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School Leaders' and Educators' Perceptions of Ignatian Identity at Jesuit Cristo Rey Schools William Bludgus University of San Francisco, [email protected]

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School Leaders' and Educators' Perceptions of Ignatian Identity at Jesuit Cristo Rey Schools William Bludgus University of San Francisco, Billybludgus@Gmail.Com The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2018 School Leaders' and Educators' Perceptions of Ignatian Identity at Jesuit Cristo Rey Schools William Bludgus University of San Francisco, [email protected] Follow this and additional works at: https://repository.usfca.edu/diss Part of the Educational Leadership Commons Recommended Citation Bludgus, William, "School Leaders' and Educators' Perceptions of Ignatian Identity at Jesuit Cristo Rey Schools" (2018). Doctoral Dissertations. 463. https://repository.usfca.edu/diss/463 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco SCHOOL LEADERS’ AND EDUCATORS’ PERCEPTIONS OF IGNATIAN IDENTITY AT JESUIT CRISTO REY SCHOOLS A Dissertation Presented to The Faculty of the School of Education Department of Leadership Studies Catholic Educational Leadership Program In Partial Fulfillment of the Requirements for the Degree Doctor of Education by William Bludgus San Francisco December 2018 © 2018 by William Robert Bludgus All Rights Reserved iii THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract SCHOOL LEADERS’ AND EDUCATORS’ PERCEPTIONS OF IGNATIAN IDENTITY AT JESUIT CRISTO REY SCHOOLS Catholic schools have long played a critical role in the education and formation of students in the United States. In the past half-century, however, Catholic education in the U.S. has experienced a significant decline, both in the number of schools and in the number of students served (Miller, 2006; Heft, 2011; NCEA, 2014). The Cristo Rey Network is a growing movement aimed at revitalizing urban Catholic education for low- income families. This reinvigoration is dependent on the schools’ commitment to Catholic identity; for Cristo Rey schools, the charism of each school’s sponsoring religious organization drives its Catholic identity. This study explored Jesuit, Cristo Rey schools, and therefore, focused specifically on their Ignatian identity. This study utilized a mixed-methods, embedded multiple-case study approach; school leaders and educators were invited to complete the study’s survey, and three in- depth interviews were conducted at each school. The six Jesuit, Cristo Rey schools in the study were those, which are solely sponsored by the Society of Jesus, and which have existed for at least eight years. The study’s survey instrument, the CRIGNIS, is an adaptation of the Jesuit Schools Network’s IGNatian Identity Survey; each item of the CRIGNIS was validated for alignment to one of the ten “distinguishing criteria” from What Makes a Jesuit High School Jesuit? (Jesuit Conference, 2011). The results from this study showed that, in general, the Ignatian identity across the schools was perceived to be fairly strong; “Genuine care about each individual student” and “Being a loving community” were perceived as the schools’ greatest “strengths.” A number of diverse “challenges” regarding Ignatian identity emerged iv through this study as well. In addition to overarching trends, the case studies showed that each school presented its own unique “strengths” and “challenges.” Furthermore, this study showed great opportunities for Ignatian identity at Jesuit, Cristo Rey schools; namely, through the CWSP, by connecting with the lived realities and demographics of their students, and through the continued formation of adults at the schools. There is still work to be done for schools to realize their full potential and the many gifts of being both “Jesuit” and “Cristo Rey.” v This dissertation, written under the direction of the candidate’s dissertation committee and approved by the members of the committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. The content and research methodologies presented in this work represent the work of the candidate alone. William Bludgus May 10, 2018 Candidate Date Dissertation Committee Ursula Aldana, Ph.D. May 10, 2018 Chairperson Michael Duffy, Ed.D. May 10, 2018 Desiree Zerquera, Ph.D. May 10, 2018 William Hobbs, Ed.D. May 10, 2018 vi DEDICATION This dissertation is dedicated to our students and colleagues at Cristo Rey San José Jesuit High School -- in particular, to the first-ever graduates of the Class of 2018; we began our journey together at CRSJ at the same time that I began this dissertation, and we supported and cared for each other every