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Worldview of Inclusivity Running Head: WORLDVIEW OF INCLUSIVITY WORLDVIEW OF INCLUSIVITY: THE BARRIERS AND PATHS OF INCLUDING TRADITIONALLY MARGINALIZED STUDENTS IN A CHRISTIAN SCHOOL By MARK ALLEN STANTON A dissertation submitted to the Graduate School of Education Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Education Graduate Program in Education Administration and Supervision Written under the direction of _______________________________ Dr. Catherine A. Lugg ________________________________ Dr. Tanja Carmel Sargent ________________________________ Dr. Martin Scanlan New Brunswick, New Jersey May 2017 WORLDVIEW OF INCLUSIVITY © 2017 Mark Stanton ALL RIGHTS RESERVED ii WORLDVIEW OF INCLUSIVITY Abstract This qualitative case study analyzes a Protestant/Evangelical Christian school located in a metropolitan area within the Mid-Atlantic region of the United States that purposefully and typically includes students who are traditionally marginalized. The participants’ perceptions in conjunction with school operations, amongst other factors, provide answers to how the administration, faculty, and parents understand the concept of inclusion and provide for students who are impoverished or of color. Private tuition-based schools, to a degree, choose their constituency and have different obligations and operations than that of public schools. This study’s narrow focus on a private Christian school and its participants can provide insight that has broad implications. This study enriches the bodies of research by broadening the understanding of how educational professionals and other schools who value all students can provide inclusivity. By considering the historical evolution of Christian schools, participants’ individual and collective worldview lenses, societal shifts, and the Protestant Christian approach to social justice, this study examines how the school and its stakeholders understand inclusivity and how it impacts practice. Both theoretical and practical implications brought to light in this study, will embolden private, especially religious, schools to choose to include more marginalized children. This study is for all educators committed towards the common good; because, it encourages schools to examine how underpinning beliefs and understandings promote and delimit practices of inclusion in schools. Thus, this study contributes to a richer understanding of how institutions that purportedly care about all students as a core value extend this commitment to everyday practice. iii WORLDVIEW OF INCLUSIVITY Acknowledgments I have learned many important lessons as a result of my doctoral studies. A primary one is that although I am just an individual, I really cannot claim to have done anything of this on my own. Thank you to everyone who has been instrumental in this achievement. I am beholden to my wife, family, and friends, who have helped me complete this. I must begin with Holly, my devoted life partner, and biggest supporter. Holly, I want to thank you for being so steadfast and encouraging. I am forever grateful for your selfless support that in no small way made it possible for me to accomplish this life goal. And, I express gratitude to my family, friends, and colleagues, for kindly listening to me talk incessantly about my study and encouraging me along the way. I must acknowledge Dr. Catherine Lugg, whose personal attributes and astounding knowledge were exactly what I needed to successfully complete this project. Your kind nudge, encouragement, feedback, and sacrificial hours are appreciated more than you can ever know. I feel honored to have you lead me through this daunting task. Additionally, I thank Dr. Tanja Sargent and Dr. Martin Scanlan for your suggestions, insights, and directives that enriched this study and me. I count it a privilege to have such an accomplished Dissertation Committee. I dedicate this dissertation to those faculty and staff with whom I work and the teachers, parents, and administrators working in the school I studied. Your work, love for children, and respect for your faith is perpetually demanding and frequently overlooked. At the core of my research is a deep and lasting respect for what you do and why you do it. My ultimate desire is to in some part be able to contribute to a brighter future for Christian schools and all those who want to be enriched by students of all forms. iv WORLDVIEW OF INCLUSIVITY Table of Contents Abstract .......................................................................................................................................... iii Acknowledgments.......................................................................................................................... iv List of Tables .................................................................................................................................. x List of Figures ................................................................................................................................ xi Chapter One: Introduction .............................................................................................................. 1 Background and information ....................................................................................................... 1 Purpose ........................................................................................................................................ 1 Support for the Research Question.............................................................................................. 9 Chapter Two: Literature Review .................................................................................................. 12 Christian School History ........................................................................................................... 12 The Literature Strands ............................................................................................................... 16 The Marginalized Student and Public or Private Schools ......................................................... 19 Social Justice and the Private Religious School........................................................................ 22 Religious Calling for Education ................................................................................................ 24 The Christian Day School ......................................................................................................... 27 Chapter Three: Research question, conceptual framework, and methodology ............................ 31 Research Question ..................................................................................................................... 31 Main Question ........................................................................................................................... 31 Supporting Questions: ............................................................................................................... 32 v WORLDVIEW OF INCLUSIVITY Conceptual Framework ............................................................................................................. 33 Christian Social Justice Views .................................................................................................. 38 Methodology ............................................................................................................................. 48 Methodological Approach ..................................................................................................... 48 Grounded Theory: Social Constructivism ............................................................................. 52 Data collection ....................................................................................................................... 54 Qualitative Data Analysis ...................................................................................................... 60 Role of Researcher ................................................................................................................. 62 Trustworthiness, Validity, Rigor ........................................................................................... 62 Limitations and Significance of the Study ................................................................................ 64 Chapter Four: Analysis ................................................................................................................. 66 Context of Study Site ................................................................................................................ 66 Arduum Classical Christian Academy Background .............................................................. 66 Arduum Classical Christian Academy Pedagogical Approach ............................................. 71 Arduum Classical Christian Academy Faculty and Administration ..................................... 72 Houses ....................................................................................................................................... 75 Imagery...................................................................................................................................... 81 Rituals........................................................................................................................................ 83 Arduum Classical Christian Academy Location and Student Pool........................................... 84 Arduum Classical Christian Academy Financial Accessibility
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