Suchergebnisse

"Responding to the signs of the time, this book brings the lens of Catholic social thought (CST) to the enterprise of Catholic higher education in the United States. This book throws light on what Catholic colleges and universities might and must do in order both to preserve their mission and renew it for the future"--

Higher education in the United States was founded within the framework of Christian denominations, their beliefs and customs. Wechsler, Goodchild and Eisenmann (2007) and Rudolph (1990), discuss the role of the church and organized religion in conjunction with the state or local government in the vast majority of the history of higher education as we think of it today. This is particularly true prior to the Land Grant movement sparked by the Morrill Land Grant Act of 1862. However, the growth of the public university system did not signal the end of the founding of church-related colleges and universities. In fact, more than half (149) of the Catholic colleges and universities that currently hold membership in the Association of Catholic Colleges and Universities (ACCU) were founded after the establishment of the Morrill Land Grant Act. The antebellum and post-bellum periods witnessed rapid growth in the number of private colleges and universities (Burtchaell, 1998). Denominational relationships gave the institutions their identity. The majority of those who served as presidents and faculty in early universities were selected from denominational ranks and reflected denominational beliefs. These early Christian founders of institutions of higher education were explorers making their way and creating society in a new land having escaped the persecution and oppression they experienced in Europe. Many of these Christian colleges were closely aligned with denominational administration and governance.

The College of St. Scholastica Bulletin is a booklet 13 pages in length published by the College under the direction of the Sisters of Saint Benedict for young women and girls explaining the College's foundation and aim, location, telephone and railway connections, government, references, equipment, laboratories, publications, lecture course, health of students, physical exercises, rules and regulations including wardrobe requirements, and expenses. Photograph of Tower Hall on front.

Machine generated contents note: 1. Faith, Knowledge, and Gender ii -- JILL KER CONWAY --2. Colleges of Religious Women's Congregations: -- The Spiritual Heritage 17 -- MONIKA K. HELLWIG --3. American Catholic Colleges for Women: -- Historical Origins 25 -- KATHLEEN A. MAHONEY --4. The Colleges in Context 55 -- THOMAS M. LANDY --5. Faculties and What They Taught 98 -- KAREN KENNELLY --6. The Philadelphia Story: -- Life at Immaculata, Rosemont, and Chestnut Hill I23 -- DAVID R. CONTOSTA --7. Sisterhoods and Catholic Higher Education, I890-I960 I6I -- MARY J. OATES --8. Live Minds, Yearning Spirits: The Alumnae of Colleges -- and Universities Founded by Women Religious I95 -- JANE C. REDMONT --9. Making It: Stories of Persistence and Success 235 -- DOROTHY M. BROWN AND CAROL HURD GREEN -- 10. The Way We Are: The Present Relationship of Religious -- Congregations of Women to the Colleges They Founded 277 -- MELANIE M. MOREY --Conclusion: Into the Future 325 -- JEANNE KNOERLE AND TRACY SCHIER --Appendix A. American Colleges and Universities Founded -- by Women Religious for the Education of Lay Students 343 -- THOMAS M. LANDY -- Appendix B. Colleges Founded by Women Religious for -- Educating Sisters 355 -- THOMAS M. LANDY -- Notes 359

The Catholic Coll's, founded both to prepare immigrant Catholics to swim in the mainstream of society & to provide them with a set of spiritual water-wings that they might not lose their faith there, are experiencing the stresses of any instit which must accommodate itself to a milieu that no longer takes its definitions of reality for granted. Faced with increasing costs & a diminished distinctiveness of educ'al product, the Catholic instit's of higher learning must face difficult decisions involving both their viability & their desirability. A number of key issues which must be resolved are discussed under the headings of 'clientele,' 'religious communities,' 'the instit'al church,' 'faculty & admin,' & 'the future.' It is suggested that there is no necessary contradiction between the terms 'Catholic' & 'U,' & that it is possible that, freed from the constraints of state legislatures & boards of regents, the Catholic Coll's may be able to shake loose from the false professionalism now characterizing higher educ in the US, drawing from a distinctive set of values & traditions to work against the fragmentation which is at the root of much that is wrong in the groves of academe. HA.

In this paper, we examine the academy as a specific case of the racialization of space, arguing that most colleges and universities in the United States are in fact historically white colleges and universities (HWCUs). To uncover this reality, we first describe the dual relationship between space and race and racism. Using this theoretical framing, we demonstrate how seemingly "race neutral" components of most American universities (i.e., the history, demography, curriculum, climate, and sets of symbols and traditions) embody, signify, and reproduce whiteness and white supremacy. After examining the racial reality of HWCUs, we offer several suggestions for making HWCUs into truly universalistic, multicultural spaces.

The Catholic colleges, founded both to prepare immigrant Catholics to swim in the mainstream of society, and to provide them with a set of spiritual water-wings, that they might not lose their faith there, are experiencing the stresses of any institution which must accommodate itself to a milieu that no longer takes its definitions of reality for granted. Faced with increasing costs and a diminished distinctiveness of educational product, the Catholic institutions of higher learning must face difficult decisions involving both their via bility and their desirability. A number of key issues which must be resolved are discussed under the headings of "Clientele," "Religious Communities," "The Institutional Church," "Faculty and Administration," and "The Future." It is suggested that there is no necessary contradiction between the terms "Catholic" and "university," and that it is possible that, freed from the constraints of state legislatures and boards of regents, the Catholic colleges may be able to shake loose from the false professionalism now characterizing higher edu cation in America, drawing from a distinctive set of values and traditions to work against the fragmentation which is at the root of much that is wrong in the groves of academe.