fewer through the additional use of a mixed-methods design.Purpose: This inquiry examined if and how college students developed an appreciation of evangelical Christianity over 4 years of college.Methods: This paper used data gathered through the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), a nationally-representative, mixed-methods study that included survey data collection from 9,470 students at 122 colleges and universities over 3 time points, and 18 qualitative case studies conducted across institutions of various sizes, locations, and affiliations.Results: Using latent growth modeling, we demonstrated that overall appreciation for evangelical Christianity developed during college and was related to institutional cultures that invited and embraced worldview diversity as well as religiously-inclusive campus climates and practices. Related qualitative insights storied change in evangelical appreciation that centered on personal relationships with evangelicals, efforts to understand evangelical viewpoints, and a recognition that Christian students often have the privilege of operating from unexamined beliefs.Conclusion and Implications: Study results provide recommendations for educational practices that support student growth from tolerance to appreciation for evangelical Christianity.}, journal={FRONTIERS IN EDUCATION}, author={Mayhew, Matthew J. and Winkler, Christa E. and Staples, B. Ashley and Singer, Kevin and Shaheen, Musbah and Rockenbach, Alyssa N.}, year={2022}, month={Sep} }
 @article{foste_staples_fisher_shaheen_mayhew_rockenbach_2021, title={"Careful With Your 'We'": Worldview Minority Faculty at Sectarian Institutions}, ISSN={["1938-8934"]}, DOI={10.1037/dhe0000320}, journal={JOURNAL OF DIVERSITY IN HIGHER EDUCATION}, author={Foste, Zak and Staples, B. Ashley and Fisher, Lori E. Durako and Shaheen, Musbah and Mayhew, Matthew J. and Rockenbach, Alyssa N.}, year={2021}, month={Apr} }
 @article{rockenbach_2021, title={Back-Pocket God: Religion and Spirituality in the Lives of Emerging Adults}, volume={82}, ISSN={["1759-8818"]}, DOI={10.1093/socrel/srab027}, abstractNote={Back-Pocket God portrays the religious trajectories of 10-year participants in the National Study of Youth and Religion (NSYR), a longitudinal study that tracked change from adolescence to emerging adulthood. Denton and Flory draw on rich survey and interview data to weave a compellingly nuanced collection of storylines that showcase whether, how, and why religion matters in the lives of emerging adults. The book’s overarching thesis emphasizes the religious decline evident among young people, but maintains that a small contingent of religiously committed emerging adults appear to stay the course when it comes to faith. Religious decline notwithstanding, Denton and Flory reiterate a trend that surfaced in earlier analyses of NSYR data: changes over time, although not trivial, are small. Most emerging adults do not make dramatic shifts in their religious outlook and engagement as they move from adolescence to adulthood. In sum, patterns of decline and relative stability are hallmarks...}, number={3}, journal={SOCIOLOGY OF RELIGION}, author={Rockenbach, Alyssa N.}, year={2021}, pages={389–390} }
 @article{riggers-piehl_dahl_staples_selznick_mayhew_rockenbach_2021, title={Being Evangelical is Complicated: How Students' Identities and Experiences Moderate Their Perceptions of Campus Climate}, ISSN={["2211-4866"]}, DOI={10.1007/s13644-021-00472-z}, abstractNote={BackgroundEvangelical Christian college students navigate campus buoyed by Christian privilege but may encounter silencing or othering tied to their religious beliefs, a feeling of incompatibility with their campus climate, and conflations of their religious and political beliefs that are inaccurate and discouraging. Unsupportive campus climates can discourage evangelical students from having productive exchanges across difference and deepening their own worldview commitments, which is concerning due to their general lack of interfaith participation that challenges stereotypes and unnuanced assumptions.PurposeThis study explores how evangelical Christians perceive their campus climates and whether those perceptions are different based on other social identity intersections with gender, race, sexuality, and political affiliation. In addition to individual characteristics, how the campus environment and various curricular and co-curricular experiences moderate evangelical students’ perceptions of the worldview climate is examined.MethodsA sample of 1235 evangelical college students was examined via means, standard deviations, and ranges for six campus climate measures, one-way ANOVAs to examine whether those measures differed by different identity dimensions, and then multilevel modeling to better understand the role of campus experiences in evangelicals’ perceptions of their campus climate.ResultsEvangelical students’ campus climate perceptions were generally positive; more provocative encounters were reported by women than men and evangelical Asian students indicated more divisiveness, more insensitivity, and less space for support than their peers. Political affiliation also revealed several significant differences in perceived campus climate. Interfaith engagement through pre-college activities, formal and informal activities, and friendships were connected to perceptions of campus climate, with those reporting more engagement being more likely to have productive encounters across difference and to report insensitivity or divisiveness. Religious affiliation was the most significant institutional characteristic.Conclusions and ImplicationsThis study illuminates how collegiate experiences and campus environments exacerbate or attenuate evangelical Christian students’ perceptions of the campus climate, and the results indicate that effective teaching practices where true interfaith experiences happen and that create inclusive space for evangelical students in the classroom are key to fostering development, especially in light of the social status ambiguity evangelical college students may be experiencing during their college years.}, journal={REVIEW OF RELIGIOUS RESEARCH}, author={Riggers-Piehl, Tiffani and Dahl, Laura S. and Staples, B. Ashley and Selznick, Benjamin S. and Mayhew, Matthew J. and Rockenbach, Alyssa N.}, year={2021}, month={Sep} }
