185 Preliminary WCD Reception at Driestar Christian University 5 personally gained too little life experience outside the Reformed Christian bubble 5, although they do indicate that, generally, they have little contact with people and children who are struggling with socioeconomic adversity and with people with migration backgrounds who are still in the process of integrating into Dutch society. Based on a comparison between the group of the full-time students and the group of the part-time students, it can be concluded that the part-time students are, on average, more critical of their current education than the fulltime students. By contrast, they have gained more experience by themselves, especially with socioeconomic adversity and with pluralism in society. The fulltime students more often indicate that they have not yet gained enough life experience outside of the Reformed Christian bubble. Students and teachers on the WCD dimensions in the curriculum Both the teachers and students were asked about the domains associated with WCD (see Chapter 2.3.2). They assigned certain numbers of points to these domains or aspects. Each teacher and student rated the aspect that he or she encountered the most in the curriculum with seven points, assigned six points to the aspect that he or she encountered most after that, and then went on to arrive at only one point for the aspect he or she recognised the least in the training. Thus, for each aspect, the maximum score is seven and the minimum score is one. The following table presents the results for the teachers and students. The table is arranged in descending order based on the overall averages (‘M’ under ‘Total’). The averages in the highlighted cells differ significantly from each other, with the red means being significantly higher than the blue means. 5 While the theoretical part of this dissertation refers to relatively homogeneous social groups, the empirical part employs the term social bubble, because is was commonly used in the TAR community and among DCU students and teachers. The baseline survey for the students used this term repeatedly, as will be the case throughout the next empirical chapters.
RkJQdWJsaXNoZXIy MTk4NDMw