Recent Surveys on Religion in British Universities
Journal name: Archives De Sciences Sociales Des Religions
Original article title: Religion in the British Universities. The findings of some recent surveys
The journal “Archives of Social Sciences of Religions” publishes advanced research on religion in French, English, and Spanish. It studies the sociology of religions and religious traditions or theologies. It is supported by the INSHS-CNRS (“Institut des Sciences Humaines et Sociales”)
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Joan B. Brothers.
Archives De Sciences Sociales Des Religions:
(Founded in 1956 and published quarterly”)
Full text available for: Religion in the British Universities. The findings of some recent surveys
Year: 1964
Copyright (license): © Archives de sciences sociales des religions
Summary of article contents:
1) Introduction
The religious attitudes and behaviors of university students in Britain have been the subject of numerous social science surveys. This analysis aims to present the findings of various recent inquiries to outline the state of religious life among students. These studies have emerged amidst considerable changes in university landscapes, with the growth of existing universities and the establishment of new ones, prompting increased interest in student life and religious beliefs.
2) Decline of Traditional Religious Affiliation
One significant observation from the surveys is the decline in traditional religious affiliation among students. Reports indicate that a considerable number of students who were once affiliated with the Church of England or other denominations have moved towards agnosticism or atheism. For example, the Nottingham survey revealed that only 45.4% of students who were baptized into the Church of England or Scotland retained their affiliation. This trend was particularly pronounced among men, with a higher percentage reported abandoning their beliefs compared to women. The shift suggests that many students find new religious ideas more acceptable as they enter university life.
3) Gender Differences in Religious Commitment
Another important finding is the gender disparity in religious commitment. Surveys consistently show that female students are generally more religious than their male counterparts. Women display greater reluctance to fully abandon religious beliefs, often identifying as agnostics instead of atheists. This pattern extends across various surveys, indicating that while many students may drift away from organized religion, women tend to maintain a stronger connection to their faith compared to men, even in a university setting.
4) Church Attendance Patterns
Church attendance remains significant among certain demographics of university students, especially among Roman Catholics. Surveys reveal that a high percentage of Catholic students still attend church regularly, with figures indicating over 60% attending more than once a week. In contrast, attendance from other denominations is markedly lower, with many students reporting infrequent participation in religious services. While a portion of students exemplifies strong attendance, a considerable segment also identifies as not attending religious services at all, illustrating varied engagement with religious practices.
5) Political Affiliation and Religion
The relationship between students' religious beliefs and their political affiliations has also been explored in various surveys. Generally, there is a noted correlation between religious identity and conservative political views, with Anglicans and Roman Catholics tending to align with Conservative ideologies. Surveys indicate that atheist and agnostic students are significantly more inclined to support Labour—a pattern that demonstrates potential intersections between religious beliefs and political participation among this demographic.
6) Conclusion
The findings across these surveys illustrate complex trends in the religious life of British university students. Overall, while some students experience a decline in traditional religious beliefs, others maintain or even strengthen their convictions amidst the university environment. Gender differences highlight that women are generally more religiously committed than men, while the patterns of church attendance and political affiliations create a nuanced understanding of how faith interacts with student life. Despite identified trends, further in-depth research is needed to explore the religious experiences of all students, including those of non-Christian backgrounds, to gain a comprehensive understanding of faith in the university context.
FAQ section (important questions/answers):
What is the focus of the surveys discussed in the text?
The surveys primarily focus on understanding the religious beliefs and behaviours of university students in Britain, exploring how these aspects have been influenced by the university environment and examining various trends over time.
What are some key findings from the London University survey?
The London University survey revealed that 32% identified as Church of England members, while 17% described themselves as atheists or humanists. Women showed higher church attendance than men, indicating differences in religious commitment between genders.
How do religious affiliations differ between Oxford and Manchester students?
Oxford students reported 39% as Church of England members and higher agnosticism rates compared to Manchester students, where church attendance was notably higher and atheism less prevalent, suggesting differing religious engagement across the universities.
What trends were observed in students' beliefs after starting university?
Generally, the studies suggest that while some students may re-evaluate their faith, many maintain their religious values, with men's beliefs showing a gradual decline, whereas women's religious engagement tends to remain stronger.