 @article{selznick_mayhew_dahl_rockenbach_2021, title={Developing Appreciative Attitudes Toward Jews: A Multi-Campus Investigation}, ISSN={["1538-4640"]}, DOI={10.1080/00221546.2021.1990632}, abstractNote={ABSTRACT The purpose of this paper was to examine the institutional conditions and educational practices associated with the development of first-term students’ appreciative attitudes toward Jews. Using a longitudinal design, we administered a theoretically derived and empirically validated measure of interfaith experiences to 7,194 first-term students enrolled in one of 122 institutions. Analytically, we weighted data to reflect national figures regarding first-year students and used hierarchical linear modeling to account for students nested within institutions. Results indicated that development during the first term in college was related to having space for support and spiritual expression, attending two or more interfaith activities, and productively engaging in provocative experiences that spurred dissonance and subsequent meaning making about worldview diversity. Implications for research and practice are discussed.}, journal={JOURNAL OF HIGHER EDUCATION}, author={Selznick, Benjamin S. and Mayhew, Matthew J. and Dahl, Laura S. and Rockenbach, Alyssa N.}, year={2021}, month={Dec} }
 @article{crandall_dahl_rockenbach_mayhew_2021, title={Interfaith Experiences and Their Relationship with Heterosexual Collegians' Attitudes toward Lesbian, Gay, and Bisexual People}, ISSN={["1540-3602"]}, DOI={10.1080/00918369.2021.1921510}, abstractNote={ABSTRACT For queer-spectrum students, college and university campuses are often sites of marginalization, discrimination, and/or harassment. Though such experiences are not singularly attributable to worldview, research highlights the role that religious identity plays in shaping individuals’ perspectives on lesbian, gay, and bisexual (LGB) people. Absent from current scholarship, however, is insight into the ways in which interfaith experiences may influence those attitudes. As such, this study uses data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) to explore how formal and informal campus interfaith experiences and provocative encounters with worldview diversity relate to heterosexual students’ appreciative attitudes toward LGB people. In addition to reinforcing the importance of friendships with individuals of different sexual orientations, our findings underscore the roles that campus space for support and spiritual expression, provocative encounters with worldview diversity, and interfaith behaviors play in fostering heterosexual students’ appreciative attitudes toward LGB people.}, journal={JOURNAL OF HOMOSEXUALITY}, author={Crandall, Rebecca E. and Dahl, Laura S. and Rockenbach, Alyssa N. and Mayhew, Matthew J.}, year={2021}, month={May} }
 @article{winkler_mayhew_rockenbach_2021, title={Beyond the Binary: Sophisticating Diversity Climate Considerations and Assessments}, volume={62}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-020-09607-7}, number={4}, journal={RESEARCH IN HIGHER EDUCATION}, author={Winkler, Christa E. and Mayhew, Matthew J. and Rockenbach, Alyssa N.}, year={2021}, month={Jun}, pages={556–568} }
 @article{mayhew_rockenbach_dahl_2020, title={Owning Faith: First-Year College-Going and the Development of Students' Self-Authored Worldview Commitments}, volume={91}, ISSN={["1538-4640"]}, DOI={10.1080/00221546.2020.1732175}, abstractNote={ABSTRACT The purpose of this paper was to examine the institutional conditions and educational practices associated with the development of first-year students’ capacities to script their own religious, spiritual, and worldview narratives through exposure to and thoughtful reflection on encounters with diverse others. We longitudinally administered a theoretically-derived and empirically-validated measure of interfaith learning and development to 7,194 first-year students enrolled in one of 122 institutions. In addition, we weighted data to reflect national demographic presentations for first-year students and used hierarchical linear modeling to account for students nested within institutions. Results indicated that development gains were related to institutional interfaith commitments, including the provision of opportunities for students to participate in at least two formal interfaith co-curricular experiences during the first year in college.}, number={6}, journal={JOURNAL OF HIGHER EDUCATION}, author={Mayhew, Matthew J. and Rockenbach, Alyssa N. and Dahl, Laura S.}, year={2020}, month={Sep}, pages={977–1002} }
 @article{crandall_morin_duran_rockenbach_mayhew_2020, title={Examining Institutional Support Structures and Worldview Climate for Sexual Minority Students in Christian Higher Education}, volume={19}, ISSN={["1539-4107"]}, DOI={10.1080/15363759.2019.1664353}, abstractNote={Abstract Using data from a survey administered at 61 institutions from 2011 to 2015, we examined how campus support structures for sexual minority students (e.g., a recognized LGBTQ student organization) influence student perceptions of the campus climate for worldview diversity at Christian colleges and universities. Further, analysis of the survey data explored whether the effects of institutional supports on climate perceptions differ for sexual minority and heterosexual students. Findings suggest that campus support structures for the LGB + community play a role in shaping students’ perceptions of the worldview diversity climate at Christian institutions. For one support structure in particular–educational programs/series–the effects on climate perceptions among LGB + individuals are stronger than they are for heterosexual students. Implications for research and practice are discussed fully at the conclusion of the article.}, number={3}, journal={CHRISTIAN HIGHER EDUCATION}, author={Crandall, Rebecca E. and Morin, Shauna M. and Duran, Antonio and Rockenbach, Alyssa N. and Mayhew, Matthew J.}, year={2020}, pages={192–209} }
