Crafting Asset-Based Approaches to Linguistically Diverse Students and Families in Catholic Schools

• In Event: Issues of Diversity in Urban Catholic Schools

Abstract

Objective: Despite playing an important role promoting educational opportunities for traditionally marginalized students (O'Keefe & Scheopner, 2009) Catholic elementary schools underserve linguistically diverse populations in general, and Latinos in particular (Notre Dame Task Force on the Participation of Latino Children and Families in Catholic Schools, 2009). The population of Latino students is growing tremendously (Dolan, 2009; Hernandez, Denton, & Macartney, 2009; National Center for Education Statistics, 2010). However, these students are not proportionately distributed in the Catholic sector, with most Catholic schools serving far fewer students than is reflected in the Catholic population at large (Bunson, 2011; McDonald & Schultz, 2010). Catholic school leaders generally lack effectively strategies for fostering service delivery to this population (Scanlan & Zehrbach, 2010). The objective of this paper is to address this problem by describing how Catholic schools can enact asset-based approaches to linguistically diverse students, with a focus on Latinos. I critically analyze trends of educating Latino Catholic elementary students in three states (Texas, New Mexico, and Arizona). I then present portraits of counternarratives to these trends.

Theoretical Framework: This research employs tripartite theoretical model that emphasizes cultivating language proficiency, providing access to high quality curriculum, and promoting sociocultural integration (Brisk, 2006; Haas & Gort, 2009; O. Lee & Luykx, 2005). This model provides a useful framework for school leaders (Scanlan & Lopez, in press).

Methods: Trend data are drawn from Catholic school policies (at both the (arch)diocesan and school levels), and state certification policies (regarding teacher licensure), and demographic trends (drawn from census data and the Catholic Encyclopedia). Catholic school policy data are coded across each dimension of the theoretical framework. Counternarrative portraitures are created of Catholic elementary schools demonstrating asset-orientations toward language proficiency and strong evidence of access to high quality curriculum and sociocultural integration. These portraits draw from documentation (e.g., handbook, website) and reported student learning outcomes.

Results: Results suggest that Catholic school systems generally have unarticulated approaches to linguistic diversity. With the system as the unit of analysis, Catholic elementary schools underserve linguistically diverse populations, particularly Latinos. Exceptions occur in isolation and are revealed with the school as the unit of analysis. Select schools provide counternarratives by enrolling significant numbers of Latino students. These schools primarily emphasize sociocultural integration of students. They also tend to provide substantial access to high quality curriculum. They tend not, however, to provide strong scaffolds for language proficiency.

Significance: This research suggests how Catholic school systems vastly improve serving Latino students. Currently Catholic elementary schools enroll a disproportionately small number of these students, leaving this responsibility to public schools. By applying a robust theoretical framework, Catholic schools can reverse this. This has implications for school and (arch)diocesan leaders interested in strengthening the recruitment and retention of linguistically diverse students in Catholic elementary and secondary schools. By extension, this has implications across school sectors, as it is in the public interest for schools across public and private sectors to effectively educate the diversity of students in our increasingly pluralistic communities.

Authors

• Martin Scanlan, Marquette University

• Irma Munoz, Marquette University