Religious Identity in a Proximate Social Structure: Mothers, Fathers, and the Religious Socialization of Their Children

Author(s):  
Philip S. Brenner
2018 ◽  
Author(s):  
Yamama Abd Al-Qadr ◽  
Yaacov J Katz

The aim of the present research study was to compare the relationships between identity (nationalistic, religious and ethnic), socialization processes (home and school), and psychological resilience (self-esteem, self-efficacy, and well-being) of Arab-Palestinian and Jewish high school students in Israel.317 tenth and eleventh grade students (163 Arab-Palestinian students including 93 girls and 70 boys; and 154 Jewish students including 70 girls and 84 boys) participated in the study. The research was conducted in two state Arab-Palestinian schools, one state secular-Jewish school, and one state religious-Jewish school.The research employed a series of questionnaires. First, a background questionnaire was used to collect basic data about the students; a second questionnaire assessed the nationalistic and religious socialization of the Jewish teenagers and the nationalistic, religious, and ethnic socialization of the Arab-Palestinian adolescents; a third questionnaire assessed the salience of national and religious identity among the Jewish participants, and the salience of national, religious, and ethnic identity among the Arab-Palestinian participants; a fourth questionnaire examined indices of psychological resilience, namely self-esteem, self-efficacy, and the sense of well-being of the Arab-Palestinian and Jewish students. The research findings indicate differences between the socialization processes experienced by the Arab-Palestinian students and those experienced by the Jewish students. The nationalistic socialization experienced by the Jewish adolescents was stronger than that experienced by the Arab-Palestinian adolescents, while the Arab-Palestinian adolescents experienced stronger religious socialization than that experienced by the Jewish adolescents. In addition, the level of religious identity was higher among the Arab-Palestinian participants than among the Jewish participants. On the other hand, there were no significant differences between the two groups regarding salience of national identity. The findings did not indicate differences between the two groups with regard to self-esteem and well-being. However, the self-efficacy of the Arab-Palestinian students was found to be higher than that of the Jewish students.


2019 ◽  
Vol 45 (2) ◽  
pp. 61-71
Author(s):  
Ewa Zalewska

The issue raised in the text concerns the role that German textbooks for religious instruction play in shaping the identity of a child from the initial classes. The first part defines the key concept: religious identity. Modern contexts of religious socialization and the resulting challenges to the educational process were also recalled. In the second part, based on the results of the analysis of textbooks, the conclusion about the positive meaning of these books was formulated as a means of supporting the development of the individual and social aspect of the child’s religious identity and shaping a reflective and at the same time affirmative attitude towards religion.


2009 ◽  
Vol 2 (1) ◽  
pp. 37-57 ◽  
Author(s):  
Eleanor Nesbitt

AbstractAgainst a backdrop of phases of Sikh settlement in the UK, this article provides an overview of scholarship on UK Sikh communities. Attention turns to four ethnographic studies conducted by the author, two of which focused on unambiguously Sikh communities, and two of which challenge presuppositions of the boundedness of faith communities. Of these one was a study of two historically stigmatised caste-specific Punjabi communities; the other is currently examining the religious identity formation of young people in families in which only one parent is Sikh. Pointers and questions are identified that arise from these UK studies for researchers in mainland Europe. These include methodological considerations and encouragement to contribute to debates in the sociology of religion and to take account of Sikhs' increasing appearance in creative literature.


1993 ◽  
Vol 25 (3) ◽  
pp. 419-441 ◽  
Author(s):  
Jeremy Black

The Annual Bibliography of British and Irish History published for 1991, contains 393 items in section G, “Britain 1714-1815,” a section that excludes works devoted to “long periods” that also cover the period. Of those 393, twenty were in Ga “General,” thirty-six in Gb, “Politics,” eight in Gc “Constitution, Administration and Law,” thirty-two in Gd “External Affairs” and thirty-seven in Ge “Religion.” Though politics is in theory restricted to Gb, in practice it overlaps with these other categories, and, indeed, in part, with the categories Economic Affairs, Social Structure and Population, Naval and Military, and Intellectual and Cultural. Restricting, however, the survey to Gb, the figures for 1988, 1989 and 1990 respectively were fifty-six, fifty-two and fifty-four. It is thus clear that while political history no longer dominates eighteenth-century historiography as it once did, there is still a formidable quantity of it produced. This is not a situation to be regretted, but it does emphasize the subjectivity of any assessment of recent work and of current problems. Such a situation, however, is not simply a question of problems derived from quantity, for any attempt to produce an historiographical account focusing on earlier scholarship would itself encounter many difficulties. The absence of consensus among modern scholars extends to their assessment of historiographical trends. This was demonstrated clearly by Jonathan Clark in 1986. Having, the previous year, in his English Society 1688-1832: Ideology, Social Structure and Political Practice during the Ancien Regime (Cambridge, 1985), asserted the strength of conservatism and religious identity and the marginality of reform and radicalism in eighteenth-century England, he offered, inter alia, in his Revolution and Rebellion: State and Society in England in the Seventeenth and Eighteenth Centuries (Cambridge, 1986), a combative interpretation of the methodology and historiography of the period.