 @article{mayhew_bowman_rockenbach_selznick_riggers-piehl_2018, title={Appreciative Attitudes Toward Jews Among Non-Jewish US College Students}, volume={59}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2018.0005}, abstractNote={Abstract: The purpose of this study was to examine appreciative attitudes toward Jews – a historically marginalized and targeted worldview identity group in the context of American higher education – among non-Jewish undergraduates. Drawing from a sample of 13,489 students across 52 institutions and using a multilevel modeling approach, we found that appreciative attitudes toward Jews varied by students’ perceptions of structural, psychological and behavioral climate dimensions related to worldview and by students’ identification patterns, including worldview. Of specific interest to Jewish educators, the presence of a Jewish organization on campus was associated with greater appreciative student attitudes toward Jews after controlling for demographic and other institutional covariates.}, number={1}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Mayhew, Matthew J. and Bowman, Nicholas A. and Rockenbach, Alyssa N. and Selznick, Benjamin and Riggers-Piehl, Tiffani}, year={2018}, pages={71–89} }
 @article{morin_crandall_rockenbach_mayhew_2018, title={Bridging Political Divides on Campus: Insights from the Study of Worldview Diversity}, volume={19}, ISSN={2194-587X 1940-1639}, url={http://dx.doi.org/10.1080/2194587X.2018.1445647}, DOI={10.1080/2194587X.2018.1445647}, abstractNote={Abstract In the United States, some would argue the recent political climate has been characterized by great division and animosity. The realities individuals are seeing across the United States are also taking root on college and university campuses, which often serve as microcosms of the larger society. In light of the challenges persons face at present vis-a-vis worldview diversity and political strife, this article provides a brief overview of interfaith research from 2009 to the present in order to contextualize latest findings, discusses elements of today’s campus climate for worldview diversity that may also be exacerbating rifts between students with different political perspectives, and proposes ways to consider findings about interfaith engagement with an eye toward improving understanding and cooperation across political lines in particular.}, number={2}, journal={Journal of College and Character}, publisher={Informa UK Limited}, author={Morin, Shauna M. and Crandall, Rebecca E. and Rockenbach, Alyssa N. and Mayhew, Matthew J.}, year={2018}, month={Apr}, pages={152–159} }
 @article{rockenbach_mayhew_bowman_morin_riggers-piehl_2017, title={An Examination of Non-Muslim College Students' Attitudes Toward Muslims}, volume={88}, ISSN={["1538-4640"]}, DOI={10.1080/00221546.2016.1272329}, abstractNote={ABSTRACT The current study enhances the understanding of campus climate for religious and worldview diversity by examining how non-Muslim college students perceive Muslims and Islam and what predispositions, environmental factors, and experiences predict their attitudes toward Muslims. Results indicate that informal engagement with diverse peers, interfaith engagement, and space for spiritual expression on campus are positively related to appreciative attitudes toward Muslims. With respect to specific worldviews, Unitarian Universalist and agnostic students tended to have more positive attitudes toward Muslims (relative to peers of other religions), and Eastern Orthodox and evangelical Christian students tended to have less appreciative attitudes.}, number={4}, journal={JOURNAL OF HIGHER EDUCATION}, author={Rockenbach, Alyssa N. and Mayhew, Matthew J. and Bowman, Nicholas A. and Morin, Shauna M. and Riggers-Piehl, Tiffani}, year={2017}, pages={479–504} }
 @article{rockenbach_2017, title={Building Inclusive Community by Bridging Worldview Differences: A Call to Action From the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS)}, volume={18}, ISSN={2194-587X 1940-1639}, url={http://dx.doi.org/10.1080/2194587X.2017.1338582}, DOI={10.1080/2194587X.2017.1338582}, abstractNote={Abstract Adapted from a keynote address delivered at the 2017 Dalton Institute on College Student Values, this article introduces findings from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), a national study aimed at identifying the high-impact practices most conducive to students’ interfaith learning and engagement. Informed by data collected from more than 20,000 first-year students attending 122 diverse colleges and universities, the article addresses how higher education leaders can build community, cooperation, and trust on campus in an era of intensified religious, ideological, and political conflict.}, number={3}, journal={Journal of College and Character}, publisher={Informa UK Limited}, author={Rockenbach, Alyssa N.}, year={2017}, month={Jul}, pages={145–154} }
 @article{mayhew_rockenbach_bowman_lo_starcke_riggers-piehl_crandall_2017, title={Expanding Perspectives on Evangelicalism: How Non-evangelical Students Appreciate Evangelical Christianity}, volume={59}, ISSN={["2211-4866"]}, DOI={10.1007/s13644-017-0283-8}, abstractNote={ Evangelical students pose a distinctive set of challenges to higher education professionals. These students, though advantaged to some degree because of their Christian identity, commonly report feeling marginalized and silenced on college campuses. In light of these tensions, the purpose of this study was to examine how non-evangelical students come to an appreciative understanding of evangelical Christianity. Specifically, the research focused on the specific campus conditions and experiences that influence non-evangelical students’ appreciative attitudes toward evangelicals. Findings reveal distinct demographic, institution type, and academic major differences in those students’ perspectives toward their evangelical peers. Additionally, the results suggest that appreciative attitudes toward evangelicals are associated with non-evangelical students’ interfaith experiences, albeit to differing degrees based on self-identified worldview. Recognizing that the work of helping non-evangelical students develop an appreciative understanding of evangelicals is as complicated as it is challenging, especially in the collegiate context, the authors conclude with a discussion of implications for research and practice. }, number={2}, journal={REVIEW OF RELIGIOUS RESEARCH}, author={Mayhew, Matthew J. and Rockenbach, Alyssa N. and Bowman, Nicholas A. and Lo, Marc A. and Starcke, Matthew A. and Riggers-Piehl, Tiffani and Crandall, Rebecca E.}, year={2017}, month={Jun}, pages={207–230} }
