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dc.date.accessioned2016-10-20T19:04:17Z
dc.date.available2016-10-20T19:04:17Z
dc.date.issued2011-08-01en_US
dc.identifier.urihttp://hdl.handle.net/10919/73311
dc.description.abstractAfter cultural and religious controversy in Modesto, California, community leaders attempted to increase tolerance and respect by requiring an unique world religions course for high school students. The first large-n empirical study of the effect of teaching about religion in public schools indicates that students taking the course showed statistically significant increases in passive tolerance, their willingness to refrain from discriminatory behavior, and active respect, the willingness to take action to counter discrimination. This research documents the circumstances that gave rise to the course and evaluates the course's effects using qualitative and quantitative evidence. It also connects the course to a larger research tradition in political science on the effects of civic education programs that promote liberal, democratic values.en_US
dc.publisherPolitics And Religion/ Cambridge Journalsen_US
dc.titleLearning About World Religions in Modesto, Californiaen_US
dc.typeArticle - Refereed
dc.description.notes< AUDIENCE: International >< REFEREED: Yes >< PUBLICAVAIL: Yes >< WEB_ADDRESS: journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8325203 >< USER_REFERENCE_CREATOR: Yes >< PUB_END: 2011-08-31 >< DTx_PUB: 08/2011 >en_US
dc.description.notesPublished (Publication status)en_US
dc.title.serialPolitics and Religion/ Cambridge Journalsen_US
pubs.organisational-group/Virginia Tech
pubs.organisational-group/Virginia Tech/All T&R Faculty
pubs.organisational-group/Virginia Tech/Architecture and Urban Studies
pubs.organisational-group/Virginia Tech/Architecture and Urban Studies/CAUS T&R Faculty
pubs.organisational-group/Virginia Tech/Architecture and Urban Studies/School of Public and International Affairs


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