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A Case Study: Archbishop Hoban High School's Journey To A CASE STUDY: ARCHBISHOP HOBAN HIGH SCHOOL’S JOURNEY TO COEDUCATION A Dissertation Presented to The Graduate Faculty at The University of Akron In Partial Fulfillment of the Requirements for the Degree Doctor of Education Mary Anne Beiting December, 2005 A CASE STUDY: ARCHBISHOP HOBAN HIGH SCHOOL’S JOURNEY TO COEDUCATION Mary Anne Beiting Dissertation Approved: Accepted: ______________________________ ______________________________ Advisor Department Chair Dr. Sandra Spickard Prettyman Dr. Susan J. Olson ______________________________ ______________________________ Committee Member Dean of the College Dr. Susan Clark Dr. Patricia Nelson ______________________________ ______________________________ Committee Member Dean of the Graduate School Dr. Rudy Fenwick Dr. George Newkome ______________________________ ______________________________ Committee Member Date Dr. Susan Kushner Benson ______________________________ Committee Member Dr. Susan J. Olson ii ABSTRACT Archbishop Hoban High School changed from an all boys to a coeducational school in 1973. This case study looked at internal and external influences that led Hoban to change to a coeducational school. The research was guided by these questions: What internal and external influences played a role in the decisions that led Archbishop Hoban High School to change to a coeducational school? How did Hoban as an organization react to these influences? The theoretical framework for the study combined several strands of research: the history and philosophy of Holy Cross education; organizational theories of decision making and change; research on the culture of Catholic schools; and research on the social context of the 1960s and 1970s in the United States. This case study analyzed primary and secondary documents about the school’s history during the period from the late 1960s through 1973. The researcher also conducted interviews with eleven key participants in the decision making process and added their responses to the data collected. Results indicated that the decision to become coeducational was expedient and natural, but that structural, political, human resources, and symbolic factors influenced the decision. The change was also consistent with the Holy Cross philosophy of education that encouraged its schools to meet the individual needs of those it served. As the cultural and social context of the Catholic Church changed after Vatican II, as parents became more interested in coeducation, as the social context changed, and as economic factors pushed the Brothers of Holy Cross to reframe the organization, iii changing to coeducation became a natural and pragmatic decision. By reviewing this study, other schools facing critical incidents can find a method to frame an analysis of the decision that needs to be made. Looking at the problem from its historical basis, studying the cultural context, and analyzing the structural, political, human resources, and symbolic nature of the decision may help the organization respond positively to change. iv ACKNOWLEDGEMENTS This study was made possible by the encouragement and support that I have received from the Brothers of Holy Cross during the years I have worked at Archbishop Hoban High School. I am grateful for the many ways in which they have invited me to walk side by side with them as we pursue the ideals of Father Moreau. In particular, the Brothers who have been Presidents at Hoban—Brother Richard Gilman, C.S.C., Brother Paul Kelly, C.S.C., and Brother Kenneth Haders, C.S.C.—have made it possible for this research to happen. The Provincial of the Midwest Province, Brother Robert Fillmore, C.S.C., allowed me to research in the archives and to have full access to available information and personnel. I deeply appreciate all that the Brothers have done. I would also like to thank Bishop Anthony Pilla for allowing me to conduct research in the archives of the Diocese of Cleveland. The special help that I received from the archivists, Brother John Kuhn, C.S.C., and Ms. Chris Krosel, facilitated my research. I thank them for sharing with me both the collections of important documents that they maintain and their expertise. This research could not have been accomplished without their assistance. Even though the events of this study occurred over thirty years ago, the eleven subjects who consented to interviews provided me with details that allowed the narrative of Hoban’s history to unfold. I appreciate their openness and willingness to tell their stories. I would like to offer special thanks to Ms. Sally Riede and Brother Robert v Lavelle, C.S.C., who shared with me their personal files about the move to coeducation. I was moved by the dedication to education that all these people