 @article{crandall_correia-harker_mayhew_rockenbach_2017, title={Leveraging Student Interfaith Cooperation Through Evidence-Based Change}, volume={2017}, ISSN={0164-7970}, url={http://dx.doi.org/10.1002/SS.20228}, DOI={10.1002/SS.20228}, abstractNote={AbstractThis chapter is tailored to student affairs professionals who are seeking to leverage students’ interfaith cooperation through evidence‐based change.}, number={159}, journal={New Directions for Student Services}, publisher={Wiley}, author={Crandall, Rebecca E. and Correia-Harker, Benjamin P. and Mayhew, Matthew J. and Rockenbach, Alyssa N.}, year={2017}, month={Sep}, pages={71–81} }
 @article{rockenbach_bowman_riggers-piehl_mayhew_crandall_2017, title={Respecting the LDS/Mormon Minority on Campus: College Students' Attitudes Toward Latter-Day Saints}, volume={56}, ISSN={["1468-5906"]}, DOI={10.1111/jssr.12481}, abstractNote={AbstractMembers of the Church of Jesus Christ of Latter‐Day Saints remain a minoritized and marginalized population in the United States at large, a pattern mirrored on the majority of college and university campuses across the United States. This study addresses how social identities, institutional contexts, and intergroup dynamics within the postsecondary education environment contribute to cultivating college students’ attitudes toward LDS/Mormons and Mormonism. Using data collected from 13,584 college students attending 52 institutions across the country, the study employs multilevel modeling to examine these relationships. The analyses highlight the importance of productive interreligious contact in a supportive institutional context for shaping out‐group attitudes. Affirming the interplay between social identity and intergroup contact, effects on out‐group attitudes vary to some extent by religion/worldview. Implications for research and practice are discussed.}, number={4}, journal={JOURNAL FOR THE SCIENTIFIC STUDY OF RELIGION}, author={Rockenbach, Alyssa N. and Bowman, Nicholas A. and Riggers-Piehl, Tiffani and Mayhew, Matthew J. and Crandall, Rebecca E.}, year={2017}, month={Dec}, pages={798–819} }
 @article{bowman_rockenbach_mayhew_riggers-piehl_hudson_2017, title={College Students' Appreciative Attitudes Toward Atheists}, volume={58}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-016-9417-z}, number={1}, journal={RESEARCH IN HIGHER EDUCATION}, author={Bowman, Nicholas A. and Rockenbach, Alyssa N. and Mayhew, Matthew J. and Riggers-Piehl, Tiffani A. and Hudson, Tara D.}, year={2017}, month={Feb}, pages={98–118} }
 @article{rockenbach_crandall_2016, title={Faith and LGBTQ Inclusion: Navigating the Complexities of the Campus Spiritual Climate in Christian Higher Education}, volume={15}, ISSN={1536-3759 1539-4107}, url={http://dx.doi.org/10.1080/15363759.2015.1106355}, DOI={10.1080/15363759.2015.1106355}, abstractNote={ABSTRACT In an era of rapid societal change, institutions of higher education are grappling with how to ensure that lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals are safe and supported on campus. Many challenges remain as LGBTQ students, faculty, and staff are subject to continued acts of discrimination and subtle microaggressions on a regular basis, according to national assessments of campus climate. When religion and spirituality are salient on campus or in the lived experiences of LGBTQ people, the complexities of faith as it intersects with sexuality and gender identity become increasingly apparent. In this essay, we portray current issues concerning the campus climate in an effort to imagine how Christian higher education leaders might respond in light of institutional aims to promote the spiritual growth of all members of their campus communities.}, number={1-2}, journal={Christian Higher Education}, publisher={Informa UK Limited}, author={Rockenbach, Alyssa N. and Crandall, Rebecca E.}, year={2016}, month={Jan}, pages={62–71} }
 @article{rockenbach_lo_mayhew_2017, title={How LGBT College Students Perceive and Engage the Campus Religious and Spiritual Climate}, volume={64}, ISSN={["1540-3602"]}, DOI={10.1080/00918369.2016.1191239}, abstractNote={ABSTRACT The purpose of this study was to compare how students of diverse sexual orientations and gender identities perceive the campus religious and spiritual climate and engage in interfaith and spiritual activities during college. Using data from a national study of 13,776 students at 52 institutions that took part in the Campus Religious and Spiritual Climate Survey, results indicate significant variations in perceptions and engagement by sexual orientation and gender identity. In addition, worldview identity shapes the relationships between sexual orientation and gender identity and perceptions of and engagement on campus.}, number={4}, journal={JOURNAL OF HOMOSEXUALITY}, author={Rockenbach, Alyssa N. and Lo, Marc A. and Mayhew, Matthew J.}, year={2017}, pages={488–508} }
 @article{mayhew_hoggan_rockenbach_lo_2016, title={The Association Between Worldview Climate Dimensions and College Students’ Perceptions of Transformational Learning}, volume={87}, ISSN={1538-4640}, url={http://dx.doi.org/10.1353/jhe.2016.0026}, DOI={10.1353/jhe.2016.0026}, abstractNote={Based on 13,776 student respondents to the Campus Religious and Spiritual Climate Survey (CRSCS) across three academic years at 52 colleges and universities, this study examined how aspects of the campus climate for religious and spiritual diversity related to student perceptions of transformational learning in college. Perceived transformational learning was associated with college experiences that provoked new ways of thinking and presented challenges to preexisting assumptions of reality, ceteris paribus. Some effects were conditioned on students’ self-identified religion/worldview. Implications are discussed.}, number={5}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Mayhew, Matthew J. and Hoggan, Chad and Rockenbach, Alyssa N. and Lo, Marc A.}, year={2016}, pages={674–700} }
