14 Ducere Est Servire: THE LEADERSHIP JOURNAL OF DALLAS BAPTIST UNIVERSITY transcendent summons and purposeful work compared to students attending public colleges. Interestingly, there was no statistically significant difference between Christian and public college students in the prosocial orientation subscale. 10 Students attending Christian colleges (M = 3.40, SD = .76) indicated a significantly higher perception their institution helped them develop their calling compared with students attending public colleges (M = 2.70, SD = 1.03), t(132) = -4.78, p < .05, d = .12. Table 5 Student Perception of Institution’s Role in Calling Development College Type n Mean SD df p Public 74 2.703 1.030 161 .001* Christian 89 3.393 .763 Note. * = p ≤ .05 Students were also asked follow-up, yes/no questions regarding their interactions with their institutions as related to their calling development. Respondents answered the following questions. 1. I have had a conversation about calling or purpose with a faculty or staff member at my college. 2. I have attended a class or program at my college that includes content about calling or purpose. 3. I have participated in an internship, study abroad experience, or service opportunity through my college that helped me better understand my calling or purpose. Students attending Christian colleges (M = 3.40, SD = .76) indicated a significantly higher perception their institution helped them develop their calling compared with students attending public colleges (M = 2.70, SD = 1.03), t(132) = -4.78, p < .05, d = .12. Students were also asked follow-up, yes/no questions regarding their interactions with their institutions as related to their calling development. Respondents engaged with the following statements: 1. I have had a conversation about calling or purpose with a faculty or staff member at my college. 2. I have attended a class or program at my college that includes content about calling or purpose. 3. I have participated in an internship, study abroad experience, or service opportunity through my college that helped me better understand my calling or purpose. Figure 2 depicts the percentage of students from each college type who conversed with a faculty or staff member about calling. Figure 3 shows the comparison of students who attended a class or program at their institution with content related to calling, and Figure 4 portrays the
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