Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed.D. Dissertations Research Fall 11-20-2019 An Exploration on Why Parents Choose Catholic Schools Sara Giza Concordia University - Portland, [email protected] Follow this and additional works at: https://digitalcommons.csp.edu/cup_commons_grad_edd Part of the Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, and the Elementary Education Commons Recommended Citation Giza, S. (2019). An Exploration on Why Parents Choose Catholic Schools (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/ 404 This Dissertation is brought to you for free and open access by the Concordia University Portland Graduate Research at DigitalCommons@CSP. It has been accepted for inclusion in CUP Ed.D. Dissertations by an authorized administrator of DigitalCommons@CSP. For more information, please contact [email protected]. Concordia University - Portland CU Commons Ed.D. Dissertations Graduate Theses & Dissertations Fall 11-20-2019 An Exploration on Why Parents Choose Catholic Schools Sara Giza Concordia University - Portland Follow this and additional works at: https://commons.cu-portland.edu/edudissertations Part of the Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, and the Elementary Education Commons CU Commons Citation Giza, Sara, "An Exploration on Why Parents Choose Catholic Schools" (2019). Ed.D. Dissertations. 469. https://commons.cu-portland.edu/edudissertations/469 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed.D. Dissertations by an authorized administrator of CU Commons. For more information, please contact [email protected]. Concordia University–Portland College of Education Doctorate of Education Program WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF Sara Giza CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION Bill Boozang, Ed.D., Faculty Chair Dissertation Committee Belle Booker, Ed.D., Content Specialist Brianna Parsons, Ed.D., Content Reader An Exploration on Why Parents Choose Catholic Schools Sara Giza Concordia University–Portland College of Education Dissertation submitted to the Faculty of the College of Education in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Administration Bill Boozang, Ed.D., Faculty ChairDissertation Committee Belle Booker, Ed.D., Content Specialist Brianna Parsons, Ed.D., Content Reader Concordia University–Portland 2020 Abstract “Though Many We Are One” is one of the mottos of a Catholic school system and is the foundational statement to what Catholic school stand for in the Diocese of the Midwest (pseudonym). My dissertation explores why parents choose alternative education in a Catholic schools. Catholic schools provide the student with the guidance and the ability to grow academically, spiritually, and emotionally. I analyzed the viewpoints of parents, administrators, and pastors within selected Catholic schools in the diocese to determine if there are similar foundational statements among multiple Catholic schools or if each school stands for something entirely different. Interviews and focus group discussions were used to understand parents’ perspectives. This study expands on Vygotsky’s theory that “the environment in which children grow up will influence how they think and what they think about” (p. 2). Students placed in an environment where a family are present in a child’s life, addressed by their name and their needs met, and the values and moral system taught in Catholic schools is an intricate part of the daily lessons taught. The overall themes include experiences of Catholic school parents, the importance of Catholic schools, and upholding the future of Catholic education. Keywords: parents, Catholic school, religious schools, nonreligious schools, communication, leadership, school choice, vouchers, spiritual growth ii Dedication To Shane ~ thank you, for supporting all my dreams. To Kennedy, Isabella, Lincoln, and Madison ~ you are my inspiration. To My Mom and Dad ~ Thank you for always setting the bar high and never doubting my potential. To Dr. William Boozang ~ thank you for your patience, guidance, wisdom, and wit. Most importantly, thank you for helping me realize my dream. iii Acknowledgements I would like to acknowledge all the individuals who given me the opportunity to reach my dreams. With your friendship, mentoring, guidance, and insight, I have had the courage and the strength to set my goals high and achieve my soon to be greatest accomplishment. To my husband and children: I cannot thank you for the support and time you have given me over the past four years. You