 @article{mayhew_hoggan_rockenbach_lo_2016, title={The Association between Worldview Climate Dimensions and College Students' Perceptions of Transformational Learning}, volume={87}, ISSN={0022-1546 1538-4640}, url={http://dx.doi.org/10.1080/00221546.2016.11777418}, DOI={10.1080/00221546.2016.11777418}, abstractNote={Based on 13,776 student respondents to the Campus Religious and Spiritual Climate Survey (CRSCS) across three academic years at 52 colleges and universities, this study examined how aspects of the campus climate for religious and spiritual diversity related to student perceptions of transformational learning in college. Perceived transformational learning was associated with college experiences that provoked new ways of thinking and presented challenges to preexisting assumptions of reality, ceteris paribus. Some effects were conditioned on students' self-identified religion/worldview. Implications are discussed.}, number={5}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Mayhew, Matthew J. and Hoggan, Chad and Rockenbach, Alyssa N. and Lo, Marc A.}, year={2016}, month={Sep}, pages={674–700} }
 @article{mayhew_rockenbach_bowman_2016, title={The Connection between interfaith engagement and self-authored worldview commitment}, volume={57}, DOI={10.1353/csd.2016.0046}, abstractNote={The purpose of this study was to examine the relationship between interfaith engagement and self-authored worldview commitment among 13,776 students enrolled at one of 52 institutions. Results indicated an association between formal and informal interfaith engagement and that this relationship was conditioned upon self-identified worldview. Implications for student development theorists and practitioners are discussed.}, number={4}, journal={Journal of College Student Development}, author={Mayhew, M. J. and Rockenbach, A. N. and Bowman, N. A.}, year={2016}, pages={362–379} }
 @misc{crandall_rockenbach_2016, title={Women Leaders in Higher Education: Shattering the Myths by Tanya Fitzgerald}, volume={9}, ISSN={1940-7882 1940-7890}, url={http://dx.doi.org/10.1080/19407882.2015.1124786}, DOI={10.1080/19407882.2015.1124786}, abstractNote={“You have won rooms of your own in the house hitherto exclusively owned by men” (Woolf, 1942, p. 242). Setting the stage of her text in Virginia Woolf’s description of the professional challenges of women in 1931, Tanya Fitzgerald presents the perspectives of 30 modern-day women senior leaders in Australian and New Zealand universities. Her text, Women Leaders in Higher Education: Shattering the Myths, expands upon the metaphor of “a room of one’s own,” affording readers insight into the reasons why women seek positions in the male-dominated, highest levels of university leadership. Extending beyond the motivation of women in senior leadership roles, Fitzgerald investigates the ways in which leadership takes shape for these women. She does so by presenting their accounts in light of the gendered rules of both higher education and leadership. Throughout the text, she also includes the accounts of 25 female academic colleagues of the senior leaders—women whose viewpoints allow for a more complete understanding of the population of interest and the complexities that accompany their leadership roles. Ultimately, Fitzgerald aspires to “complicate ‘leadership’ and tease out the ambiguities, silences, and contradictions of women’s lived leadership lives” (p. 4). Organized into six chapters, Women Leaders in Higher Education: Shattering the Myths takes readers on a journey through the current state of women at the highest levels of university leadership, all the while maintaining ties to previous scholarship on women in higher education. In Chapter 1, Fitzgerald introduces readers to the overarching metaphor of “a room of one’s own” and outlines her goals for the project. She also details her methodological approach to the book and positions herself within the work by describing her own experiences and discontent with various aspects of the leadership experiences of women in higher education. Also included in the chapter is a preliminary overview of the existing climate of higher education and the corresponding challenges that this managerial context presents for women. As is the case throughout the book, Fitzgerald directs specific attention to the distinct experiences of}, number={1}, journal={NASPA Journal About Women in Higher Education}, publisher={Informa UK Limited}, author={Crandall, Rebecca E. and Rockenbach, Alyssa N.}, year={2016}, month={Jan}, pages={111–113} }
 @article{bowman_rockenbach_mayhew_2015, title={Campus Religious/Worldview Climate, Institutional Religious Affiliation, and Student Engagement}, volume={52}, ISSN={["1949-6605"]}, DOI={10.1080/19496591.2015.996045}, abstractNote={Student affairs practitioners and scholars are paying greater attention to issues of religion and spirituality on college campuses. The present study explores the link between campus religious/worldview climate and overall student engagement within a longitudinal sample of 14,517 undergraduates at 134 colleges. When controlling for various student and institutional characteristics, attending an institution with an inclusive religious/worldview climate is positively associated with participation in study abroad, service-learning, engaged learning pedagogies, and interracial interactions.}, number={1}, journal={JOURNAL OF STUDENT AFFAIRS RESEARCH AND PRACTICE}, author={Bowman, Nicholas A. and Rockenbach, Alyssa N. and Mayhew, Matthew J.}, year={2015}, pages={24–37} }
