The Intersection of Leadership and Social Justice: Catholic Leaders in a Jesuit University Ed.D. Program

• In Event: Leadership for Social Justice in Catholic Education: Recent Research

Abstract

Objective: Educating for social justice is part of the Catholic intellectual tradition, and is inherent in the mission of Catholic higher education (Capper & Young, 2014). The need for leaders with a social justice lens is compelling (Bogotch, 2000). Whipp and Scanlan’s (2009) call for scholarship on emerging partnerships between Catholic institutions of higher education and Catholic K-12 schools encourages research around programs that educate Catholic school leaders in models of socially just schooling. This objective of this presentation is to showcase research about how one Jesuit Ed.D. program for Educational Leadership in Social Justice is fulfilling this call and educating students to reside at the intersection of leadership social justice.
Conceptual Framework: Ignatian informed leadership was applied as the conceptual frame for this research. Situated in a Jesuit university, this Ed.D. program is rooted in the Ignatian tradition which challenges leaders to be problem posing and solution oriented professionals who provide a preferential option for the poor(Massaro, 2016). Grounded in the Ignatian tradition, Arrupe (1980) calls leaders to challenge the status quo that perpetuates institutional structures that have injustice built into them.

Methods and Data Sources: We used qualitative data, including a longitudinal review of exit interviews from graduates from 2012 through 2017, a review of program data, including benchmark assessments, and student reflections, and a curricular review of previous and current course requirements.

Results: Several program elements were highlighted as important factors in the transformation of Catholic social justice leaders. The program design, the cohort model, the course sequence, and the peripheral supportive structures are all features of the program that graduates speak of as significant in aligning with the Ignatian frame that undergirds the program. Further, when graduates spoke of the specifics of their transformative experience, some of the issues they discussed included: 1) building reciprocal sustainable relationships with members of their community 2) coming to understand their own privilege, and its impact on leadership 3) recognizing meritocracy in their school contexts 4) developing the ability to challenge the status quo and 4) finding their voice. Highlighting in this symposium the work of 4 graduates of the program whose dissertation research focused on leadership for social justice in Catholic education, including problems in student life, assessment, spirituality, and culture and diversity, will provide further evidence of program outcomes.

Significance: This research continues the much-needed conversation about the importance of educating Catholic school leaders in leadership for social justice, and how that can be successfully achieved. Efficacy of leadership programs in social justice is a much under-researched phenomena (Huchting & Bickett, 2012). Research on Catholic leadership programs, is an even more marginalized phenomena, but an important context for exploration. Increased scholarship on Catholic schools, and Catholic leaders and their efficacy has the potential to benefit not only Catholic education, but may also influence education in secular settings, and has the additional potential to contribute to the critical discussions around educational equity (Whipp & Scanlan, 2009).

Authors

• Jill Patricia Bickett, Loyola Marymount University

• Karie Huchting, Loyola Marymount University