What role do women's religious beliefs play in university settings?
Women students generally exhibit greater religious affiliation and church attendance than men, often identifying as agnostics rather than atheists, indicating a notable difference in how gender influences religious perspectives in university life.
What challenges do researchers face in studying students' religious beliefs?
Researchers face difficulties such as the superficial reporting of beliefs, a lack of depth in understanding religious mentalities, and a significant gap in studies focusing on non-Christian students and faculty members.
What conclusion is drawn about the impact of university on religious beliefs?
The studies conclude that the university environment does not substantially change students' religious beliefs, with many either maintaining or moderately adjusting their faith rather than experiencing a dramatic conversion or revival.
Glossary definitions and references:
Theological and religious glossary list for “Recent Surveys on Religion in British Universities”. The list explains important keywords that occur in this and other scholarly articles. It is also linked to the glossary for understanding that concept in the context of History, Religion, Philosophy, Theology, Sociology etc.
1) Student:
A student is someone enrolled in a university or college who actively engages in the education process, often exploring various aspects of life, including religion. The surveys mentioned provide insights into student behavior, beliefs, and attitudes, particularly concerning their religious observance and political views during their university experience.
2) Religion:
Religion plays a significant role in shaping students' identities and behaviors at universities as evidenced by surveys detailing various religious affiliations and practices, including worship attendance and the significance of faith amongst university students. The complexity of religious beliefs presents a vital area of study in understanding the student experience.
3) Woman (Women):
Women students often differ from men in their religious observance and attitudes towards faith. The surveys reveal that women tend to maintain religious beliefs more steadfastly than men and engage more frequently in worship practices, thus highlighting the relevance of gender in discussions about religion in the university environment.
4) Roman (Roma):
Roman Catholic students are noted for their high levels of religious observance in universities, often attending church services regularly. This affiliation plays a crucial role in understanding the religious landscape of student life and reflects broader trends in observance across different denominations.
5) Education:
Education is a central theme influencing students' religious beliefs and practices. The impact of attending university, often associated with increased exposure to diverse ideas, can lead to a re-evaluation of previously held faiths and beliefs, demonstrating the relationship between education and religious conversion or commitment.
6) Technology:
The study of students in technological fields reveals differences in religious observance when compared to those in humanities. The inquiry into technology students shows that their engagement with religion and faith may be affected by their academic focus, making it an important aspect of understanding the religion-education relationship.
7) Observance:
Religious observance refers to the practice of attending worship and engaging in religious activities. This is an essential element in assessing students' religious lives, as the data indicates frequencies of attendance at services and other forms of worship, illuminating the ongoing relevance of faith in the university context.
8) Faith:
Faith represents the underlying belief systems of students, crucial for understanding their values and behaviors. Diverse forms of faith emerge across various surveys, showcasing a range from strong religious commitment to agnosticism. This diversity indicates the complex nature of belief among university students.
9) Environment:
The university environment often serves as a catalyst for change in students' religious beliefs and practices. The thrilling contrast of ideas and social interactions can lead to a reevaluation of previously held beliefs, emphasizing the importance of social context in the study of religion among students.
10) Child (Children):
Children, in this context, refer to the younger generation whose religious paths may diverge once they reach university. Survey data reveals a tendency for students to move away from childhood faiths, thus emphasizing a transformative phase in the context of higher education and personal evolution.
11) Experience:
The university experience significantly impacts students' religious beliefs and practices. Various studies indicate that exposure to new ideas and peers may encourage students to question and refine their faith, reflecting the transformative nature of the university experience on religious observance.
12) Residence:
Residence can influence students' engagement with religion, as those living on campus may have different religious observance patterns compared to those in private accommodations. The living situation often correlates with communal activities, including participation in religious societies and group worship.
13) Politics:
Politics interweaves with religion in the context of students, as indicated by studies showing correlations between religious beliefs and political affiliations. Understanding the political dimensions of faith among students provides a deeper insight into their societal perspectives and voting behaviors.
14) Grammar:
[see source text or glossary: #Grammar#]
15) Labour (Labor):
Labour as a political affiliation impacts students’ religious beliefs, with surveys indicating that certain religious groups align with specific political parties, particularly the Labour Party in the context of agnostics and secular students. This connection outlines the political landscape as pivotal in understanding religious affiliations.
