Keeping the Faith

With a student population more religiously diverse than ever, future teachers search for answers about what--and how--to teach. Will they be ready?

By Kristen Loschert

Photo by José Luis Villegas

When Dianna Pallack decided to become a teacher, she knew her journey would come with a host of challenges--low pay, long hours, increasing demands. Still, nothing could shake her calling to teach.

"You just have a feeling about it," says Pallack, a student at San Jose State University in California. "It's a lot of work and sometimes it's a struggle to get things done. But I keep thinking, this is what I need to do to get where I need to be."

Pallack knows her struggles won't end when she graduates in two years. Once she steps into the classroom, she will face a unique group of students, a diverse population who speak more languages and represent more countries and cultures than ever.

What she and other future teachers haven't contemplated is the diversity of religious views and faiths that will follow and the impact that diversity will have on what--and how--they teach.

Unfortunately, most schools of education haven't thought about it either, despite increasing demands that teachers protect students' religious rights and teach religious topics. But it's an issue they can't ignore.

Old-Time Religion
While Christianity remains the dominant religion in the United States--more than three-quarters of the population identify themselves as worshippers--the number of Americans following other faiths, or no faith at all, has increased dramatically.

During the past decade, the numbers of self-identified Muslims and Buddhists have more than doubled, as has the number of people who identify themselves as nonreligious. In fact, nonreligious individuals now constitute the second largest "religious" group in the nation. Meanwhile, the number of Hindus has more than tripled. Followers of Native American religions, Sikhism, Baha'ism and New Age traditions also have increased substantially, although they still constitute a small percentage of the total population.

In the midst of these demographic changes, the U.S. Department of Education has renewed interest in protecting students' religious freedoms, issuing guidance to school districts about students' constitutional right to pray in school. (Students may pray or read religious scriptures during noninstructional time, for example, or say grace before a meal.) To receive funding under the Elementary and Secondary Education Act (also known as the No Child Left Behind Act), school districts must annually provide written proof that they do not prevent or otherwise limit these rights.

Meanwhile, study about religion has assumed a larger role in the school curriculum. All national and most state social studies curriculum guidelines require some instruction on the topic, according to a study by the Council on Islamic Education. Literature and fine arts guidelines often require it as well.

But most teachers don't know how to talk about religion or protect their students' religious interests, according to many teacher educators. College professors like Patty Swanson are trying to change that.

'An Issue of Diversity'
"The importance of teaching about religion has to be part of teacher education. It's an area where teacher education needs to have an impact on the K-12 schools," says Swanson, an NEA member at San Jose State University. "It's a huge issue of diversity, but one we don't often talk about."

In response to changing state curriculum standards, many teacher education programs now include content on religion in their courses. But most programs don't educate preservice teachers about ways to address religion in class. Questions about how to handle a student's expression of faith in an assignment or a religious objection to a class activity, for instance, often go unanswered.

So, as part of her social studies methods class, Swanson helps her preservice educators navigate the common dilemmas many teachers encounter in their classrooms: What do I do if a student wants to read her Bible? May a student wear his yarmulke in class? How do I teach about the Puritans?

Discussions about holiday observances, especially for Halloween and Christmas, always make the list, Swanson says. (See "What About Christmas?" on page 37 for holiday dos and don'ts.) Even a Thanksgiving discussion about why students are thankful can be tricky for student teachers, Swanson says.

"One student will always say, 'I'm thankful for God,' and the teachers want to know, 'how do I cope?'" she says.

Reconciling their personal religious beliefs with their obligations as educators poses additional challenges, Swanson adds.

"Students often ask the teacher, 'what do you believe?' so we discuss how to answer the question," she says. "They know a teacher's view has influence, especially with little kids, but for many not to say what they believe is to disavow their beliefs and they find conflict between that."

Swanson provides the legal framework preservice and in-service teachers should use to evaluate their religious questions. But, she also helps them develop the critical thinking skills they'll need to make sensible--and sensitive--judgments about every aspect of their teaching.

"Teaching has to be a thoughtful act," says Swanson. "No one can tell you 'do this.' You need to think about the big picture, the needs of the children, and come to the wisest decision you can."

But for preservice teachers like Pallack, learning how to make those judgment calls about religion can be complicated.

"I am a Christian and a lot of the decisions I make in my life are based around that," says Pallack, an NEA Student Program member. "It does play an important role in my life, but there is a boundary you can't cross."

After spending more than 150 hours in the classroom, Pallack has observed how teachers respect that boundary, especially around the holidays. Through her social science and culture classes, she's also learning about the role religion plays in the community, which she thinks will help her understand the backgrounds her students bring to class.

"It's important for everyone to learn about each other," says Pallack, an aspiring fourth-grade teacher. "It's a way to celebrate diversity. It's part of who people are and the way they choose to live their lives, and we should all be accepting of that."

But in most teacher education programs, diversity lessons don't include religion.

Like many public school teachers, teacher educators avoid religion because they are not sure how to treat the content or don't believe it fits into their lessons, says Axel Ramirez, assistant professor of elementary education at Utah Valley State College in Orem, Utah. Those who do include religion generally address factual information without discussing how to incorporate it into a lesson or deal with it in class, he adds.

