AHRC/ESRC Religion and Society Programme Conference “New Forms of Public Religion” The Divinity...
-
Upload
marshall-malone -
Category
Documents
-
view
215 -
download
1
Transcript of AHRC/ESRC Religion and Society Programme Conference “New Forms of Public Religion” The Divinity...
AHRC/ESRC Religion and Society Programme Conference
“New Forms of Public Religion”The Divinity School, St John’s
College, Cambridge5–7 September 2012
Robert Jackson, Elisabeth Arweck, Leslie J Francis
Warwick Religions and Education Research Unit, UK
Young People’s Attitudes toYoung People’s Attitudes toReligious Diversity ProjectReligious Diversity Project
IntroductionIntroduction
Robert JacksonRobert Jackson
Building on REDCo Framework 6 Building on REDCo Framework 6 Project involving 8 European Project involving 8 European countriescountries
Whole UK covered (England, Wales, Whole UK covered (England, Wales, Scotland, N. Ireland) + London as a Scotland, N. Ireland) + London as a ‘special case’‘special case’
Mixed methods study, starting with Mixed methods study, starting with qualitative and using findings in qualitative and using findings in questionnaire designquestionnaire design
PhD student attached to the projectPhD student attached to the project
Using qualitative methods, what Using qualitative methods, what are the key issues 13-16 year old are the key issues 13-16 year old students identify with religious students identify with religious diversity and how do they diversity and how do they respond to these?respond to these?
Using quantitative methods, how Using quantitative methods, how widespread are the responses widespread are the responses identified by the qualitative identified by the qualitative methods?methods?
Main Research QuestionsMain Research Questions
Drawing on insights from individual Drawing on insights from individual differences psychology, how far can differences psychology, how far can quantitative approaches, using recognised quantitative approaches, using recognised measures of personality and other individual-measures of personality and other individual-level variables (emotional intelligence, self-level variables (emotional intelligence, self-concept and empathy), concept and empathy), explain attitudes explain attitudes towards religious diversity?towards religious diversity?
Drawing on insights from social psychology,Drawing on insights from social psychology, how far canhow far can social and contextual factors social and contextual factors (school, family, media and local (school, family, media and local neighbourhood) explain individual neighbourhood) explain individual differences in attitudes toward religious differences in attitudes toward religious diversitydiversity??
Further Research QuestionsFurther Research Questions
Drawing on insights from empirical Drawing on insights from empirical theology, how far can religious theology, how far can religious affiliation, beliefs, practices and affiliation, beliefs, practices and views of transcendence, explain views of transcendence, explain individual differences in attitudes individual differences in attitudes toward religious diversity?toward religious diversity?
Drawing on insights from Drawing on insights from qualitative research, how can qualitative research, how can attitudes toward religious diversity attitudes toward religious diversity be more adequately operationalised be more adequately operationalised in quantitative studies?in quantitative studies?
Further Research QuestionsFurther Research Questions
Young People’s Attitudes toYoung People’s Attitudes toReligious Diversity ProjectReligious Diversity Project
Quantitative PhaseQuantitative Phase
Leslie J FrancisLeslie J Francis
StructureStructure::• sources of theorysources of theory• an empirical traditionan empirical tradition• methods of measurementmethods of measurement• instruments of measurementinstruments of measurement• data collectiondata collection• descriptive analysesdescriptive analyses• model building analysesmodel building analyses• publications publications