never let me give up even when I tried, and I hope one day that my children see what hard work and perseverance can achieve! To my parents: Thank you for your words of support and encouragement throughout the last four years. Thank you for always telling me that my dreams were always worth reaching and that I could do anything I set my mind to and achieve it. To my teachers, whom I have never forgotten or know what kind of impact you have been on my life. Without your time, effort, and patience, you have set the bar in my education. You allowed it possible for me to reach my goal and educated me academically, spiritually, and emotionally throughout all the years of my educational career. To Father William Felix: You are the reason that I believed in myself enough to take this last step in my educational career. Your willingness to trust, lead and motivate are key components that has begun to shape me into a true administrator. Thank you for your time in helping become a true administrator. To my dissertation committee: Dr. William Boozang, Dr. Brianna Parsons, and Dr. Belle Booker. My sincerest thanks for pushing me to produce my best work. Your guidance brought me to this place, and I am so grateful. iv Table of Contents Abstract…………………………………………………………………………………………..ii Dedication……………………………………………………………………………………….iii Acknowledgements……………………………………………………………………………...iv List of Tables…………………………………………………………………….……………..x Chapter 1: Introduction……………………………………………………………….………….1 Background, Context, History, and Conceptual Framework…………………………….4 Context…………………………………………………………………………………...5 Conceptual Framework…………………………………………………………………..8 Statement of the Problem…………………………………………………………….....12 Purpose of Study………………………………………………………………………..13 Research Questions……………………………………………………………………..15 Rationale, Relevance, and Significance of the Study…………………………………..15 Definition of Terms…………………………………………………………………….16 Assumptions and Limitations………………………………………….16 Assumptions……………………………………………………………………17 Limitations……………………………………………………………………..17 Summary……………………………………………………………………………….18 Chapter 2: Literature Review……………………………………………………...…………....20 Conceptual Framework………………………………………………………………....22 Socialization Theory……………………………………………………………24 Face of Parocial Schools………………………………………………………..25 Review of Research Literature…………………………………………………………28 v Colonial Era and the Late 18th Century…………………………………………28 Dame Schools/Winter and Spring Schools…………………….……………….28 The Beginning Years in Education……………………………………………..29 The Popularity in Parochial Schools…………………………………….…...…30 Education in the 1900’s………………………………………….…………...…31 Renewal of Parochial Schools…………………………………………………..32 Performance of Parochial Schools……………………………………………...33 Leadership in Catholic Schools…………………………………………………35 Variety in Public Schools……………………………………………………….36 Choice and Parochial Schools…………………………………………………..36 Public Perception of Parochial Education………………………………………38 The Rationale for School Choice……………………………………………….39 Review of Methodological Issues………………………………………………………41 Quantitative Research…………………………………………………………..41 Qualitative Research……………………………………………………………42 Mixed Methods…………………………………………………………………43 Synthesis of Past Research Findings…………………………………………………...43 Critique of Previous Research………………………………………………………….46 Theoretical Framework: Leadership Theory…………………………………………...48 Authentic Leadership…………………………………………………………...48 Transformational Leadership…………………………………………………...49 Servant Leadership……………………………………………………………..51 Chapter 2 Summary……………………………………………………………………52 vi Chapter 3: Methodology………………………………………………………………………..54 Overview of Methodology………………………………………………………….…..54 Research Questions……………………………………………………………..59 Purpose and Design of the Study………………….……………………………………59 Research Population……………………………………………………………….……60 Sampling Method………………………………………………………………….……61 Instrumentation…………………………………………………………………….…...62 Interview………………………………………………………...…….………..63 Documentation………………………………………………….……...……….63 Focus Group……………………………………………………..……………...64 Data Collection Procedures………………………………………..…………………....64 Semi–structured Interviews……………………………..………………………65 Document Collection…………………………………..……………….............66 Focus Groups…………………………………………………………..……….66 Data Analysis…………………………………………………………………...............68 Limitations and Delimitations of the Research Design…………………………..…….70 Limitations……………………………………………………………………..70 Delimitations…………………………………………………………………...70 Validity………………………………………………………………………………….71 Creditability……………………………………………………………………..71 Trustworthiness…………………………………………………………………72