 @article{rockenbach_mayhew_davidson_ofstein_bush_2015, title={Complicating Universal Definitions: How Students of Diverse Worldviews Make Meaning of Spirituality}, volume={52}, ISSN={["1949-6605"]}, DOI={10.1080/19496591.2015.996058}, abstractNote={This study employed qualitative content analysis to examine the written responses of 1,071 college students to the open-ended survey question, “What does spirituality mean to you?” Connectivity is core to the way many students depict spirituality and is inherently multidimensional, as students emphasize both “external/transcendent” and “internal/immanent” spiritual connections in life. Pathways to spiritual connectivity are distinctive across worldview, with faith, belief, religiosity, and equanimity playing major or minor roles, depending on the student’s worldview.}, number={1}, journal={JOURNAL OF STUDENT AFFAIRS RESEARCH AND PRACTICE}, author={Rockenbach, Alyssa N. and Mayhew, Matthew J. and Davidson, Jenica and Ofstein, Jennie and Bush, Renee Clark}, year={2015}, pages={1–10} }
 @article{rockenbach_mayhew_morin_crandall_selznick_2015, title={Fostering the pluralism orientation of college students through interfaith co-curricular engagement}, volume={39}, DOI={10.1353/rhe.2015.0040}, abstractNote={Innovative approaches aimed at helping students engage with diversity abound in higher education institutions, but an understanding of effective practice in the realm of religious and worldview diversity is limited. Based on data collected from 13,776 college students attending 52 institutions across the country, this study employs multilevel modeling to examine how informal interactions with peers of diverse worldviews and participation in interfaith activities relate to pluralism orientation. The analyses reveal that student characteristics, measures of campus climate, and both formal and informal interfaith engagement relate to pluralism orientation given controls for institution-level differences. Some relationships in the model are conditional on student religion/worldview.}, number={1}, journal={Review of Higher Education}, author={Rockenbach, A. N. and Mayhew, M. J. and Morin, S. and Crandall, R. E. and Selznick, B.}, year={2015}, pages={25–58} }
 @article{rockenbach_mayhew_bowman_2015, title={Perceptions of the Campus Climate for Nonreligious Students}, volume={56}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2015.0021}, abstractNote={Based on a campus climate survey involving 633 respondents from two institutions, this study examined perceptions of nonreligious acceptance on campus as a function of students’ religious identification and strength of commitment to worldview. The findings suggest that atheist students are less inclined than are their peers to perceive a positive campus climate for nonreligious individuals. In addition, committed Christians tend to have more positive perceptions of the nonreligious climate than do students of other worldviews.}, number={2}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Rockenbach, Alyssa N. and Mayhew, Matthew J. and Bowman, Nicholas A.}, year={2015}, month={Mar}, pages={181–186} }
 @article{rockenbach_riggers-piehl_garvey_lo_mayhew_2016, title={The Influence of Campus Climate and Interfaith Engagement on Self-Authored Worldview Commitment and Pluralism Orientation Across Sexual and Gender Identities}, volume={57}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-015-9395-6}, number={4}, journal={RESEARCH IN HIGHER EDUCATION}, author={Rockenbach, Alyssa N. and Riggers-Piehl, Tiffani A. and Garvey, Jason C. and Lo, Marc A. and Mayhew, Matthew J.}, year={2016}, month={Jun}, pages={497–517} }
 @article{rockenbach_hudson_tuchmayer_2014, title={Fostering Meaning, Purpose, and Enduring Commitments to Community Service in College: A Multidimensional Conceptual Model}, volume={85}, ISSN={["1538-4640"]}, DOI={10.1353/jhe.2014.0014}, abstractNote={Using longitudinal data collected as part of the 2004/09 Beginning Postsecondary Students Longitudinal Study, this study employed structural equation modeling to examine how multiple dimensions of college students' service participation shape life goals oriented toward meaning, purpose, and citizenship and subsequent service engagement. The findings suggest that life goals and subsequent service participation are a function of students' citizenship predispositions, the intensity and context of service involvement, and, importantly, the benefits that students derive from their service participation. Becoming a more compassionate and socially aware person as a result of service work is positively linked to committing oneself to a meaningful life marked by helping others, civic engagement, and service.}, number={3}, journal={JOURNAL OF HIGHER EDUCATION}, author={Rockenbach, Alyssa Bryant and Hudson, Tara D. and Tuchmayer, Jeremy B.}, year={2014}, pages={312–338} }
 @article{rockenbach_hudson_tuchmayer_2014, title={Fostering Meaning, Purpose, and Enduring Commitments to Community Service in College: A Multidimensional Conceptual Model}, volume={85}, ISSN={1538-4640}, url={http://dx.doi.org/10.1353/jhe.2014.0014}, DOI={10.1080/00221546.2014.11777330}, abstractNote={Using longitudinal data collected as part of the 2004/09 Beginning Postsecondary Students Longitudinal Study, this study employed structural equation modeling to examine how multiple dimensions of college students' service participation shape life goals oriented toward meaning, purpose, and citizenship and subsequent service engagement. The findings suggest that life goals and subsequent service participation are a function of students' citizenship predispositions, the intensity and context of service involvement, and, importantly, the benefits that students derive from their service participation. Becoming a more compassionate and socially aware person as a result of service work is positively linked to committing oneself to a meaningful life marked by helping others, civic engagement, and service.}, number={3}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Rockenbach, Alyssa Bryant and Hudson, Tara D. and Tuchmayer, Jeremy B.}, year={2014}, pages={312–338} }
