@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{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_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_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} }