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ERIC Number: EJ1024532
Record Type: Journal
Publication Date: 2014-Apr
Pages: 30
Abstractor: As Provided
Reference Count: 49
ISSN: EISSN-2164-0246
Tensions between Catholic Identity and Academic Achievement at an Urban Catholic High School
Fuller, Carrie; Johnson, Lauri
Journal of Catholic Education, v17 n2 p95-123 Apr 2014
Through a secondary analysis of a case study on successful school leadership, this study inquired into the lived experiences and understandings of Catholic identity from the perspectives of administrators, faculty, staff, and students at one urban Catholic school in the northeastern United States. Participants generally spoke about Catholic identity in terms of its explicit or implicit nature. Specifically, explicit Catholic identity relating to campus ministry, faith formation of students, and community service were noted to be areas for improvement. The analysis showed that tensions concerning the school's Catholic identity were sidelined in the pursuit of academic excellence as measured by standardized tests, benchmarks, and college acceptance rates. We argue that embracing and taking seriously, rather than avoiding, the tensions concerning Catholic identity in a Catholic school might contribute to vital community dialogue, invigorating learning, and consequent spiritual and academic growth.
Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A