Intersecting Identities: A Model of Self-Authorship Exploring the Interactions of Spiritual and Religious Life and Civic Engagement

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1 Intersecting Identities: A Model of Self-Authorship Exploring the Interactions of Spiritual and Religious Life and Civic Engagement Noel Habashy Brian Patchcoski Mariyah Salem

2 Overview A Review of the Model (I-E-O) Religion and Spirituality Social and Civic Engagement Environmental Integrations Self-Esteem and Self-Efficacy Self-Authorship Conclusion Questions

3 Spiritual and Religious Affiliations Self-Authorship as an Outcome of the Interactions between Spiritual and Religious Life and Civic Engagement Social and Civic Engagement Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Self-efficacy Focus on Cognitive and Psychosocial Development Social Activism Human Aggregate Organizational Environment Constructed Environment Physical Environment Environmental Factors Learning/ Self-esteem Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Familial Connections Contemplative s Social and Volunteer Leadership (Strange & Banning, 2003) Intentional Reflection (Blogging, etc.) Synergistic Relationship (Chickering, 2006) Familial/ Mentoring Relationships Responsibility to Self-efficacy Self-esteem Purpose, Beliefs, Feelings, and Meanings (Mezirow, 2000) Self-Authorship Ability to Integrate Beliefs, Values, Identity, and Social Relations Internally (Baxter Magolda, 2001; Kegan, 1994) Knowledge, Identity, and Mature Relationships (Kegan, 1994)

4 WHAT S YOUR PERSPECTIVE WHAT IS SPIRITUALITY? WHAT IS RELIGION? ARE THERE CONNECTIONS?

Religion and Spirituality Spiritual and Religious Affiliations Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Familial Connections Contemplative s Two

5 Religion and Spirituality Spiritual and Religious Affiliations Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Familial Connections Contemplative s Two separate identities, but often used interchangeably Spiritual and religious development occurs through a series of stages During emerging adulthood, spiritual and/or religious identity may change

6 Spirituality and Spiritual Development Spiritual and Religious Affiliations Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Familial Connections Contemplative s Astin (2004) defined spirituality as: Values Meaning and Purpose Sense of Connectedness For Astin - eveyone qualifies as being spiritual This definition used within our model

7 Spirituality and Spiritual Development Spiritual and Religious Affiliations Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Familial Connections Contemplative s Love and Talbot (1999): Personal Authenticity Genuineness Wholeness Congruent actions and beliefs relationships are important to one s development of meaning, purpose, and direction

8 Religion Spiritual and Religious Affiliations Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Familial Connections Contemplative s Love (2001) defined religion as: Shared system of beliefs, principles doctrines, values, and traditions usually tied to a being or supernatural power The overlap : Can be spiritual, but not religious Religious, but not spiritual and/ or Religious and spiritual

9 Spiritual and Religious Engagement Spiritual and Religious Affiliations Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Familial Connections Kellogg Foundation (1997) argued: The biggest challenge higher education faces revolves around developing character, conscience, citizenship, tolerance, civility, and individual and social responsibility in its students. Spiritual and Religious engagement fosters these areas! Contemplative s

10 Promoting Spiritual and Religious Engagement Spiritual and Religious Affiliations Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Familial Connections Contemplative s Social, volunteer, and community service activities are a manifestation of spiritual development (Love, 2001) Chickering (2006) states that spirituality is positively associated with: Charitable involvement and social action Connections to humanity Reducing pain and suffering The acceptance of others

11 Promoting Spiritual and Religious Engagement Spiritual and Religious Affiliations Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Familial Connections Contemplative s A student s academic, personal, spiritual, and moral development are influenced by participation in service learning (Astin, 2004) Spiritual and religious engagement is promoted through: service Intentional self-reflection

12 Promoting Spiritual and Religious Engagement Spiritual and Religious Affiliations Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Familial Connections Contemplative s Kuh (2006) found: Spirituality-enhancing activities may have salutary effects on engagement in educationally purposeful activities and desired outcomes of college Contemplative practices allow: Commitment to civic and social issues Reflect on meaning in life and hope for difference (Kirsh, 2009)

13 Spiritual, Religious, & Civic Engagement Spiritual and Religious Affiliations Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Familial Connections Contemplative s Chickering (2006) believed that through these deep commitments: Civic engagement and Spirituality are synergistic Interact and complement each other Synergistic Relationship (Chickering, 2006) Social and Civic Engagement Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Responsibility to

14 Spirituality & Civic Engagement Social and Civic Engagement Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Responsibility to Self-esteem Charitable involvement and social activism Reducing pain and suffering in the world Feeling connected to all humanity Compassionate self-concept (Chickering, 2006)