16) Future:
The future of students' religious beliefs may closely mirror their current affiliations. Insights from surveys suggest that the beliefs and practices cultivated during university years may lead to enduring patterns in their post-university lives, underscoring the university's impact on future religious commitment.
17) Religious observance:
Religious observance encompasses attendance at services and participation in religious activities, a critical area of study within student life. Various surveys highlight attendance rates, showing significant variances based on gender, discipline, and background, indicating how observance reflects individual choices in faith.
18) Perception:
[see source text or glossary: #Perception#]
19) Discussion:
[see source text or glossary: #Discussion#]
20) Worship:
Worship refers to acts of religious significance including prayer and church attendance. The surveys emphasize the frequency and nature of worship among students from different backgrounds, providing crucial insight into how worship practices shape their religion-related identities.
21) Extreme:
[see source text or glossary: #Extreme#]
22) Prayer:
Prayer is a vital component of religious practice among students. Survey findings indicate varying frequencies of private prayer, particularly distinguishing between male and female students, which aligns with broader trends of religious observance in the university environment.
23) Winter:
[see source text or glossary: #Winter#]
24) Market:
[see source text or glossary: #Market#]
25) Queen:
[see source text or glossary: #Queen#]
26) Light:
[see source text or glossary: #Light#]
27) Union:
Union often refers to student unions that may serve as platforms for religious and social activities. The connection between union participation and religious observance suggests that these organizations play a critical role in fostering community among students with shared faiths.
28) Rise And Fall:
[see source text or glossary: #Rise And Fall#]
29) Way of life:
A way of life encompasses the overarching lifestyle choices influenced by religious beliefs. Studies indicate that adherence to a particular way of life can be reflected in student choices, including their participation in religious societies and communal activities.
30) Personal experience:
Personal experience significantly matters in shaping students' religious identities. Surveys illustrate that individual experiences with faith, doubt, and community engagement influence ongoing religious beliefs and practices throughout their university years.
31) Turning Away:
Turning away from traditional beliefs is common among students transitioning to university life. As shown in the surveys, this trend highlights the fluid nature of faith and the growing acceptance of agnosticism and secular perspectives among young adults.
32) Two stages:
[see source text or glossary: #Two stages#]
33) Cosmopolitan:
A cosmopolitan atmosphere in universities often encourages a variety of religious beliefs and interfaith dialogues. The social dynamics of cosmopolitan campuses can lead to richer discussions around faith and religious observance among diverse student bodies.
34) Instruction:
[see source text or glossary: #Instruction#]
35) Confession:
Confession relates to the admission of religious faith and struggle, often explored in various student surveys. Findings about confession reveal underlying tensions in students' religious lives, illustrating the personal nature of spiritual beliefs.
36) Marriage:
[see source text or glossary: #Marriage#]
37) Festival:
Festival events, particularly around religious dates, can significantly influence student participation in religious activities. The timing of such festivals often aligns with increased observance among students, as highlighted in the context of surveys observing engagement during these critical times.
38) Trinity:
[see source text or glossary: #Trinity#]
39) Violent:
[see source text or glossary: #Violent#]
40) Devotion (Devoted):
Devoted individuals often show high levels of commitment to their religious practices. Surveys indicate that devotion levels can vary significantly, providing a lens to explore how dedicated students maintain their religious observance amidst academic pressures.
41) Artiga:
[see source text or glossary: #Artiga#]
42) Summer:
[see source text or glossary: #Summer#]
43) Truth:
[see source text or glossary: #Truth#]
44) Pupil:
[see source text or glossary: #Pupil#]
45) Space:
[see source text or glossary: #Space#]
46) Anti (Amti):
[see source text or glossary: #Anti#]
47) Pari:
[see source text or glossary: #Pari#]
48) Lead:
Lead may refer to leading students who take initiative in their religious societies, influencing discussions and activities around faith on campus. Examination of these leaders reveals important connections between student engagement and religious participation.
49) Book:
[see source text or glossary: #Book#]
50) Mind:
[see source text or glossary: #Mind#]
51) Tori (Dhori):
[see source text or glossary: #Dori#]