Teachers and the religious socialization of adolescents: Facilitation of meaningful religious identity formation processes Maya Cohen-Malayev * , Elli P. Schachter, Yisrael Rich School of Education, Bar-Ilan University, Ramat-Gan 52900 Israel Keywords: Religious identity Identity agents Teachers Religious education Self determination theory Meaningful studies abstract This study investigated the effects of religious education on student religious identity over and above parent religiosity by examining student perceptions of two aspects of teacher functioning: teacher caring and teacher as role-model. We posited that effects of these variables on students’ religious identity are mediated by student perceptions that the school provides a non-alienating religious atmosphere and meaningful religious studies. Participants were 2691 male and female students (grades 9–12) in 152 classes of 25 schools from the Jewish public-religious sector in Israel. Results indicate that in addition to their parents’ religiosity, adolescents’ perceptions of their teachers as role models and their religious studies as meaningful are important variables affecting their religious identity. Moreover, this research suggests that religious identity formation processes flourish in an educational environment which students perceive as accommodating religious exploration. Ó 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved. A core concern of many religious communities is the religious socialization of the next generation. An extensive research review (King & Roeser, 2009) reveals that researchers acknowledge the formative socializing influence of parents, peers, and mentors as well as adolescents’ experiences in families and schools on adolescent religious development. Nevertheless, research has traditionally focused on demonstrating the effects of parental religious socialization (Fisherman, 2011; Gunnoe & Moore, 2002; Martin, White, & Perlman, 2003; Myers, 1996) whereas the impact of peers and schools has garnered less research (Winograd Jean, 1999). King and Roeser (2009) note the relationship between religious schooling and religious socialization processes in adolescence is complex and call for more study of this important topic. One particular issue debated is whether religious schooling has a direct effect on religious development. Benson, Donahue, and Erikson (1989) conclude that formal religious secondary schooling can have long-term effects on religiosity if it involves 1000þ hours of religious instruction. Similarly, Uecker (2009) claimed that schools’ religious environments have long-term effects on young adults’ religiosity. Gunnoe and Moore (2002) found that religious schooling during childhood predicts young adult religiosity. However, some researchers argue that religious education effects are mostly indirect, stemming from par- ents’ channeling of their children into religious social groups as a byproduct of religious school attendance (Erickson, 1992; Gunnoe & Moore, 2002). Hood, Hill and Spilka’s review (2009) concludes that religious schooling has little direct influence on * Corresponding author. Tel.: þ972 3 5317844; fax: þ972 3 7384029. E-mail addresses: cohen-malayev.maya@biu.ac.il (M. Cohen-Malayev), elli.schachter@biu.ac.il (E.P. Schachter), yisrael.rich@biu.ac.il (Y. Rich). Contents lists available at ScienceDirect Journal of Adolescence journal homepage: www.elsevier.com/locate/jado 0140-1971/$ – see front matter Ó 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved. http://dx.doi.org/10.1016/j.adolescence.2013.12.004 Journal of Adolescence 37 (2014) 205–214