This picks up where my previous post left off. There I responded to a claim by Richard Dawkins, who insisted that more education will surely lead to less religion. I found eight peer reviewed research papers testifying to a positive relationship between religiosity and education. By any standard, eight papers is a lot, and sufficient to prove firmly that Dawkins’ claim is completely untrue. But since one can never have too much fun crushing this sort of nonsense, here are some more.
Glanville, J. L., Sikkink, D. and Hernández, E. I., RELIGIOUS INVOLVEMENT AND EDUCATIONAL OUTCOMES: The Role of Social Capital and Extracurricular Participation (2008) The Sociological Quarterly, 49: 105–137
Using structural equation models to analyze data from the National Longitudinal Study of Adolescent Health (Add Health), we examine the potential role of social capital and extracurricular participation in mediating the relationship between religious participation and academic achievement, dropping out of high school, and attachment to school. We find that religious attendance promotes higher intergenerational closure, friendship networks with higher educational resources and norms, and extracurricular participation.
Mark D. Regnerus, Shaping Schooling Success: Religious Socialization and Educational Outcomes in Metropolitan Public Schools. (Sept. 2000) Journal for the Scientific Study of Religion, Vol. 39, No. 3, pp. 363-370
This paper analyzes religious socialization as it relates to schooling success. I propose and test a multilevel model of involvement in church activities as providing integration and motivation toward schooling success among metropolitan U.S. public high school sophomores. Results indicate that respondents’ participation in church activities is related to heightened educational expectations, and that these more intensely religious students score higher on standardized math/reading tests, even while controlling for variables that often show religious effects to be spurious.
A literature review of the relation between religiousness and adolescent well-being is presented, along with new analyses from a large adolescent data base. It is found that the average level of religiousness of U.S. adolescents has not declined recently, although it does appear to decrease on average across the years of adolescence. African Americans are more religious than whites, and girls are more religious than boys. Religiousness is positively associated with prosocial values and behavior, and negatively related to suicide ideation and attempts, substance abuse, premature sexual involvement, and delinquency. It is unrelated to self-esteem. These results are found to be robust after controlling for sociodemographic characteristics.
Students who held a strong “Christian worldview” and whose families attended religious services scored higher academically than those who did not report religious involvement.
The influence of church attendance and favorable perceptions of religion on “positive school attitudes” is evident from childhood, through late adolescence, and into college.
Table 1 indicates that veryreligious children achieve at higher levels academicallythan their less religious counterparts in the cases of both the total and urban samples. Using the Basic I Model, veryreligious students outperform less religious students on all the measures of academic achievement.
One analysis of tenth grade students found that, for both black and white students, the impact of pro-social values was stronger than the effect of socioeconomic status on reading and math proficiency (44 percent greater for white students and 51 percent greater for black students). Their study consisted of a national sample of 30,000 10th-grade students from the “High School and Beyond” surveys of 1980 and 1982. The study also showed that holding religious values was associated with higher math scores for black students.
Among Vietnamese immigrants, frequent religious attendance correlates to adolescents placing a greater importance on attending college, earning good grades, and avoiding substance abuse.
Conclusion: We have now seen sixteen peer-reviewed studies, all of which document a positive connection between religion and education. The evidence is overwhelming: Dawkins is wrong. His beliefs are precisely the opposite of the truth, as they are on so many issues. To put the final nail in the coffin, we should note a few facts about the evidence presented above.
First, the evidence is good evidence by scholarly standards. It comes from real academic journals, and comes from many scholars who are prestigious in their fields. These studies were properly conducted. The sample sizes were large, in the thousands or tens of thousands in many cases.
Second, the results are robust. We have seen that the positive relationship between religiosity and education holds in many places. It holds for people from countries as diverse as the United States, the Netherlands, and Vietnam. It holds for all races and all social classes. It holds for those in early childhood, the high school years, the college years, and beyond. It holds for many different measures of education, from grades to attendance to test scores to graduation rates.