EDUCATION FOR GIRLS IN THE HOUSE OF THE GOOD SHEPHERD IN THE UNITED STATES, 1940 TO 1980 NANCYMARIE PHILLIPS Bachelor of Arts in Health Services Management Ursuline College June, 1985 Bachelor of Science in Nursing Ursuline College June, 1990 Master of Education in Adult Education Cleveland State University June, 1994 submitted in partial fulfillment of requirements for the degree DOCTOR OF PHILOSOPHY IN URBAN EDUCATION: POLICY STUDIES at the CLEVELAND STATE UNIVERSITY December, 2008 This dissertation has been approved for the Office of Doctoral Studies, College of Education And the College of Graduate Studies by James C. Carl, Chairperson and Methodologist 11/12/2008 Curriculum and Foundations E. Michael Loovis, Member 11/12/2008 Health, Physical Education, Dance Anne M. Galletta, Member 11/12/2008 Curriculum and Foundations Dwayne Wright, Member 11/12/2008 Curriculum and Foundations Elizabeth A. Lehfeldt, Member 11/12/2008 History ©Copyright by Nancymarie Phillips, 2008 DEDICATION This dissertation is dedicated to my parents, Gilbert Dexter and Elaine Margaret Colbary Howard, who gave me the inspiration to accomplish my goals; To my son, Joseph Michael Fortunato, Jr. whose life gives me a place in the future; And to my husband, Colonel Martin Alexander Phillips III, who is my beloved kindred spirit and my rock during every storm. ACKNOWLEDGEMENTS This project took more than six years to reach fruition. Many people have provided love, trust, guidance, and direction as my research developed into this dissertation. My committee was unlike any other collection of learned professionals I have worked with and studied under. My chair and methodologist, Dr. Jim Carl, directed my work with a precise hand. He was open to my planned project and cheered me along the way to completion. Dr. Carl sensed the depths of curiosity I felt as I embraced the history of education for women in a very exclusive and politically sensitive venue. He truly challenged me to bring my participants to life. Dr. Anne Galletta and Dr. Dwayne Wright, shared insights that led to social and historic exploration beyond the level of novice to a sense of discovery in the most human sense. Dr. Elizabeth Lehfeldt brought the consciousness of feminist research to the table and expanded my reach into the realm of theorists who went before me in the quest of knowing womanhood from many viewpoints, both historic and contemporary. Dr. Mike Loovis inspired me to take command of the written word in presentation and detail. His leadership and the leadership of the entire committee is unlikely to be matched as a collection of scholars anytime soon. I was fortunate to have this once-in-a lifetime exchange with such a powerful group. My heart is forever impressed by the beauty and grace of the women who participated in this research. Their trust and affection is regarded as the most precious treasure shared between humans. I am so grateful to the dear Sisters of the Good Shepherd, who welcomed me with unconditional love and respect; sharing their table and quarters with me during my research. Their openness and sincerity are hallmarks of the standards of their beloved foundress, Saint Mary Euphrasia, who instructed her daughters to do all in the spirit of the institute and to be full of love and charity for all souls. I extend a deep feeling of love and gratitude for the members in Cohort XVI, especially Dr. Kay MacAtee and Dr. Aaron Ellington. Kay has been a big support throughout the program in class and informal fun settings. She always has a delightful smile and a sunny disposition. I was encouraged to see both Kay and Aaron in the audience during my defense. Aaron provided support as no other could have. He helped me over rough spots in some of the coursework and partnered with me on class projects. Words cannot express the affection I feel for both of these individuals. I must include a mention of “Mother Druid”, Dorothea Elizabeth Davis (1913-2003). She taught me to look to nature for the most valuable lessons about life. I learned that sheep were more than a flock of animals to tend, but were teachers of a higher order. I never knew that selflessness and patience were the keys to becoming a better person and scholar until she taught me to care for the innocent lambs in her flock. Somehow there must be an ethereal connection between her and Saint Mary Euphrasia. I did not put it together until I was writing the concluding chapter of this dissertation. I miss her deeply. Last, but not least, I thank my family. They were with me through all the personal trials such as, my husband’s year-long deployment to Iraq and household damage caused by the flood in 2006. My father taught me to be fearless and brave and walk the walk. My mother taught me to be resourceful. I used these skills repeatedly during my research and thank both of them for teaching me to forge my own pathways any time I could. I am the first college graduate in the history of both sides of the family and reached the pinnacle of PhD by standing tall on the shoulders of my parents. Thank You. EDUCATION FOR GIRLS IN THE HOUSE OF THE GOOD SHEPHERD IN THE UNITED STATES, 1940 TO 1980 NANCYMARIE PHILLIPS ABSTRACT Convent education has sought to impart a set of moral values that would lead to a productive life, both spiritually and socially. The foundress of the Good Shepherd Sisters started a convent-based social service institution for vulnerable women and girls in Europe that evolved into a postsecondary education system in the United States for adolescent girls remanded by the judicial system. Convent education has been an underresearched area in the history of American education, and this dissertation takes parochial education for girls into account in the broad sweep of American educational developments. This historical study utilizes archival research, oral histories, student and teacher memoirs, and secondary sources to explore the Good Shepherd schools for girls in the mid- twentieth century United States. The Good Shepherd schools featured manual labor, occupational training, and academic instruction that played a significant role in shaping girls’ identities. viii TABLE OF CONTENTS ABSTRACT ................................................................................................. viii CHAPTER I. INTRODUCTION........................................................................ 1 Girls’ Education in the House of the Good Shepherd, 1940 to 1980 ............................................................................... 1 Education in the House of the Good Shepherd ...................... 14 The Mission of the Good Shepherd Sisters and the Catholic Church.................................................................. 22 Research Questions............................................................ 29 Theoretical Approaches for this Study .................................. 35 Methodology...................................................................... 40 Methodology and Analysis .............................................. 40 II. HISTORY OF THE GOOD SHEPHERD SISTERS: FROM FRANCE TO THE UNITED STATES ......................................................... 54 Overview ........................................................................... 54 Founding of Our Lady of Charity of The Refuge .................... 58 Father John Eudes......................................................... 58 Founding of Our Lady of Charity of The Good Shepherd ....... 68 Background .................................................................. 68 Rose Virginie Pelletier (Later Known as Mother Mary of Saint Euphrasia)............................................................ 69 ix Creation of The Good Shepherd Sisters: Separation from Our Lady of Charity of The Refuge....................................... 77 The First House of The Good Shepherd Convent in the United States, Louisville, Kentucky, 1943.............................. 83 Two Examples of the Expansion of the House of the Good Shepherd in the United States ............................................. 91 The Good Shepherd Sisters in Chicago 1859 to 1976............. 93 The Good Shepherd Sisters in Cleveland 1869 to 2001 .........105 III. THE GOOD SHEPHERD POLICIES IN THE UNITED STATES, 1940 TO 1980........................................................................120 Socioeconomic Influences on Juvenile Delinquency ..............120 Female Juvenile Delinquency and Poverty.......................128 Education and Poverty ..................................................131 Catholic Attitudes Concerning Racial Integration in Education ....................................................................136 Good Shepherd Facilities for Female Juvenile Delinquents .................................................................139 Admission to the House of the Good Shepherd ....................148 Arrival at the House of the Good Shepherd.....................152 Assignment to Living Quarters .......................................156 Religious Considerations ...............................................162 Physical Hygiene ..........................................................165 x Teenage Pregnancy and Reproductive Issues .................166 Sexuality and Sex Education..........................................169 Daily Routines..............................................................174 Psychological Affects.....................................................179 Rewards and Positive Reinforcement..............................185