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The Characteristics of a Holy Cross School Walter E The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2011 To Know, Love, and Serve God: The Characteristics of a Holy Cross School Walter E. Jenkins [email protected] Follow this and additional works at: https://repository.usfca.edu/diss Part of the History of Religions of Western Origin Commons, and the Organizational Behavior and Theory Commons Recommended Citation Jenkins, Walter E., "To Know, Love, and Serve God: The hC aracteristics of a Holy Cross School" (2011). Doctoral Dissertations. 9. https://repository.usfca.edu/diss/9 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 TO KNOW, LOVE, AND SERVE GOD: THE CHARACTERISITICS OF A HOLY CROSS SCHOOL A Dissertation Presented to The Faculty of the School of Education Department of Leadership Studies Catholic School Leadership Program In Partial Fulfillment of the Requirements for the Degree Doctor of Education By Father Walter E. Jenkins, C.S.C. San Francisco December, 2011 THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract To Know, Love, and Serve God: The Characteristics of a Holy Cross School Religious congregations have contributed notably to the shaping of the American Catholic experience through their schools. Many of these congregations, founded in Europe in the 19th and 20th centuries, brought to the United States their values, traditions and expertise to sustain and complement the growing American Catholic community. However, in the later part of the 20th century, a dramatic decline in the number of religious in these communities posed a challenge to the American Church and its schools. In spite of the dramatically decreasing membership, the Congregation of Holy Cross continues to sponsor 13 secondary schools in the United States. In light of the decreasing numbers of religious brothers available for the ministry of Catholic secondary education, a concern has arisen within the Congregation and the high school communities about sustaining the Congregation’s charism, specifically about how a uniquely Holy Cross school culture will be maintained. Original documents from the founder of the Congregation of Holy Cross, Blessed Basil Moreau, were used to gain insight into the founder’s original vision and philosophy of education. That vision and philosophy influenced a Congregational document, The Characteristics of a Holy Cross School (1983), which was the earliest attempt to codify the distinct culture of a Holy Cross school. The Characteristics of a Holy Cross School were revalidated and used to formulate a survey to investigate the perceptions of administrators, full-time faculty and board members as to the presence of the Characteristics in their schools. All 13 Holy Cross High Schools participated in this study with 1,221 administrators, full-time faculty and board members completing the survey for a return rate of 55%. Survey data revealed that the administrators, full-time faculty and board members of the high schools perceived the Characteristics to be present in their schools, indicating that a Holy Cross school culture had been formed and maintained in 13 high schools sponsored by the Congregation of Holy Cross in the United States. This dissertation, written under the direction of the candidate’s dissertation committee and approved by the member 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. Father Walter E. Jenkins, C.S.C. 9/20/2011 __________________________________ ____________ Candidate Date Dissertation Committee Dr. Virginia Shimabukuro 9/20/2011 __________________________________ ____________ Chairperson Dr. Doreen Jones 9/20/2011 __________________________________ ____________ Dr. Daniel McPherson 9/20/2011 __________________________________ ____________ To my parents, whose love gave me life and whose faith drew me into God’s service. & To the Brothers of the Congregation of Holy Cross. These extraordinary schools are their enduring gift to the American Church. Acknowledgements I maybe one of the few to say this, but my dissertation journey was a joy. That, of course, is due in large part to my dissertation chair, Dr. Gini Shimabukuro. Dr. Shimabukuro is a dedicated professional whose careful skills as a scholar are only matched by her ability to mentor others. Gini has been a tremendous presence in my life and I’m blessed by her friendship. Two other individuals at USF supported, directed and encouraged me throughout this process, Dr. Doreen Jones and Dr. Ben Baab. Dr. Jones was one my first professors at USF and she quickly became a friend and mentor. She worked closely with me in formulating the survey instrument used in this study and has been overwhelmingly encouraging to me personally and professionally. Dr. Jones is a scholar, a woman of faith and woman of the Church. Dr Ben Baab helped me to lay the foundation for my study and guided me through the technical aspects of this kind of research. He is an extraordinary teacher and a gift to the USF School of Education. Throughout my doctoral experience, so many people have supported me in so many different ways. I am deeply grateful to the Congregation of Holy Cross for allowing me to pursue this goal and for supporting me throughout in every possible way. Father Kevin Spicer, CSC, Ph.D., our Director of Advanced Studies has been a dear friend for over twenty years and was a tireless supporter of this endeavor and of me personally. Honestly, Father Spicer believed more than anyone that I should pursue advanced studies. Brother Dennis Fleming, CSC, has also been a friend since I was in college many years ago. Brother is himself a Catholic school educator and has been, not simply a great example to me professionally, but has been an unwavering rock of support and friendship through this process and well beyond. Fathers Jim Fenstermaker, CSC and Jim Chichetto, CSC, have, as well, been unfailing in their friendship and support and Father Chichetto’s contribution as a trusted editor has been invaluable. Father Wilson Miscamble, CSC, Ph.D., my former seminary Rector, remains a dear friend and has been a support throughout this process. Fathers Stephen Koeth, CSC, and Greg Haake, CSC, are, as well, to be thanked for their support. My religious family, several of whom are my closest friends, remains an unbounded grace in my life. My parents, have deeply impacted my faith, love for the Church and desire to serve as an educator. Along with the Brothers of the Congregation of Holy Cross, this dissertation is dedicated to them. Brother Thomas Dziekan, C.S.C., currently the Vicar General of the Congregation of Holy Cross was crucial in the foundation of what has become the Holy Cross Institute, as he was crucial to the earliest formation of thought behind this study. Brother’s friendship and professional support have assisted me greatly in completing this project. Brother Stephen Walsh, C.S.C., was literally the first individual I contacted about this project and he responded to me throughout my journey with characteristic grace and professionalism. His death was a tragic loss to the Congregation and to Holy Cross and secondary education. Many individuals helped me with various aspects of this project and I am deeply grateful for their professional expertise and courtesy. They are: Brothers Larry Atkinson, C.S.C., Donald Blauvelt, C.S.C., Jerome Donnelly, C.S.C., Harold Hathaway, C.S.C., Stephen Lamendola, C.S.C., John Paige, C.S.C., Mrs. Heather Gossert, Sister Donna Jurick, SND, and Mr. Joseph O’Connell. These individuals assisted me in validating the original documents of the study and assisted, as well, in developing and validating my survey instrument. The presidents, principals, administrators, faculty members and board members of the 13 Holy Cross high schools in the United States made this study possible. The context in which one lives and works is crucial during an endeavor such as this. I am deeply grateful to Father Jerome Foley, Pastor of Saint James Church in the Mission District of San Francisco, for his hospitality. As well, my brothers at Holy Cross Center in Berkeley, especially Father Brent Kruger, C.S.C., have provided me a refuge during my time in our beloved California. When I returned to Stonehill College in January 2010, I was warmly welcomed home and felt that I was once again with family and friends. My colleagues in Campus Ministry have been supportive and extraordinarily understanding of my need to focus often on my dissertation. Several individuals at have been particularly supportive of my work and of me personally. Ms. MaryAnne Cappelleri, a colleague and friend has been wonderful in sharing her considerable ministerial gifts in helping to keep me sane and healthy. Mrs. Denise Morency Gannon has been a dear friend and muse to me for almost a decade. Her family and their home have always been a refuge in every storm. I write this acknowledgement now as President of Holy Cross High School in New York. Nearly 900 boys inspire me and remind me every day of how much joy can be found in helping others to find their way, and indeed, to come to know, love and serve God. All gifts are from God. I count myself richly blessed by all those who have walked with me in this and every journey.
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