Spirituality Religion Social Identity Jeopardy Template

Park's	Fowler's	Astin, Astin, & Lindholm	Bourdieu	Yosso
100 What is the activity of seeking and discovering meaning in the most comprehensive dimensions of our experience Park's definition of Faith	100 What is endings, neutral zone, and new beginnings Fowler's three phases during the transition of faith	100 “Our sense of who we are and where we come from, our beliefs about why we are here..." Astin et al description of Spirituality	100 Economic capital, cultural capital, social capital These are the 3 forms of capital	100 Aspirational, Linguistic, Familial, Social, Navigational, Resistant These are the 6 forms of capital
200 Parks' three forms of development These include cognition, dependence, and community.	200 Process of triggering with several different experiences people create with discordance that can't process using mental tools. The change will happen when one's belief system ad making sense. This is a summary of faith development	200 ○ Equanimity, Spiritual Quest, Ethic of Caring, Charitable Involvement, Ecumenical Worldview ○ Religious Commitment, Religious Engagement, Religious/Social Conservatism, Religious Skepticism, Religious Struggle The ten constructs for Spiritual and Religious Measures.	200 Process of transferring values, behaviors, and cognitive schemas throughout society over time This is a summary of social reproduction	200 Grounded in critical race theory, exposes white, middle class culture as the standard. All forms of 'culture' are judged in comparison, 6 forms of capital that compose CCWM This is a summary of Yosso's Community Cultural Wealth Model
300 • Stage based may not be effective across cultures Based in a western perspective so it would not be effective when applied to other cultures. This is a main critique of Parks' theory.	300 Lack of support from faith steps Individuals should be push to higher stages students begin their struggles in higher education more male centered Lack of understanding of faith and conflicting with others Christianity This is one critique of Fowler's theory	300 • More scholarship is needed on how students' race and social class mediate spirituality and religion on campus and vice versa. • Research on gender is extremely limited and does not account for trans* identities and experiences. • More research about historically Black colleges and universities, tribal colleges, and other minority-serving institutions as well as community colleges is warranted. A critique on faith and spirituality development research	300 • Focuses on white students • Focuses on low income or working class students • Focuses on Ivy league or elite institutions This is a main critique of social class research	300 - Focuses on white students - Focuses on low income or working class students - Focuses on Ivy league or elite institutions This is a main critique of social class research
400 • Parks theory can be used to help students develop "worthy Dreams", find meaning and purpose as people, and be critical thinkers What is the relevance of Parks' Theory to student affairs?	400 Professionals should be aware of their own spirituality and religious views, in order to encourage spiritual growth in students What is the relevance of Fowler's theory to student affairs?	400 "Higher education should attend more to students’ spiritual development, because spirituality is essential to students’ lives." How is this theory relevant to student affairs?	400 • Points out the ways that higher education has inherently negative impacts on individuals (by creating and reinforcing class rather than dismantling it) • Points out ways certain students are more likely to be successful from the get go because of their access to various forms of capital • Emphasized various reasons class salience is low among individuals, esp. students What is the relevance of Bourdieu's theory to student affairs?	400 Constructing an identity involves occupational choice, but those choices are shaped by the people who are available in one's environment for identification as well as the work opportunities” (Aries & Seider, 2007, p. 138). In other words, social class has the potential to place boundaries on individuals' career aspirations and choices as well as the opportunities throughout life that shape these aspirations and choices. A more in-depth examination of such choices might reveal that how development is understood within theories is rooted in and reproduces middle-class values of making “smart choices” These authors suggest that identity is often treated as if it results from the choices people make. In other words, people are their choices. Yet there is a failure to recognize these choices are manufactured through structural inequality, which ensures that only certain groups of people have access to certain choices. Class inequality is reproduced to maintain stratification and inequitable differences between the lower and upper classes. The “smart choices” the middle class make keep them invisible and promote the myth of a classless society. “Although identity achievement involves choice, power and privilege are what dictates the choices one has” This is the relevance and implications for Student Affairs

Spirituality, Religion, & Social Identity

Press F11 for full screen mode