2017 ◽  
Vol 10 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Yaghoob Foroutan

This paper examines the connection between educational institutions and religious socialization in the construction of religious identity. It employs socialization theory, which recognizes educational institutions as the first agent and the most powerful engine of socialization. Applying this theory to the case study of Iran reveals the ubiquitous presence of religion in all educational texts, supporting the argument that these educational tools are used as a “strategy” of socialization to protect social unity and group superiority and providing further evidence that the educational system overwhelmingly reflects the ideologies of the dominant culture in the process of socialization.


2021 ◽  
Author(s):  
Sadiyo Abdille

This small-scale study examines Somali-Canadian Muslim mothers’ religious socialization of, and discussions around Islamophobia with their school-age children. This qualitative research employs the use of semi-structured interviews with six Somali-Canadian Muslim mothers with school-age children between the ages of five to ten years. Guided by a constructivist paradigm and Critical Race Theory, three themes were identified: 1. Somali mothers use Islamic books, modeling behaviour and Islamic classes to formulate a religious identity; 2. Somali mothers suggested that age and gender are factors informing their discussions around Islamophobia and 3. Somali mothers framed curriculum on Islamophobia like curriculum on other minority groups (i.e. Jewish, LGBTQ, and Aboriginals, etc.). The mothers in this study suggested formulating a religious identity for their children to build a positive religious foundation to combat the negative perception of their religion in society. Somali-Canadian mothers stated, it is possible to represent Muslim identity and discuss Islamophobia in the classroom. Keywords: Somali mothers, religious socialization, Islamophobia, Critical race theory, anti-racism.


2018 ◽  
Vol 24 (4) ◽  
pp. 75-92
Author(s):  
Konstantin S. Divisenko ◽  
Alexei E. Belov ◽  
Olga V. Divisenko

The growing interest towards studying the impact of religion on various spheres of social life is reflected in quite large corpus of academic publications. Yet, the reproduction of religious identity on the level of individuals and small social groups is not much covered by Russian sociology of religion. The matter of the connection between religion and parenthood in Russian society becomes urgent due to the current transformations in Post-Soviet society: the first generation of believers is added and gradually being substituted by the second and third generations of believers. The representatives of these generations differ as it comes to the character of religious socialization that it is linked either to individual conversion or reproduction of religiosity. The given article represents the review of modern empirical studies of transmission of religion from parents to children. In our analysis we mostly refer to the results of foreign studies and are focused on the description of the results of reproduction of religiosity in family regardless of religious or confessional belonging. The analysis has indicated that family serves as one of the key agents of religious socialization of children and teenagers along with their peers and school. The review also focuses on the description of the factors that determine religiosity of children whose parents are believers. The authors also note the differences between religious and non-religious families are characterized relations between spouses and children, subjective wellbeing of children and styles of parenting. Attention is also paid to external factors determining family religiosity: cultural context, place and role of religion in society.


2021 ◽  
Author(s):  
Sadiyo Abdille

This small-scale study examines Somali-Canadian Muslim mothers’ religious socialization of, and discussions around Islamophobia with their school-age children. This qualitative research employs the use of semi-structured interviews with six Somali-Canadian Muslim mothers with school-age children between the ages of five to ten years. Guided by a constructivist paradigm and Critical Race Theory, three themes were identified: 1. Somali mothers use Islamic books, modeling behaviour and Islamic classes to formulate a religious identity; 2. Somali mothers suggested that age and gender are factors informing their discussions around Islamophobia and 3. Somali mothers framed curriculum on Islamophobia like curriculum on other minority groups (i.e. Jewish, LGBTQ, and Aboriginals, etc.). The mothers in this study suggested formulating a religious identity for their children to build a positive religious foundation to combat the negative perception of their religion in society. Somali-Canadian mothers stated, it is possible to represent Muslim identity and discuss Islamophobia in the classroom. Keywords: Somali mothers, religious socialization, Islamophobia, Critical race theory, anti-racism.


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