Moral and Cultural Awareness in Emerging Adulthood: Preparing for Multi-Faith Workplaces
Abstract
:1. Introduction
2. Theoretical and Empirical Background
2.1. Religiosity, Spirituality, and Morality in the Workplace
2.2. Modernity, Morality, and Religiosity
2.3. Generational Changes and Emerging Adulthood
2.4. Moral Development
2.5. Moral and Cultural Awareness
3. Methodology
3.1. National Comparison
3.2. Control Comparison
4. Results
4.1. Control Group Changes
4.2. Personal Mission Statements
Another example of a personal mission statement, and one that evidences a connection between pre-defined moral values and potential changes to ethical decision-making, is:[My mission is] being an authentic, genuine and reliable leader that others can admire, look up to and aspire to be. Establish and create a work environment that is welcoming and accepting of all people who come from different backgrounds, experiences and walks of life. Challenge myself to seek opportunities to try or learn something new as often as possible. Vow to surround myself with individuals different from myself, ask questions and search for answers in order to cultivate growth.
While the data for this study are collected while students are still in college, the personal mission statements written by students often evidenced the potential for the preparations of this course to impact the kind of work they will do once employed, especially by this student about to graduate:To choose the ethical approach by making a personal commitment to honesty and integrity. To find opportunities to use my natural talents such as patience, self-control, sincerity, and logic through my job as a CPA. To strive to be worthy of the respect and admiration of family, friends, and business associates. To find happiness, fulfillment, and value in living.
Many students explicitly religious based moral values in their personal statements, as exampled:I will be a positive force in the lives of others by taking time to get to know those who cross my path and helping them in any way that I can. I will not ask anything of anyone that I am not willing to do myself. I have an opportunity to apply these principles in the managerial position I am starting at the end of this month. One of my goals is to advance in my career so that I can touch the lives of as many people as possible. Another goal is to continuously improve myself, and to help others improve themselves.
In other cases, students who expressed having high levels of religiosity in their survey did not write their personal mission statements in ways that were explicitly religious, as evidenced here:I want my life, as seen by others and my creator, to exemplify the servant leadership, joy, and grace that Jesus showed the world.
Honesty—being truthful with others but most importantly myself. Healthy—keeping a healthy mind and body is very important. Humble—having respect for others and never seeing myself as boastful. Transparency—staying open and honest with myself and others Self-knowledge—strive to know who I truly am. PMS: I will strive to create my own path to happiness, not follow others’ paths, while surrounding myself with people who sharpen me into a stronger more sophisticated individual, and to one day leave a legacy for my family and children.
4.3. Student Descriptions of Course Impacts
Additionally exemplified in the above quote, is a recurrent theme of students reporting learning about other religions with which they had minimal or no prior exposure. For example, on student stated:This class helped me grow as a person. One of the reasons I took this class was to learn about other religions and how to interact with them, be more accepting, and be able to understand where they are coming from.
Some students explicitly tied these increases in cultural awareness of diverse religions to gains in workplace skills. This student, for instance, describes a new ability for teamwork:I was very interested in the idea of learning more about the world religions and how they hold power over the hearts and minds of so many people. In doing so I had hoped to strengthen my own beliefs as well. I feel as though I have accomplished both of these initiatives. Learning from the many speakers we have had has been incredibly insightful. The Buddhist monk was especially interesting to me. His illustration of Logic and reason as a sort of salvation from the world was incredible. While I disagree with him in this it was an amazing experience to hear from him about his beliefs. I wish that I had more time to talk with him, but I am grateful for the time he provided to us.
In describing what particular aspects of the course facilitated changes in their moral awareness, students often described improvements from the process of writing and reflection, such as this:For strictly religious individuals without this concept, it is difficult to respect others who do not share similar beliefs because these people do not understand that values can be similar for people with different beliefs. I had this problem coming into this class. With this thought, a multi-faith team would rarely accomplish anything. Their conversations would continuous revolve around beliefs that are much less likely to change as opposed to values. Understanding this concept will assist me as an authentic leader with diverse teams.
