Volume 10, Number 2
December 2006
Table of Contents
Editors' Comments (pp. 137-138)
Thomas C. Hunt & Ronald J. Nuzzi
Articles
The Lack of Consensus Among Catholics for Establishing New Elementary Schools
Michael J. Cieslak
Diocesan Research and Planning Office, Catholic Diocese of Rockford, Illinois
(pp. 139-157)
For a century Catholic schools have formed the basis for a strong system of acculturation into Catholic identity and values. Catholic schools provided a low-cost basic education and served as a common school for all social classes of Catholics. This system has weakened considerably in the last decades. Between 1970 and 2000 there was a net loss of 3,595 Catholic schools in the United States, a 29.9% decline. In addition, the nature of these schools seems to be changing as the percentage of total Catholic school enrollment made up by non-Catholics has increased ten-fold in 30 years. Many Catholic Schools seem to have pursued increased academic excellence at the expense of religious acculturation. This paper examines diocesan data to determine the extent to which Catholics still consider Catholic elementary schools to be important. Findings include survey data on school importance from 55,000 diocesan Catholics. I addition, parishioner survey results are presented from two suburban parishes, each of which is considering establishing a parochial elementary school. If new elementary schools are going to be established, a way must be found for Catholics to arrive at a consensus on this issue.
Responses From the Field (pp. 158-162)
J. Christian Beretta, OSFS
Bishop Verot High School, Fort Myers, Florida
Richard G. Wosman, SM
St. Mary's University, San Antonio, Texas
Focus Section
Student Affairs Professionals at Catholic Colleges and Universities: Honoring Two Philosophies Molly A. Schaller & Kathleen M. Boyle
University of Dayton & University of St. Thomas
(pp. 163-180)
Student affairs professionals are encouraged by their professional organizations to recognize the responsibility they have to their institutions by “supporting its mission, goals and policies” (American College Personnel Association [ACPA], 2006, p. 6) and by avoiding conflicts of interest between the self and the college or university (national Association of Student Personnel Administrators [NASPA], 1990), others point out that most students affairs professionals are educated at secular universities and experience little preparation regarding the Catholic intellectual tradition (Estanek, 2001). The purpose of this study was to explore the following questions: Are there student affairs professionals at Catholic colleges and universities who are able to bring together a student affairs philosophy with that of catholic colleges and universities? If these professionals do exist, what can we learn from their knowledge and approaches that might help other student affairs professionals at Catholic colleges and universities to honor both philosophies? The results suggest that a great deal can be learned from seasoned professionals in Catholic student affairs, which may well assist new professionals in negotiating these two different philosophies.
The Purpose of a Students Affairs Program Within Jesuit Higher Education
Jeremy Stringer & Erin Swezey
Seattle University
(pp. 181-198)
This article addresses the congruence of a student affairs professional preparation program within Jesuit higher education. It connects the mission of Jesuit education and Jesuit religious and educational principles to the philosophy of student affairs work in colleges and universities. A program in student development administration at Seattle University is presented as an example of how a student affairs preparation program honors Jesuit principles.
Assessing Catholic Identity:
A Study of Mission Statements of Catholic Colleges and Universities
Sandra M. Estanek, Michael J. James, & Daniel A. Norton
Canisius College, Boston College, & Nazareth College
(pp. 199-217)
Since the publication of Ex Corde Ecclesiae (John Paul II, 1990), Catholic colleges and universities have become more deliberate and intentional regarding their institutional and Catholic identity. This article continues the conversation about catholic identity as it relates to student outcomes, and proposes some preliminary strategies for assessment.
Envisioning New Forms of Leadership in Catholic Higher Education:
Recommendations for Success
Megan Moore Gardner
University of Akron
(pp. 218-228)
The impact of increases in lay leadership in Catholic higher education is an issue of considerable debate. Opponents of the change believe that the traditional identity and mission of Catholic institutions may be significantly altered if lay leaders fail to intentionally nurture Catholic values and practices. Others believe that lay leaders may strengthen and enact the institutional mission just as effectively as could vowed religious leaders. This article provides an overview of a recent study about the perceived impact of lay leadership at one Catholic university. A history of the issues at hand and the methodology of the study are included along with a review of the primary findings. The outcomes of this study can inform the work of institutional leaders in higher education by identifying factors that appear to be important to preserving institutional identity in the midst of significant change. The article concludes with recommendations for vowed religious and lay leaders seeking to preserve and share institutional mission.
Review of Research
The Identity of American Catholic Higher Education: A Historical Overview
Matthew Garrett
Loras College
(pp. 229-247)
American Catholic higher education has faced and overcome challenges, both from American higher education and Vatican officials, in its long and rich history. Georgetown College’s founding in 1789 was the first of several Catholic higher education institutions created in the late 18th and early 19th centuries. The 20th century brought the challenges of accrediting agencies and mixed communication with The Vatican, including Pope John Paul II’s (1990) Ex Corde Ecclesiae. This document attempts to clarify the nature of a Catholic institution’s identity.
Book Reviews
A Model School: How Philadelphia’s Gesu School is Remaking Inner-City Education
(pp. 248-250)
By Jerrold K. Footlick
Reviewed by Sharon Zogby
Reimagining the Catholic School (pp. 250-253)
Edited by Ned Prendergast & Luke Monahan
Reviewed by Christopher MacGuire
The Restless Heart: Finding Our Spiritual Home in Times of Loneliness (pp. 253-256)
By Ronald Rolheiser
Reviewed by Dana Bayer
Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention (pp. 256-258)
Edited by Dorothy L. Espelage & Susan M. Swearer
Reviewed by Adrianna Duncan
The Modern Catholic Encyclopedia, Revised and Expanded Edition (pp. 259-260)
Edited by Michael Glazier & Monika K. Hellwig
Reviewed by Lisa Swartz-Medina
History Lessons: How Textboks From Around the World Portray U.S. History (pp. 261-263)
By Dana Lindaman & Kyle Ward
Reviewed by Cheryl Healy