Abstract: This study sought to empirically test and validate the interfaith learning and development (ILD) framework, a theoretical model composed of institutional and individual components that shape college students’ interfaith learning and development outcomes. Using data from a national longitudinal study, path analysis models were constructed to test the fit of the theoretical ILD framework with regard to development of students’ self-authored worldview commitment in college. Multiple-group path analysis was applied to examine differences in ILD pathways for students holding majority, minoritized, and nonreligious worldview identities. Implications for advancing theory and research, particularly with regard to student experiences and minoritized religious, spiritual, and secular identities are discussed.
Mayhew et al. (Sun,) studied this question.
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