Increases in cultural awareness were alternatively linked to guest speakers from diverse religions:The journal posts, especially about the different religions really helped me to write my thoughts down as well as teach me about other religions. I found that I agreed with a lot of the teachings of other religions. I think that Huston Smith’s chapter about Hinduism had the biggest impact on me, as well as on my mission. I liked that the Hindu religion taught people to do what they desired and that everything anyone gets is well deserved. I have always believed that what goes around comes around, and this “motto” if you will, helped me to develop my first draft of my mission. I always have and always will want to help others. I want to make the best impression I can on each person I meet and always respect others.
Some students described how these increases in cultural awareness improved their emotive skills:Another big part of our class this semester were the guest speakers, and honestly at first I wasn’t sure what to expect from these times, but I found myself very enthralled by what they had to say and was propelled with that knowledge…Being familiar with other religions is a great tool to have, to be well rounded instead of ignorant.
Others described gains in the cognitive, logical processing skills from the moral awareness efforts:Hearing about the views and beliefs of people who were raised in different cultures opened my eyes. The two Buddhist speakers relayed the importance of happiness in life and the potential rewards for having control over our thoughts. Differentiating between feeling angry and admiring feelings of anger rising can make all of the difference in our lives. If I can start to notice when anger or sadness is rising within me, then I can faster take control of those feelings so that I will not be as affected by them.
Relating the different course tasks to each other was described by some students as providing deeper impact through applying the learning into expressed practices. For example:The lectures helped to define and differentiate between faith, religion and spirituality. In my mind I had always assumed that these ideals were relatively all the same and could be used interchangeably. I had never grasped the true meaning behind these words and what they stood for. Through the lectures I was better able to recognize the differences and understand how I apply each of them to my life. I used to attribute faith to a theistic belief, but I have learned that it is our “overarching, integrating and grounding trust in a center of value and power which enables us to find coherence and meaning.”
In summary, many students described the kind of in-depth changes this course was designed to create, and quite a few were able to explicitly link the content of the course to the kind of workplace leader they want to be after completing the course and graduating. As one student eloquently said:While practicing difficult conversations, I discovered that having a personal mission statement will really help me in business practice. With these tricky situations, if someone had asked why I believe what I do, I would have never been able to definitively explain. Now, because I have a mission statement, I know how to articulate my values and express why I believe one way or another. The mission statement will help me not only in dealing with difficult conversations, but in my business career as a whole.
As these quotes evidence, one of the aspects of the course that had the greatest impact was exposure to multiple faiths via speakers who were devout in each of the five wisdom traditions and an ethical secular humanist speaking about how their faith affects them and their workplace behaviors. In response, emerging adults in the class evidence learning more about their own moral values and about the values of other cultures. In-depth reading of essays and personal mission statements reveals that changes need to be understood in reference to different starting positions.I will be a more effective leader in a multi-faith workplace when I understand more of my coworkers’ culture: it shows that I care about them, and it keeps me from unintentionally offending someone. The speakers were not just supplemental to the reading; they were necessary to my understanding of the different wisdom traditions. The book gave me a good basis, but the speakers allowed me to understand the religion from a personal view and gave me a comfortable place to ask honest questions.
4.4. Understanding Changes Relative to Different Starting Points
In contrast, a student with a similar level of personal moral awareness but with a remaining low level of cultural awareness at the end of the semester—a Type C student—reported:I’ve been a Christian for many years, and hearing about other faiths brought me closer to God. I’ve known about other religions, but they were presented to me as “those people are wrong, but if we know what they believe then we can more easily convert them.” This instilled in me an unconscious prejudice towards anyone who follows a different wisdom tradition than I do, and in order to be truly genuine, I’ve had to overcome that.