Part OnePart OneSources of theorySources of theory
Sources of theorySources of theory::
• the qualitative projectthe qualitative project• psychology of religionpsychology of religion• empirical theologyempirical theology
The qualitative projectThe qualitative project::
• what matters to young peoplewhat matters to young people• how young people express themselveshow young people express themselves• a rich and deep tapestrya rich and deep tapestry
Psychology of religionPsychology of religion::
• Argyle (1958)Argyle (1958)• Argyle and Beit-Hallahmi (1976)Argyle and Beit-Hallahmi (1976)• Beit-Hallahmi and Argyle (1997)Beit-Hallahmi and Argyle (1997)• Hood, Hill and Spilka (2009)Hood, Hill and Spilka (2009)
Empirical theologyEmpirical theology::
• Hans van der VenHans van der Ven• Journal of Empirical TheologyJournal of Empirical Theology• International Society for Empirical International Society for Empirical
Research in Theology Research in Theology
Part TwoPart TwoAn empirical traditionAn empirical tradition
An empirical traditionAn empirical tradition::
• Teenage Religion and Values ProjectTeenage Religion and Values Project• Assessing Attitudes towards ReligionAssessing Attitudes towards Religion• Outgroup Prejudice ProjectOutgroup Prejudice Project
Teenage Religion and ValuesTeenage Religion and Values::
• survey of 34,000 13- to 15-year-old pupilssurvey of 34,000 13- to 15-year-old pupils• England and WalesEngland and Wales• diversity of schoolsdiversity of schools
Assessing AttitudesAssessing Attitudes::
• Francis Scale of Attitude towards ChristianityFrancis Scale of Attitude towards Christianity• Kutz-Francis Scale of Attitude towards JudaismKutz-Francis Scale of Attitude towards Judaism• Sahin-Francis Scale of Attitude towards IslamSahin-Francis Scale of Attitude towards Islam• Santosh-Francis Scale of Attitude Santosh-Francis Scale of Attitude towards Hinduismtowards Hinduism
Outgroup Prejudice ProjectOutgroup Prejudice Project::
• York St John UniversityYork St John University• Dr Andrew VillageDr Andrew Village• Dr Adrian BrockettDr Adrian Brockett
Part ThreePart ThreeMethods of measurementMethods of measurement
Methods of measurementMethods of measurement::
• fixed choicefixed choice• binary optionsbinary options• Likert scalingLikert scaling
Methods of measurementMethods of measurement::
Are you?Are you?
• malemale 11• femalefemale 22
Binary optionsBinary options::
Do you like going out a lot?Do you like going out a lot?
• yesyes• nono
Likert scalingLikert scaling::
I find life really worth livingI find life really worth living
• agree stronglyagree strongly• agreeagree• not certainnot certain• disagreedisagree• disagree stronglydisagree strongly
Levels of measurementLevels of measurement::
• nominalnominal• ordinalordinal• intervalinterval• scaledscaled
Part FourPart FourInstruments of measurementInstruments of measurement
Instruments of measurementInstruments of measurement::
• psychological constructspsychological constructs• religious constructsreligious constructs• openness constructsopenness constructs
Psychological constructsPsychological constructs::
• Eysenck Personality Questionnaire RevisedEysenck Personality Questionnaire Revised• self esteemself esteem• empathyempathy
Religious constructsReligious constructs::
• affiliationaffiliation• practice (public)practice (public)• practice (personal)practice (personal)• beliefbelief• attitudeattitude
Openness constructsOpenness constructs::
• a lot of good is done in the world by..a lot of good is done in the world by..• I have friends who are..I have friends who are..• I am interested in finding out about..I am interested in finding out about..• a lot of harm is done in the world by..a lot of harm is done in the world by..• I would not like to live next door to..I would not like to live next door to..
