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Record identifier : 565877
Personal Name - Primary Intelectual Responsibility : Pisano, Florence Sara
Title and statement of responsibility : The perception of religion teachers regarding the effect of religious education curriculum on the self-esteem of adolescent girls [Thesis]
Publication, Distribution,Etc. : Seton Hall University, College of Education and Human Services, 2002
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , Seton Hall University, College of Education and Human Services
Summary or Abstract : This study has examined the perception of religion teachers regarding the effect of religious education curriculum on the self-esteem of adolescent girls. The research fell within the paradigm of qualitative research, and it was designed as a case study, based on feminist research methods. The twelve subjects involved in this study were teachers of religion in Catholic high schools that were both co-educational and all girls high schools. The schools were located within the diocese of Paterson, Trenton, and the Archdiocese of Newark. Their backgrounds were varied; some were laypeople, some were vowed religious women, and others were ordained men. The teachers participated in a one-time, one-hour interview. There were four sets of open-ended questions that explored the topics of self-esteem, non-inclusive versus inclusive language, metaphors for God, and women in the curriculum. The participants' responses were analyzed with the specific purpose of seeking evidence regarding certain themes and categories related to self-esteem in adolescent girls and religious education curriculum. Religious education is an influencing factor in the development of self-esteem in adolescent girls. Based on an analysis of the teachers' perceptions, the researcher concluded that there is a direct relationship between the use of non-inclusive versus inclusive language, metaphors for God, women in the curriculum and the development of self-esteem in adolescent girls. Although the participants were aware of the importance of inclusive language, metaphors for God, and women in the curriculum, their responses led the researcher to conclude that not nearly enough is being done to help young women grow in self-esteem, and in some cases, what is being taught could hinder the development of self-esteem in young women. Religious education needs to be transformed so that curriculum is inclusive of women and their experiences. Unless our education responses to writing curriculum is experience-based, young women will not be exposed to a religious education experience that will allow them to grow in self-esteem..
Information of biblio record : TL
 
 
 
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