While these students evidenced a quantitatively similar high level moral awareness, the differences in their cultural awareness made them interpret the meaning of their moral awareness in distinct ways: the Type A student toward respecting different moral values and the Type C toward better conversion to a homogenous set of moral values.As a Christian, a very big part of my life is sharing the truth of Jesus. With that being said, an understanding of what people of other religions believe is a necessary tool if I hope to ever lead anyone to Christ who practices another religion. Being familiar with other religions is a great tool to have.
Alternatively, a Type B student who reported increasing in cultural awareness but did not evidence increases in moral awareness described this somewhat confusing personal mission statement:I never really understood the true significance of writing down your values on paper. [Now I see that] it enables me to reflect on what is truly important to me and my life and concretize these values to make them meaningful and representative of who I am. I learned more about myself than I ever thought I could in such a short amount of time. It has been a satisfying and fulfilling experience that I will take with me through my journey in life.
This quote helps highlight the category of student who has high cultural awareness with low moral awareness, resulting in a desire to have a great deal of respect for different perspectives but seemingly lacking any sort of “moral yardstick” by which to evaluate conflicting views. The implication is that this sort of student would take the path of least resistance in a workplace setting, which is likely to be non-desirable for organizations seeking high levels of moral engagement. Nevertheless, the increase in cultural awareness evidences improvement relative to a student showing low levels of moral and cultural awareness, such as this example:Our set of core values are being respectful, being honestly, being open minded, and being motivated. Being respectful is going to be the main solution to the toxic environment that exist within the team. If each team member has a sense of respect for each other and is able to step back and put their emotions aside to possibly compromise with others then there will be a better atmosphere for everyone to work. Personally being respectful is one of the most important values to have when leading or working with a group because if you do not respect others, then others will not have respect for you.
This Type D student evidences a minor increase in moral and cultural awareness that may represent a greater level of cultural sensitivity and awareness of possible moral clarity to what existed prior, and which is what the student reported. However, the end result by the conclusion of the course shows a qualitatively distinct meaning that the moral and cultural awareness changes reported for the other types of students, and it remains unclear what if any impact will be had on the ethical decision-making of this student when in their future workplace.Since I came to the first class this semester I knew this class was different than the other ones I was attending, it was more about learning what you want out of life, ways to help you achieve it, and that we as humans all undergo this same process and we need to be respectful towards others and understanding that people have different ways of doing the same things.
5. Discussion
5.1. Limitations
5.2. Future Studies
Supplementary Files
Supplementary File 1Acknowledgments
Author Contributions
Conflicts of Interest
Abbreviations:
NSYR | National Study of Youth and Religion |
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Importance of Faith | Religion is Private |
---|---|
75%—Primary (n = 26) | 21%—Primary (n = 26) |
58%—Controls (n = 83) | 47%—Controls (n = 83) |
56%—National (n = 315) | 52%—National (n = 315) |
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Herzog, P.S.; Beadle, D.A.T.; Harris, D.E.; Hood, T.E.; Venugopal, S. Moral and Cultural Awareness in Emerging Adulthood: Preparing for Multi-Faith Workplaces. Religions 2016, 7, 40. https://doi.org/10.3390/rel7040040
Herzog PS, Beadle DAT, Harris DE, Hood TE, Venugopal S. Moral and Cultural Awareness in Emerging Adulthood: Preparing for Multi-Faith Workplaces. Religions. 2016; 7(4):40. https://doi.org/10.3390/rel7040040
Chicago/Turabian StyleHerzog, Patricia Snell, De Andre’ T. Beadle, Daniel E. Harris, Tiffany E. Hood, and Sanjana Venugopal. 2016. "Moral and Cultural Awareness in Emerging Adulthood: Preparing for Multi-Faith Workplaces" Religions 7, no. 4: 40. https://doi.org/10.3390/rel7040040
APA StyleHerzog, P. S., Beadle, D. A. T., Harris, D. E., Hood, T. E., & Venugopal, S. (2016). Moral and Cultural Awareness in Emerging Adulthood: Preparing for Multi-Faith Workplaces. Religions, 7(4), 40. https://doi.org/10.3390/rel7040040