 @article{mayhew_bowman_rockenbach_2014, title={Silencing Whom? Linking Campus Climates for Religious, Spiritual, and Worldview Diversity to Student Worldviews}, volume={85}, ISSN={["1538-4640"]}, DOI={10.1353/jhe.2014.0005}, abstractNote={This study examined the perceptions of campus climate among students of diverse worldviews. Results from this study suggest that climate perceptions and experiences were more negative among worldview majority students (e.g., Protestants, Catholics) than among worldview minority students (e.g., Muslims, Jews) and nonreligious students. Theoretical implications are discussed.}, number={2}, journal={JOURNAL OF HIGHER EDUCATION}, author={Mayhew, Matthew J. and Bowman, Nicholas A. and Rockenbach, Alyssa Bryant}, year={2014}, pages={219–245} }
 @article{mayhew_bowman_rockenbach_2014, title={Silencing Whom? Linking Campus Climates for Religious, Spiritual, and Worldview Diversity to Student Worldviews}, volume={85}, ISSN={0022-1546 1538-4640}, url={http://dx.doi.org/10.1080/00221546.2014.11777325}, DOI={10.1080/00221546.2014.11777325}, abstractNote={This study examined the perceptions of campus climate among students of diverse worldviews. Results from this study suggest that climate perceptions and experiences were more negative among worldview majority students (e.g., Protestants, Catholics) than among worldview minority students (e.g., Muslims, Jews) and nonreligious students. Theoretical implications are discussed.}, number={2}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Mayhew, Matthew J. and Bowman, Nicholas A. and Rockenbach, Alyssa Bryant}, year={2014}, month={Mar}, pages={219–245} }
 @article{rockenbach_mayhew_2014, title={The Campus Spiritual Climate: Predictors of Satisfaction Among Students With Diverse Worldviews}, volume={55}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2014.0002}, abstractNote={Using data collected via the Campus Religious and Spiritual Climate Survey (CRSCS), we examined how dimensions of the campus spiritual climate shape student satisfaction. The findings reveal that structural worldview diversity, space for support and spiritual expression, and provocative experiences with worldview diversity positively relate to satisfaction, while perceptions of a divisive psychological climate undermine satisfaction. There is no compelling evidence to suggest that the relationship between campus climate dimensions and student satisfaction is conditional on religion or worldview.}, number={1}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Rockenbach, Alyssa Bryant and Mayhew, Matthew J.}, year={2014}, month={Jan}, pages={41–62} }
 @article{rockenbach_morin_2013, title={College Students in the United States: Characteristics, Experiences, and Outcomes}, volume={54}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2013.0086}, abstractNote={contribute to the user-friendly nature of the workbook. Readers looking for a scholarly or critical exploration of community-based learning will not find it here, but this book would make an excellent complement to theoretical approaches, and will certainly invite users to move from inquiry to action in thoughtful and sustainable ways. By connecting emerging practices of social innovation and social enterprise to more traditional approaches to community action, the authors have developed an important and meaningful resource for student change agents and beyond.}, number={6}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Rockenbach, Alyssa Bryant and Morin, Shauna M.}, year={2013}, pages={660–661} }
 @article{rockenbach_mayhew_2013, title={How the Collegiate Religious and Spiritual Climate Shapes Students' Ecumenical Orientation}, volume={54}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-013-9282-y}, number={4}, journal={RESEARCH IN HIGHER EDUCATION}, author={Rockenbach, Alyssa Bryant and Mayhew, Matthew J.}, year={2013}, month={Jun}, pages={461–479} }
 @article{rockenbach_walker_luzader_2012, title={A Phenomenological Analysis of College Students' Spiritual Struggles}, volume={53}, ISSN={["0897-5264"]}, DOI={10.1353/csd.2012.0000}, abstractNote={Through in-depth interviews with ten diverse participants, this phenomenological study explored the meaning, dimensions, and processes of spiritual struggle in college students' lives. The findings revealed that encountering contrast was the unifying dimension underlying students' spiritual struggle narratives. Contrast was apparent in students' efforts to manage possible selves (ideal/actual selves and revealed/concealed selves), navigate relationships between self and others, and make meaning of their lived experiences and realities.}, number={1}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Rockenbach, Alyssa Bryant and Walker, Coretta Roseboro and Luzader, Jordan}, year={2012}, pages={55–75} }
 @article{mayhew_bryant_2013, title={Achievement or Arrest? The Influence of the Collegiate Religious and Spiritual Climate on Students' Worldview Commitment}, volume={54}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-012-9262-7}, number={1}, journal={RESEARCH IN HIGHER EDUCATION}, author={Mayhew, Matthew J. and Bryant, Alyssa N.}, year={2013}, month={Feb}, pages={63–84} }
 @article{gayles_rockenbach_davis_2012, title={Civic Responsibility and the Student Athlete: Validating a New Conceptual Model}, volume={83}, ISSN={1538-4640}, url={http://dx.doi.org/10.1353/jhe.2012.0024}, DOI={10.1080/00221546.2012.11777256}, abstractNote={This study tested a new conceptual model that explains how precollege traits, college culture, and cocurricular engagement impact civic responsibility by athletic status. The results showed group differences on engagement in charitable activities. Moreover, the model has utility for predicting social activism and charitable involvement regardless of sport participation.}, number={4}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Gayles, Joy Gaston and Rockenbach, Alyssa Bryant and Davis, Heather A.}, year={2012}, pages={535–557} }
