Young people’s attitudes to religious diversity: quantitative approaches from social psychology and empirical theology

Abstract

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Internal consistency reliability and construct validity of the Astley–Francis Scale of Attitude toward Theistic Faith among religiously unaffiliated, Christian, and Muslim youth in the UK

“…This study drew on data available from the Young People's Attitude to Religious Diversity Project (see Francis, Croft, Pyke, & Robbins, 2012) in order to examine the internal consistency reliability and construct validity of the Astley-Francis Scale of Attitude toward Theistic Faith as proposed by Astley, Francis, and Robbins (2012), replicating the analyses reported by Francis, Brockett, and Village (2013). In the earlier study, Francis, Brockett, and Village (2013) had drawn on data provided by 4,353 students between the ages of 11 and 16 years attending school in three areas of northern England: Blackburn, Kirklees, and York.…”

“…Against this background, the aim of the present paper is to replicate the analyses reported by Francis, Brockett, and Village (2013) on data available from the Young People's Attitude to Religious Diversity Project (see Francis, Croft, Pyke, & Robbins, 2012), a study conducted among nearly 12,000 young people from across the four nations of the UK.…”

‘Science disproves the biblical account of creation’: exploring the predictors of perceived conflict between science and religion among 13- to 15-year-old students in the UK

“…Against this background, the aim of the present analyses is to draw on the rich data generated by the Young People's Attitudes to Religious Diversity Project conducted across the four nations of the UK (see Francis et al 2012) in order to address three primary research questions. The first research question is to document the style and level of endorsement among 13-to 15year-old students of the view that science disproves the biblical account of creation.…”

Predicting religion

“…As well as questions about the meaning of modesty in relation to dress codes in Islam, students in RE lessons could consider why it is that it is younger Muslim girls and women who are more likely to wear the veil than their mothers and their grandmothers (Ajrouch, 2007). Research from a variety of sources suggests that negative attitudes towards Muslims are increasing (Francis et al 2012). In RE the nature of Islamophobia (which is shamefully absent from most text books on Islam) could complement teaching on the way communities understand their religion and how experiences of discrimination impact on their understanding of what it means to be Muslim and British.…”