15 Spirituality & Civic Engagement Social and Civic Engagement Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Responsibility to Helping others in difficulty Understanding others Believing in the goodness of others Helping friends with personal problems Accepting others as they are Becoming a more loving person (Chickering, 2006)

16 Spirituality & Civic Engagement Social and Civic Engagement Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Responsibility to Improving the human condition The importance of promoting racial understanding Attending a racial/cultural awareness workshop Ability to get along with people of different races/cultures Growth in tolerance during college (Chickering, 2006)

17 Spirituality & Civic Engagement Social and Civic Engagement Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Responsibility to Outcomes related to civic engagement (Chickering, 2006)

18 Civic Engagement Social and Civic Engagement Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Responsibility to Working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes (Ehrlich, 2000)

19 Learning Social and Civic Engagement Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Responsibility to A form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote learning and development (Jacoby, 1996)

20 Learning Social and Civic Engagement Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Responsibility to More racially aware and concerned about equality issues, and more concerned about poverty and larger socioeconomic dynamics. They became more politically active and engaged with community issues spent more time studying and had more frequent contact with faculty. (Chickering, 2006)

21 Learning Social and Civic Engagement Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Responsibility to Correlation between service learning and the outcomes of self-confidence, social responsibility, civic-mindedness, self-esteem, and personal efficacy (Einfeld and Collins, 2008)

Spiritual and Religious Affiliations Environmental Integration Social and Civic Engagement

Self-efficacy Focus on Cognitive and Psychosocial Development Social Activism Human

Environmental Factors Learning/ Self-esteem Knowledge, Skills, and Values for Difference

Social and Volunteer Leadership (Strange & Banning, 2003) Intentional Reflection (Blogging,

22 Spiritual and Religious Affiliations Environmental Integration Social and Civic Engagement Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Self-efficacy Focus on Cognitive and Psychosocial Development Social Activism Human Aggregate Organizational Environment Constructed Environment Physical Environment Environmental Factors Learning/ Self-esteem Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Familial Connections Contemplative s Social and Volunteer Leadership (Strange & Banning, 2003) Intentional Reflection (Blogging, etc.) Synergistic Relationship (Chickering, 2006) Familial/ Mentoring Relationships Responsibility to Self-esteem

Spiritual and Religious Affiliations Self-Esteem and Self-Efficacy Social and Civic Engagement Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose

Learning/ Self-esteem Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Familial Connections Contemplative s Social and Volunteer

23 Spiritual and Religious Affiliations Self-Esteem and Self-Efficacy Social and Civic Engagement Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Self-efficacy Focus on Cognitive and Psychosocial Development Social Activism Human Aggregate Organizational Environment Constructed Environment Physical Environment Environmental Factors Learning/ Self-esteem Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Familial Connections Contemplative s Social and Volunteer Leadership (Strange & Banning, 2003) Intentional Reflection (Blogging, etc.) Familial/ Mentoring Relationships Responsibility to Synergistic Relationship (Chickering, 2006) Self-efficacy Self-esteem

24 Self-Esteem and Self-Efficacy Chickering (2006) Spirituality is positively associated with selfesteem and compassionate self-concept Hayman et al. (2007) Spiritual identity leads to more positive feelings of self-worth and self-efficacy encouraging one s engagement in the community and furthers the search for one s internal identity

Spiritual and Religious Affiliations Self-Authorship as an Outcome of the Interactions between Spiritual and Religious Life and Civic Engagement Social and Civic Engagement Morals/ Ethics Beliefs

Environment Physical Environment Environmental Factors Learning/ Self-esteem Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Familial Connections

25 Spiritual and Religious Affiliations Self-Authorship as an Outcome of the Interactions between Spiritual and Religious Life and Civic Engagement Social and Civic Engagement Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Self-efficacy Focus on Cognitive and Psychosocial Development Social Activism Human Aggregate Organizational Environment Constructed Environment Physical Environment Environmental Factors Learning/ Self-esteem Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Familial Connections Contemplative s Social and Volunteer Leadership (Strange & Banning, 2003) Intentional Reflection (Blogging, etc.) Synergistic Relationship (Chickering, 2006) Familial/ Mentoring Relationships Responsibility to Self-efficacy Self-esteem Purpose, Beliefs, Feelings, and Meanings (Mezirow, 2000) Self-Authorship Ability to Integrate Beliefs, Values, Identity, and Social Relations Internally (Baxter Magolda, 2001; Kegan, 1994) Knowledge, Identity, and Mature Relationships (Kegan, 1994)