 @article{gayles_rockenbach_davis_2012, title={Civic responsibility and the student athlete: Validating a new conceptual model}, volume={83}, DOI={10.1353/jhe.2012.0024}, abstractNote={This study tested a new conceptual model that explains how precollege traits, college culture, and cocurricular engagement impact civic responsibility by athletic status. The results showed group differences on engagement in charitable activities. Moreover, the model has utility for predicting social activism and charitable involvement regardless of sport participation.}, number={4}, journal={Journal of Higher Education}, author={Gayles, J. G. and Rockenbach, A. B. and Davis, H. A.}, year={2012}, pages={535-} }
 @book{bryant r._j. mayhew_2013, title={Spirituality in college students' lives: Translating research into practice}, DOI={10.4324/9780203118979}, publisher={New York: Routledge}, year={2013} }
 @article{craft_rockenbach_2011, title={Conceptualizations of Spirituality, Religion, and Faith: Comparing Biblical Notions with the Perspectives of Protestant Christian Students at a Lutheran College}, volume={10}, ISSN={1536-3759 1539-4107}, url={http://dx.doi.org/10.1080/15363751003756514}, DOI={10.1080/15363751003756514}, abstractNote={As part of a larger investigation into the spiritual climate at one Lutheran college, we interviewed Protestant Christian students in order to compare their conceptualizations of spirituality, religion, and faith with biblical notions of those concepts. We found that the students’ understandings of those concepts only loosely reflected general understanding within the higher education literature, and a significant disconnect existed between their conceptualizations of the relevant terms and those found in the Bible. In an effort to make meaning of our findings, we discuss existing literature about religious illiteracy as it relates to inherited faith and to the impact of institutional religious affiliation.}, number={5}, journal={Christian Higher Education}, publisher={Informa UK Limited}, author={Craft, Christy Moran and Rockenbach, Alyssa Bryant}, year={2011}, month={Nov}, pages={444–463} }
 @article{bryant_2011, title={EVANGELICAL CHRISTIAN STUDENTS AND THE PATH TO SELF-AUTHORSHIP}, volume={39}, ISSN={["0091-6471"]}, DOI={10.1177/009164711103900102}, abstractNote={ This narrative study adopts the lens and language of Baxter Magolda's self-authorship framework to explore the faith development of four evangelical Christian students from their first year of college through their third year. The findings suggest several common elements in the students’ narratives—earnest questions about “what is true?”, the significant roles of family members and peers in the construction of perspectives on truth, and the centrality of various religious communities in propelling or encumbering self-authored faith development—along with some important distinctions. Implications for research, theory, and practice are discussed. }, number={1}, journal={JOURNAL OF PSYCHOLOGY AND THEOLOGY}, author={Bryant, Alyssa N.}, year={2011}, pages={16–30} }
 @article{bryant_gayles_davis_2011, title={The Relationship between Civic Behavior and Civic Values: A Conceptual Model}, volume={53}, ISSN={0361-0365 1573-188X}, url={http://dx.doi.org/10.1007/S11162-011-9218-3}, DOI={10.1007/s11162-011-9218-3}, number={1}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Bryant, Alyssa N. and Gayles, Joy Gaston and Davis, Heather A.}, year={2011}, month={Feb}, pages={76–93} }
 @article{bryant_2011, title={Ecumenical Worldview Development by Gender, Race, and Worldview: A Multiple-Group Analysis of Model Invariance}, volume={52}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-010-9206-z}, number={5}, journal={RESEARCH IN HIGHER EDUCATION}, author={Bryant, Alyssa N.}, year={2011}, month={Aug}, pages={460–479} }
 @article{bryant_2011, title={The Impact of Campus Context, College Encounters, and Religious/Spiritual Struggle on Ecumenical Worldview Development}, volume={52}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-010-9205-0}, number={5}, journal={RESEARCH IN HIGHER EDUCATION}, author={Bryant, Alyssa N.}, year={2011}, month={Aug}, pages={441–459} }
 @article{bryant_2009, title={Negotiating the complementarian gender ideology of an evangelical student subculture: further evidence from women's narratives}, volume={21}, ISSN={["1360-0516"]}, DOI={10.1080/09540250802680057}, abstractNote={This study is based on a longitudinal, qualitative investigation of a burgeoning evangelical student organisation on a university campus in the USA. In addition to four months of observation, in‐depth interviews were conducted with students in their first and third years of college to understand the gender climate and ideology that characterised the organisation, as well as how students' gender ideologies were altered or reinforced after three years of exposure to the organisation. The findings from the initial study revealed that the evangelical student community was steeped in a complementarian gender ideology; that is, the culture embraced normative masculinity, essential gender differences, and separate roles and expectations for men and women with respect to leadership, modesty, and dating/marriage. A narrative analysis of the longitudinal interview data revealed the diverse ways in which four women negotiated the gender ideology of the evangelical organisation during their college years.}, number={5}, journal={GENDER AND EDUCATION}, author={Bryant, Alyssa N.}, year={2009}, pages={549–565} }
 @article{bryant_astin_2008, title={The correlates of spiritual struggle during the college years}, volume={79}, ISSN={["1538-4640"]}, DOI={10.1353/jhe.2008.0000}, abstractNote={This study explored factors associated with students' experience of spiritual struggles during college. Data indicate that spiritual struggle is associated with experiences in college that challenge and disorient students, affecting psychological well-being negatively but increasing students' acceptance of individuals of different faith traditions.}, number={1}, journal={JOURNAL OF HIGHER EDUCATION}, author={Bryant, Alyssa N. and Astin, Helen S.}, year={2008}, pages={1-+} }
 @article{bryant_2007, title={Gender differences in spiritual development during the college years}, volume={56}, ISSN={["1573-2762"]}, DOI={10.1007/s11199-007-9240-2}, number={11-12}, journal={SEX ROLES}, author={Bryant, Alyssa N.}, year={2007}, month={Jun}, pages={835–846} }