Abstract

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.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 674-700
Launched on MUSE
2016-08-16
Open Access
No
Archive Status
Archived
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