26 Self-Authorship Self-authorship is the ability to integrate beliefs, values, identity, and social relations internally (Baxter Magolda 2001; Kegan 1994). Students learn to operate on the basis of their purposes, beliefs, feelings and meanings rather than those they have acquired through external authorities. Purpose, Beliefs, Feelings, and Meanings (Mezirow, 2000) Self-Authorship Ability to Integrate Beliefs, Values, Identity, and Social Relations Internally (Baxter Magolda, 2001; Kegan, 1994) Knowledge, Identity, and Mature Relationships (Kegan, 1994)

27 Kegan s Three Dimensions Epistemological Dimension Intrapersonal Dimension Interpersonal Dimension Purpose, Beliefs, Feelings, and Meanings (Mezirow, 2000) Self-Authorship Ability to Integrate Beliefs, Values, Identity, and Social Relations Internally (Baxter Magolda, 2001; Kegan, 1994) Knowledge, Identity, and Mature Relationships (Kegan, 1994)

28 Building a System for Self Authorship Students need to: Trust their internal voice Build an internal foundation Secure internal commitments Purpose, Beliefs, Feelings, and Meanings (Mezirow, 2000) Self-Authorship Ability to Integrate Beliefs, Values, Identity, and Social Relations Internally (Baxter Magolda, 2001; Kegan, 1994) Knowledge, Identity, and Mature Relationships (Kegan, 1994)

29 Promoting Self Authorship Engaging in a reflective conversation Reflecting through journaling and portfolios Educational programming based on the Learning Partnerships Model (LPM) Purpose, Beliefs, Feelings, and Meanings (Mezirow, 2000) Self-Authorship Ability to Integrate Beliefs, Values, Identity, and Social Relations Internally (Baxter Magolda, 2001; Kegan, 1994) Knowledge, Identity, and Mature Relationships (Kegan, 1994)

30 Engaging in a Reflective Conversation Start with getting acquainted and building a rapport. Once a certain level of comfort is reached the student is encouraged to reflect on important experiences. Students are asked to interpret these reflections. Validate the student s experiences. Purpose, Beliefs, Feelings, and Meanings (Mezirow, 2000) Self-Authorship Ability to Integrate Beliefs, Values, Identity, and Social Relations Internally (Baxter Magolda, 2001; Kegan, 1994) Knowledge, Identity, and Mature Relationships (Kegan, 1994)

31 Self Authorship & Learning I feel less guilty because of being aware of all the complex societal issues that lead to that privilege makes me feel less individually responsible for the privilege, but only individually responsible for the awareness and pro-activity in inequality. Learning the web of issues that surround privilege, I then feel a greater sense of responsibility to work on that

32 Basic Principles of LPM Validate students as knower's Situate learning in student experiences Define learning as mutually constructing meaning Purpose, Beliefs, Feelings, and Meanings (Mezirow, 2000) Self-Authorship Ability to Integrate Beliefs, Values, Identity, and Social Relations Internally (Baxter Magolda, 2001; Kegan, 1994) Knowledge, Identity, and Mature Relationships (Kegan, 1994)

33 Spiritual and Religious Affiliations Self-Authorship as an Outcome of the Interactions between Spiritual and Religious Life and Civic Engagement Social and Civic Engagement Morals/ Ethics Beliefs Religious Institutions Group Affiliations Life Meaning and Purpose Self-efficacy Focus on Cognitive and Psychosocial Development Social Activism Human Aggregate Organizational Environment Constructed Environment Physical Environment Environmental Factors Learning/ Self-esteem Knowledge, Skills, and Values for Difference Quality of Life Political and Non-Political Processes Familial Connections Contemplative s Social and Volunteer Leadership (Strange & Banning, 2003) Intentional Reflection (Blogging, etc.) Synergistic Relationship (Chickering, 2006) Familial/ Mentoring Relationships Responsibility to Self-efficacy Self-esteem Purpose, Beliefs, Feelings, and Meanings (Mezirow, 2000) Self-Authorship Ability to Integrate Beliefs, Values, Identity, and Social Relations Internally (Baxter Magolda, 2001; Kegan, 1994) Knowledge, Identity, and Mature Relationships (Kegan, 1994)

34 Conclusion Practitioners should utilize models of students holistic development and determine ways to integrate students cognitive, intrapersonal, and interpersonal development in order to offer the potential for more complex: Understandings of college student development Environments that enhance the complexity of a students development (Abes, Jones, & McEwen, 2007)

35 Conclusion Recommendations for Implementation Engagement Opportunities Development of Meaning and Purpose Student Application Astin s (2004) Definition Search for Meaning and Purpose All Students can engage in this process

36 Questions...

Running head: CULMINATION PAPER 1. Culmination Paper. Emily Romo. Azusa Pacific University

Running head: CULMINATION PAPER 1 Culmination Paper Emily Romo Azusa Pacific University Running head: CULMINATION PAPER 2 Culmination Paper During my undergraduate experience at the University of La Verne,