displayed. Throughout my journey at the University of Akron I have encountered teachers and colleagues who have inspired me. Dr. James Hardy helped the members of our Capstone cohort start our doctorate work. His untimely passing saddened us, but he had succeeded in teaching us a great deal. The collegiality of our cohort made our initial studies very interesting and intellectually stimulating, and I value how our work together improved my practice as an administrator and my work as a student. I also appreciate the guidance and support of my advisor, Dr. Sandra Spickard Prettyman, and of my committee members, Dr. Susan Clark, Dr. Rudy Fenwick, Dr. Susan Kushner Benson, and Dr. Susan Olson. I thank Dr. Duane Covrig for serving on my dissertation proposal committee. The helpful suggestions from all these professors have made it possible for this study to come to life. I am most indebted to my family for the support that they have provided me throughout my education. I thank my grandparents and parents for instilling in me the importance of an education and of a strong work ethic. Thank you, Melissa, Tony, Jake, and Steve for bearing with me through all the long years of studies. My most special thanks go to my husband, Michael, who has always found a way to make it possible for me to add one more thing to the list of things I was doing. For your love and support throughout these thirty years, I dedicate this research to you, Michael. vi TABLE OF CONTENTS Page LIST OF TABLES………………………………………………………………………..xi LIST OF FIGURES……………………………………………………………………...xii CHAPTER I. INTRODUCTION ………………………………………………............……………..1 Introduction………………………………………………………………………..1 Statement of the Problem……………………………………………………….....2 Purpose of the Study………………………………………………………….…...3 Research Questions………………………………………………………….….....3 The Role of the Researcher in the Study……………………………………….....3 Importance of the Study…………………………………….……………………..7 Delimitations ……………………………………………….……………………10 Definitions..............................................................................................................11 II. A REVIEW OF THE LITERATURE………………………………………………..16 A Brief History of Holy Cross Education and Archbishop Hoban High School …………………………………………………………….......................16 The Founding of Archbishop Hoban High School…………………………16 A Brief History of the Congregation of Holy Cross……...………………...17 The Charisms and Ministries of Holy Cross..............................……………19 The Holy Cross Philosophy of Education…………………………………..22 vii The Establishment of Catholic Schools in the United States……………….24 The Growth of Holy Cross Education……………………………………...25 The Development of Archbishop Hoban High School……………………..28 Organizational Theories …………………………………………………………35 Structural Frame…………………………………………………………….37 Human Resource Frame…………………………………………………….40 Political Frame……………………………………………………………...41 Symbolic Frame…………………………………………………………….43 The Culture of Catholic Schools ………………………………………………...48 The Social Context of the 1960s and 1970s……………………………………...55 III. METHODOLOGY………………………………………………………………….61 Procedures …………………………………………………………………….....61 Data Collection……………………………………………..…………………....64 Access to Documents………………………………………………………….....66 Access, Entry, and Property Rights………………………………………..67 Unique Records………………………………………………………….....68 Closed Stacks and Noncirculating Materials………………………………69 Assembling Documents to Study…………………………………………..70 Access to Participants ………………………………………………..……….....72 Data Management …………………………………………………………….....76 Data Analysis ………………………………………………………..………......76 Validity and Reliability……………………………………………..…………....79 viii Limitations ……………………………………………………………………....81 Subjectivity……………………………………………………………………....81 IV. RESULTS……………………………………………………………...……….......83 The History of Internal Influences…………………............................................85 The Congregation of Holy Cross and its Members………………………...86 The Hoban Board and the Lay Advisory Board……………………………86 The Financial Condition of the School……………………………………..91 Parents and Students………………………………………………………..93 The History of External Influences………………………………………………93 The Catholic Church on Coeducation………………………………………93 Vatican II ……………………………………………….…. ....………......102 The Diocesan Campaign for the High Schools …………….....………......107 The Summit County Survey……………...…………………......................113 The Summit County Board of Catholic Education………........………......118 The Golden Age of Boardsmanship ………………………….......121 The High School Question and Various Proposals.......………......123 The Bishop of Cleveland………………………………………………....128 The First Critical Incident: A Co-institutional School…………………………128 The Second Critical Incident: The Merger Proposal and the 1970 Chapter…...133 The Third Critical Incident: The Decision to Become
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