Moving from tolerance to inclusion in Jesuit high schools: A matter of justice
Abstract
Moving from tolerance to inclusion is a bold--yet apt--ambition of the Jesuit school system, an institution fundamentally committed to providing a just education to all students. This study examines the abilities of school leaders to build communities of inclusion to promote justice in Jesuit high schools, to assess their lived commitment to marginalized students, and to evaluate the effectiveness of leaders in Jesuit high schools as agents of change. By studying two Jesuit high schools with national reputations for being progressive and inclusive, I looked for ways in which Ignatian educators fulfill this mission. Using a case study model, I examined how these communities have developed, the role of the school's leadership, and the formation experience of the faculty. This study focused on the experience of Black, Latino, and LGBT students in Jesuit high schools. While some Jesuit schools are much further along the journey from tolerance to inclusion, there is still an achievement gap between White students and those who are Black or Latino. Similarly, the LGBT community remains marginalized in many Jesuit high schools. This study recommends adult formation and education for school leaders, faculty, and parents in the areas of diversity and inclusion, and a renewed commitment to educating students justly.
Subject Area
Religion|Philosophy|Black studies|Educational sociology|Educational leadership|Education Policy|GLBT Studies|Secondary education|Latin American Studies
Recommended Citation
Bleasdale, Jane Elizabeth, "Moving from tolerance to inclusion in Jesuit high schools: A matter of justice" (2014). ETD Collection for Fordham University. AAI3703198.
https://research.library.fordham.edu/dissertations/AAI3703198