step of the way. And to Kelsey, who has put up with me throughout this entire process. I am forever grateful. vii ACKNOWLEDGEMENTS This dissertation allowed me to explore my deep appreciations for both Jesuit education and educational equity; both passions originated from my much younger years. I am forever in debt to my parents, who both worked multiple jobs, to ensure that I had access to Catholic education growing up in Bayonne, NJ. Their sacrifice and faith, coupled with the generous support of St. Peter’s Prep, provided me with a transformative Jesuit high school experience. I did not know the terminology at the time, but it was at St. Peter’s, where I was introduced to exceptional Ignatian educators, and where I began to think, “I want to grow up to be like them.” Tony Azzarto, SJ, Jim DeAngelo, Tim Caslin, Kaija Dewitt, John Irvine, and Sr. Frances Duncan come to mind, among many others. Although not a faith-based institution, the University of Miami formally prepared me to begin a career in education; Dr. Pat Whitely, Dr. Bill Butler, and countless mentors showed me how to always remain student-centered, and how to always keep learning. I am grateful to the Jesuit Volunteer Corps, the House of Blue Hope, and the students and colleagues, whom I encountered during my years in Tanzania; those years helped to shape my craft, and my soul. My Tanzanian brother, Daudi Mboma, stands out among all who welcomed and inspired me during those formative years abroad. The Upper East Side of Manhattan could not present a starker contrast to Mabibo, Dar es Salaam, but the opportunity to work in Christian Service and Campus Ministry at Loyola School, deepened my commitments to faith, justice, and Jesuit education. I am grateful that Steve Katsouros, SJ and Jim Lyness took a chance on a young math teacher, who was living halfway around the world. The patient mentorship from outstanding Ignatian educators Kris Cupillari, Sue Baber, and Tom Hanley, among others, helped me to grow viii as a person and as a professional. During these same years, the Fordham University Graduate School of Education provided my formal training for school leadership, while summers working with Brian McCabe and the incredible team at the Xavier HAP provided the joyful inspiration and humor. During my time in NYC, Daniel Hendrickson, SJ, Ali Donohue, and my CLA cohort are accredited with pulling me more deeply into Ignatian Spirituality, while the intentional community at Grace House enlivened my soul on a nightly basis. Four years ago, Peter Pabst, SJ and Joe Albers took a chance on a Christian Service Director, who felt called to be a Dean of Students. Their invitation to Cristo Rey San José Jesuit High School has led to deeply meaningful work, and personal and professional growth. Meanwhile, the incredible financial support of the McGrath Institute for Catholic Educational Leadership has allowed me to pursue this degree and this research. The joint role of educator and student these past years has been a great challenge, but an even greater blessing. Our students and colleagues at CRSJ have offered endless support, and my professors and classmates in the CEL program have taught me much. I am most grateful for the guidance of my dissertation chair, Dr. Ursula Aldana, and committee members Dr. Mike Duffy, Dr. Desi Zerquera, and Dr. Bill Hobbs, as well as to Dr. Doreen Jones; they brought incredible expertise and patience to my many drafts and revisions. Thanh Ly provided the much needed guidance and encouragement in my many times of confusion. This dissertation was the result of inspired collaboration with those in the ministry of Jesuit education and the Cristo Rey movement across the U.S. My thanks go to the leadership at both the JSN and the CRN for their respective stamps of approval, and in ix particular to Brian Melton, who answered so many of my questions along the way. Ralph Metts, SJ and Mike Gilson, SJ also lent their expertise at times. The research would not have been possible without the “generosity of spirit” from the leadership of the six schools in this study. I am most grateful to the presidents and principals, who granted my access to their schools, and to the many faculty and staff members who took time to participate in my interviews and surveys. It was a true blessing, to have traveled the country in the spirit of collaboration and inquiry among our Jesuit, Cristo Rey schools, and to have learned so much from those doing the work. Our shared ministry has become my life’s work, and I am so very grateful for the infinite moments of God’s grace, and for the incredible individuals whom I have encountered, along
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