Assessing the Denominational Identity of American Evangelical Colleges and Universities, Part I: Denominational Patronage and Institutional Policy

Contributors to Women's Leadership Development in Christian Higher Education: A Model and Emerging Theory

“…Related to these demographic disparities, the predominately evangelical culture of the CCCU membership (Glanzer, Rine, & Davignon, 2013) has been described as limiting women's leadership possibilities because of a ''stained glass ceiling'' (Mock, 2005) that is rooted in deeply held beliefs about authority structures and gender roles. A 2007 survey of more than 1,900 professors who teach at member institutions of the CCCU, for example, concluded that ''gender inequities exist in Christian higher education'' (Joeckel & Chesnes, 2009, p. 115); these researchers theorized that ''one cause-among many possible causes-for these inequities concerns the presence on Christian campuses of a theological and political homogeneity that militates against the full agency of females'' (p. 115).…”

How Organizational Culture Shapes Women’s Leadership Experiences

“…Regardless of whether or not a CCCU member institution retains a formal denominational relationship, its theology typically is at least somewhat consistent with that of the founders or its sponsoring denomination. Although these colleges and universities are not churches, this partnership relationship may include the expectation that the institution operates according to the denomination's commitments and structures (Glanzer et al 2013;Joeckel and Chesnes 2009). Thus, the theology of a founding or sponsoring denomination is often important in understanding the culture of many CCCU institutions.…”

“…Although CCCU institutions share many commonalities, they differ in the nature of each institution's relationship with a sponsoring group of churches or denomination (Glanzer et al 2013). Regardless of whether or not a CCCU member institution retains a formal denominational relationship, its theology typically is at least somewhat consistent with that of the founders or its sponsoring denomination.…”

The implications of religious identity for teaching ethics

“…The distinctive intellectual projects, culture, and ethos of many Christian colleges and universities reflect Palmer's position with regard to religious identity (Benne 2001;Hughes and Adrian 1997). Indeed, a significant number of Christian colleges and universities hire solely or primarily faculty who work out of a particular Christian tradition in order to facilitate a common educational approach not possible without agreement on first principles (Glanzer, Rine, and Davignon 2013).…”