Mrs Claire MacLeod

Abstract:

This presentation shares initial findings from a qualitative study that employs an innovative story-completion method. The study seeks to understand the religious and spiritual role models of 'Generation Z' — specifically, young people aged 18 to 27. The study has two major research questions. First, in light of increasing disaffiliation from organised religions (traditionally the source of canonical role models), the study asks: to whom, if to anyone, do young people look for religious and/or spiritual guidance today? Secondly, acknowledging the scepticism prevalent among young people towards traditional role modelling (which is often perceived as perpetuating biases and systemic harms), the study asks: how does role modelling operate from psychological and ethical perspectives? Is role modelling primarily a positive force, involving admiration and emulation of exemplars? Or does it tend towards negativity, breeding resentment towards presumed role models and instigating efforts to alter the social contexts in which flawed exemplars are endorsed? Through an analysis of narratives provided by approximately 100 participants, the study aims to advance our understanding of the religious and spiritual development of contemporary youth. The insights gleaned will be of interest to religious organisations and civil society institutions alike. The presentation will be delivered by members of an early career research team, including Gen Z research interns from backgrounds that are typically underrepresented in higher education.

Abstract:

During the COVID-19 pandemic, the UK was one of the many countries around the world who kept schools open to provide in-person instruction for vulnerable pupils and the children of essential workers. Attendance of in-person instruction in the UK peaked at 17.5% in July of 2020 and most school leaders indicated that there were between 10 and 29 pupils attending in-person instruction. Yet, the experiences of students who attended school in-person have had comparatively little study and it has been assumed that their experiences were approximately similar to students attending online instruction from home. The aim of this research is to investigate the unique experiences of UK secondary students who attended school in-person during the COVID-19 pandemic. In particular, this study evaluates how the complex relationship between digital technology and the socio-spatial context of schools mediated students’ experiences of in-person instruction. Semi-structured interviews were conducted with twelve students in UK secondary schools. These interviews were then transcribed and coded for key themes. Overall, the students felt that being in-person provided them with more opportunities to socialize, form close relationships with friends and teachers, and access academic and socio-emotional support. However, some also struggled to gain a sense of normality at school due to the heightened regulatory environment, anxiety about coronavirus, and greater loss of autonomy over their own lives. In contrast to narratives of the ‘disruptive’ effect of education technology, students demonstrated a high level of agency over their use of digital technology and felt that they were able to quickly adapt to online remote instruction.