By contrast, Ramirez models effective lessons on religion in his social studies content and methods classes. He explores religion's role in history and its influence in shaping different cultures. He also discusses the connection to character education to remind his preservice teachers that many students base their value systems on their faith.

"Religion and religious beliefs are integral parts of people's lives," says Ramirez. "Our challenge as preservice educators is to show not only that religion is available to integrate, but that it is crucial and critical" to understand society.

Graduate Guidance
Although religion is a critical component of teacher education, competing demands in undergraduate classes often push it to the sidelines. Fortunately, prospective teachers can tap into graduate programs, such as the Program in Religion and Secondary Education (PRSE) at the Harvard Divinity School for answers.

Through the Harvard program, preservice teachers pursue a master's degree in either theological studies or divinity and licensure in secondary education. PRSE, now in its 31st year, prepares aspiring educators to teach about religion and incorporate religious worldviews into their fields of expertise.

"This is not about wanting to impose a certain ideology on students. Nobody coming through this program would ever do that," says Program Director Diane Moore. "They come out wanting to inspire young adults to think critically about fundamental questions of meaning, which is what we believe good education should be about."

The program provides little instruction on content, so candidates must bring a solid foundation in their subject area. (Most candidates pursue licensure in English, history, political science/political philosophy, or a foreign language.) Instead, the coursework, taken at both the divinity school and graduate school of education, includes classes on teaching theory and methodology as well as adolescent development, religion and public education, First Amendment guidelines, and world religions. Teacher candidates also create lessons that incorporate relevant religious topics and complete a field experience. The Harvard Divinity School also is developing a summer institute for in-service secondary school teachers and teacher educators.

Changing the Model
While programs like those at Harvard, Utah Valley State College, and San Jose State University give preservice teachers some guidance on addressing religion in the public schools, such programs are the exception. Meanwhile, preservice teachers may be reluctant to pursue religious studies classes on their own, especially if the courses don't count toward their certification.

With the help of professors like Swanson at San Jose State, though, future teachers don't have to face the topic alone. Swanson knows she can't give her student teachers specific solutions to each of the religious dilemmas they may encounter in a class. But, she's raising their awareness about religion and she hopes they will share their knowledge with their new colleagues.

"We have gotten wiser, but we still have a ways to go in terms of our public schools being the inclusive setting that we would like them to be," she says. "But, we keep trying, and I find that very hopeful."

What About Christmas? Advice About Holidays--and More

What are some ways teachers may--and may not--teach about religious holidays?
Lessons about religious holidays may focus on how and when they are celebrated, their origins, histories, and meanings. Teachers may display religious symbols as teaching aids only temporarily and as part of the academic program. Students may choose to create artwork with religious symbols, but teachers should not suggest they do so. Music study and performances may include sacred music, but religious songs should not dominate performances, especially when they coincide with a specific holiday. Dramatic productions should emphasize the cultural aspects of a holiday. Nativity pageants or plays depicting the Hanukkah miracle, for instance, are not appropriate.

May I put a Christmas tree in my room?
The courts no longer consider a Christmas tree a religious symbol, so displaying one does not create a legal dilemma. But for many people the symbol still carries a religious connotation. Educators should strive to create holiday programs that do not make any student feel excluded or forced to identify with a specific religion. Ultimately, the best decision depends on your individual school and community.

May students write about their religious beliefs as part of a class assignment?
Yes. For example, if a teacher asks students to write about a historical figure who greatly influenced their thinking, students can write about people drawn from religious traditions. Their work should be judged by typical academic standards.

What about students' oral presentations? Teachers must ensure that students' presentations of their religious views do not cross the line to proselytizing. For example: If a student giving an oral report on a religious figure in history veers to challenging classmates to believe in a particular religion, the teacher should intervene. Experts suggest that the teacher talk to the student privately about the purposes of the assignment and why schools do not allow proselytizing to a captive classroom audience. It also would be wise to inform the students' parents and school administrators about the incident.

May I invite guest speakers with specialized knowledge to support lessons about religion?
As a first--and essential--step, follow your district's policy concerning guest speakers. Depending on the policy, a local religious leader may be a valuable resource for presenting information on religious issues or history being studied. A guest speaker from a local college or community organization also may be a good choice. Ensure that guest speakers understand both the nature of your assignment and the First Amendment guidelines for teaching about religion.

May school employees wear clothing or jewelry with a religious message?
Teachers may wear modest jewelry, such as a cross or Star of David, but may not wear clothing with a proselytizing message. Schools may permit employees to wear religious attire as well, such as a yarmulke, but the schools are not required to permit it.

May education employees pray on school grounds?
School employees may pray silently to themselves, but may not pray with or in the presence of students. Employees may organize scripture readings or other devotional activities outside the view of students and when they're not on duty.

Source: The above recommendations are drawn from guidelines endorsed by major faith-based and education groups, including NEA, and published in Finding Common Ground: A Guide to Religious Liberty in Public Schools (First Amendment Center, 2001).