Pilgrims’ Progress: Faculty and University Factors in Graduate Student Integration of Faith and Profession

Abstract

Graduate students’ perspectives on integration of faith and profession were investigated using item response to identify underlying constructs. Students (N = 595) from various professions and four universities were sampled. Three factors were supported as separate and important constructs for students. The first two factors were drawn from Sorenson's research on attachment theory, faculty as bulwark of the faith versus fellow sojourner and faculty as emotionally transparent versus emotionally distant. A new domain of integration, environmental factors such as class Scripture reading, was supported as a unique factor. An examination of diversity variables gave preliminary evidence that females and students of color may see emotional transparency and environmental factors as more important in Christian integration than other students.