Part FivePart FiveData CollectionData Collection
Data collectionData collection::
• pilot studypilot study• main studymain study• interim analysesinterim analyses
Pilot studyPilot study::
• questionnaire included variantsquestionnaire included variants• one school intensive examinationone school intensive examination• cognitive testingcognitive testing• quantitative testingquantitative testing• leads to shorter revised leads to shorter revised questionnairequestionnaire
Main studyMain study::
Five nations of the UK:Five nations of the UK:• EnglandEngland• Northern IrelandNorthern Ireland• ScotlandScotland• WalesWales• LondonLondon
Main studyMain study::
2000 pupils from each nation:2000 pupils from each nation:• 50%50% religious character religious character• 50%50% secular secular
Part SixPart SixDescriptive analysesDescriptive analyses
Example 1Example 1::
Females onlyFemales only
• no affiliation, no attendanceno affiliation, no attendance• Christian, no attendanceChristian, no attendance• Christian, with attendanceChristian, with attendance
I am interested in finding out about I am interested in finding out about Muslims:Muslims:
• no religionno religion 27 %27 % • nominal Christiannominal Christian 40 %40 % • practising Christianpractising Christian 55 %55 %
• χ² = χ² = 59.559.5• p<.001p<.001
Muslims should be allowed to wear Muslims should be allowed to wear the headscarf in schools:the headscarf in schools:
• no religionno religion 60 %60 % • nominal Christiannominal Christian 59 %59 % • practising Christianpractising Christian 79 %79 %
• χ² = χ² = 40.240.2• p<.001p<.001
Example 2:Example 2:secularsecular religiousreligious % % % %
• EnglandEngland• N IrelandN Ireland• ScotlandScotland• WalesWales• LondonLondon
Studying religion at school helps me Studying religion at school helps me understand people from other religions:understand people from other religions:
secularsecular religiousreligious % % % %
• EnglandEngland 79 79 80 80• N IrelandN Ireland 83 89 83 89• ScotlandScotland 68 71 68 71• WalesWales 77 77 82 82• LondonLondon 85 85 86 86
I would be happy about a close relative I would be happy about a close relative marrying someone from a different faith:marrying someone from a different faith:
secularsecular religiousreligious % % % %
• EnglandEngland 66 66 55 55• N IrelandN Ireland 69 73 69 73• ScotlandScotland 53 65 53 65• WalesWales 59 59 61 61• LondonLondon 57 57 66 66
Part SevenPart SevenModel building analysesModel building analyses
Model buildingModel building::
• testing scalestesting scales• establishing correlationsestablishing correlations• multivariate modelsmultivariate models
Scale reliabilitiesScale reliabilities::
• DiversityDiversity .89.89
Correlations with diversityCorrelations with diversity::
• sexsex .24.24++++++
• ageage -.06-.06 +++ +++
• schoolschool .01.01
Partial correlations with diversityPartial correlations with diversity::
• extraversionextraversion -.04-.04• neuroticismneuroticism .08.08 +++ +++
• psychoticismpsychoticism -.32-.32 +++ +++
• lie scalelie scale .12.12 +++ +++
Partial correlations with diversityPartial correlations with diversity::
• empathyempathy .36 .36 +++ +++
• self conceptself concept .21.21 +++ +++
Partial correlations with diversityPartial correlations with diversity::
• theismtheism .22 .22• God imageGod image .27.27
Regression model: beta weightsRegression model: beta weights::• sexsex .12.12 +++ +++
• ageage -.04-.04++ • extraversionextraversion .00 .00 • neuroticismneuroticism .07.07 +++ +++
• psychoticismpsychoticism -.27-.27 +++ +++
• lie scalelie scale .03.03• theismtheism -.01-.01• God imageGod image .20.20 +++ +++
Part EightPart EightPublicationsPublications
Publication 1Publication 1
Young People’s Attitudes to Young People’s Attitudes to Religious Diversity Project: Religious Diversity Project: quantitative approaches from quantitative approaches from social psychology and empirical social psychology and empirical theologytheology
Journal of Beliefs and ValuesJournal of Beliefs and Values
Publication 2Publication 2
Religious diversity, empathy and Religious diversity, empathy and God images: Perspectives from the God images: Perspectives from the psychology of religionpsychology of religion
Journal of Beliefs and ValuesJournal of Beliefs and Values
Publication 3Publication 3
Christian affiliation, Christian Christian affiliation, Christian practice, and attitudes to religious practice, and attitudes to religious diversity: A quantitative analysis diversity: A quantitative analysis among 13- to 15-year-old female among 13- to 15-year-old female studentsstudents
(under review)(under review)
Publication 4Publication 4
Exploring young people’s attitudes Exploring young people’s attitudes to religious diversity in Walesto religious diversity in Wales
(under review)(under review)
Publication 5Publication 5
Schools with a religious character Schools with a religious character and preparation for life in a and preparation for life in a religiously diverse society: An religiously diverse society: An empirical enquiry among 13- to 15-empirical enquiry among 13- to 15-year old students in England and year old students in England and WalesWales
(under review)(under review)
AHRC/ESRC Religion and Society Programme Conference
“New Forms of Public Religion”The Divinity School, St John’s
College, Cambridge5–7 September 2012
Robert Jackson, Elisabeth Arweck, Leslie J Francis
Warwick Religions and Education Research Unit, UK