Exploring Ideologically Diverse Friend Groups Among College Students at a Christian University
Ideological diversity, or the “honest consideration of multiple views, often competing for claims that privileges a vigorous or spirited debate of ideologically different ideas which are to be judged on their logical soundness and intellectual merit” (Von Bergen & Bressler, 2017, p. 26), is a gr...
| Auteurs: | ; ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publié: |
2024
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| Dans: |
Christian higher education
Année: 2024, Volume: 23, Numéro: 3, Pages: 270–291 |
| Classifications IxTheo: | CF Christianisme et science CH Christianisme et société NBK Sotériologie |
| Sujets non-standardisés: | B
faith-based learning
B Ideological diversity B college friends B viewpoint diversity B friend groups |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | Ideological diversity, or the “honest consideration of multiple views, often competing for claims that privileges a vigorous or spirited debate of ideologically different ideas which are to be judged on their logical soundness and intellectual merit” (Von Bergen & Bressler, 2017, p. 26), is a growing research interest in the higher education field in recent years. However, minimal research has explored ideological diversity within peer interactions and friend groups, or within the Christian college setting. This exploratory, qualitative, symbolic interactionist study therefore sought to address the following research questions: (1) How do college students at a Christian university develop and maintain ideologically diverse friend groups? and (2) What are the perceived outcomes of such friendships? Findings from interviews with 11 undergraduate students from shared friend groups at a single Christian university revealed how college students become members of ideologically diverse friend groups (IDFGs), how students engaged in conflict within such friend groups, and whether students in IDFGs can influence the student experience in a manner that promotes the field’s aspirations for holistic education (Chambliss & Takacs, 2014; Denson et al., 2017). Our analysis ultimately affirms that IDFGs are meaningful for student development and the overall student experience. Consequently, we conclude this article by providing insights for how Christian higher education professionals might support initiatives and spaces that promote IDFGs on their own campuses. |
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| ISSN: | 1539-4107 |
| Contient: | Enthalten in: Christian higher education
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| Persistent identifiers: | DOI: 10.1080/15363759.2022.2127430 |
