The Role of College Experiences in the Development of Self-Authored Worldview Commitment for First-Year STEM Students
Author(s): Riggers-Piehl, T., Lehman, K., & Sandvall, E.
Citation: Riggers-Piehl, T., Lehman, K., & Sandvall, E. (2020). The Role of College Experiences in the Development of Self-Authored Worldview Commitment for First-Year STEM Students. Journal of The First-Year Experience & Students in Transition, 32(2), 77-104.
In consideration of a historic rift between religion and the sciences, particularly at the collegiate level, this study uses the Interfaith Diversity Experiences and Attitudes Longitudinal Study (IDEALS) to examine the role of college experiences in the development of a self-authored spiritual worldview as first-year STEM students transition to college. The study examines differences by STEM subfield to better understand how some STEM disciplines may be more or less receptive to spiritual and religious inquiry and practice. Students' engagement in curricular and cocurricular religious and interfaith activities are explored. Based on the findings we present implications for practice and suggestions for future research.