Full

Citation Type of Study Research Questions

1) How do how
African American
male students
Simmons, III, R. (2008). Exploring describe their inter-
How African American Males from and intra-racial
an Urban Community Navigate the experiences at a
Interracial and Intra-Racial traditional Jesuit
Dimensions of Their Experiences at high school in an
an Urban Jesuit High School. urban city along the
Journal of Urban Learning, East Coast of the
Teaching, and Research, 8, 4–12. Qualitative United States?
Whitehead, M. (2007). “To provide
for the edifice of learning”:
Researching 450 years of Jesuit
educational and cultural history,
with particular reference to the
British Jesuits. History of 1) What is the
Education, 36(1), 109–143. motivation for
doi:10.1080/00467600601054466 Qualitative Jesuit education?"
 1) What are the
steps or methods
for eliminating the
achievement gap,
using a Jesuit high
school model?" 2)
(for further reading)
How do the other
six schools compare
to the Jesuit model:
are they more
Whitman, D. (2008). Sweating the effective or less
Small Stuff: Inner-City Schools and effective to the
the New Paternalism. Washington, Cristo Rey Jesuit
D.C.: Thomas B. Fordham Institute. Qualitative school model?

Watters, W. (1994). Count Me In!

Momentum, 25, 36–38.
Clancy, S. (1998). A Song of Faith
and Hope. Momentum, 29(n1),
10–12.
McCormick, M. (1994). Is Today’s
Catholic School Worth The Cost?
Momentum, 29(n1), 44–48.
 1) What are the
racial dynamics in
Catholic Schools in
the USA? 2) How do
Catholic Schools
The Catholic high school: A discipline
national portrait. (1985). Retrieved issues/techniques
October 9, 2016, from vary from that of
http://eric.ed.gov/?id=ED256051 Quantitative public schools?
O’Keefe, J. (1994). No Strangers
Here? A Study of the Experience of What are the
Low-Income Students of Color in experiences of low-
High School. Retrieved from income students of
http://eric.ed.gov/?id=ED378271 Qualitative color in high school?
 1) How does racial
enrollments and
segregation affect
the experiences of
students of color? 2)
What are the
differences between
Reardon, S., & Yun, J. (2002, June). racial enrollments
Private School Racial Enrollments and segregation in
and Segregation. Retrieved from private and public
http://eric.ed.gov/?id=ED467108 Quantitative schools?
 1) Why do families
Louie, V., & Holdaway, J. (2009). choose Catholic
Catholic Schools and Immigrant schools as an option
Students: A New Generation. to send their
Teachers College Record, 111(n3), child(ren) for
783–816. Mixed school?
 1) How does the
Gesu School in
Philadelphia
prevent high-
achieving kids from
low-income families
Beck, C. (2011). No More Lost too often fall into
Ground. Educational Leadership, the achievement
68(n7), 37–40. Quantitative trap?
 MORE TO
Theoretical/Conceptual Framework Methodology Findings/Results Important Quotes
1) "Representing a BE READ?
Phenomenolo small percentage
gical Mode of of the student
Inquiry (All of body, all of the
the students in the
participants study shared their
participated numerous
in an in- experiences as the
depth, one- only African
on-one American student
interview; six from the city in
participants numerous
also classes." 2) "The
participated significance of this
in two situation was
separate animated when
focus groups issues of race
as a follow-up were brought up
task. Each in class or when
interview White students
lasted no N/A (most are made broad
longer than personal generalizations
60 minutes communications about the city." 3)
while the /interviews of "Although lacking
focus groups students, which I in agreement as to
lasted no simply took the whether White
longer than important over- students’ negative
N/A 90 minutes. ) arching quotes) comments were NO
 1) "In a historical
context, education
was considered a
means of helping
to promote post-
reformation
Roman
Catholicism in the
Western world
and of taking the
Christian gospel to
the New World
and to the
Orient." 2) "The
early Jesuits built
on Loyola’s
Spiritual
Exercises16 and
on the fourth part
of the Society’s
Constitutions,
which deal in
outline with
education, by
codifying Jesuit
educational
theory and
N/A N/A N/A practice." NO
 1) "Garcia had a
knack for the
English language,
too, that eluded
most of his
Mexican-American
peers." 2)
"Discipline is
plenty strict — but
in keeping with
that of a
traditional
parochial school."
3) "CRJHS
enforces a dress
code and hands
out detentions for
tardiness and
1) "In 1980, the misbehavior at
6 inner-city U.S. had 1,540 the first misstep."
secondary Catholic 4) "School officials
schools were secondary also permanently
followed to schools.6 Today, confiscate all cell
investigate the number has phones, electronic
their methods dwindled to games, iPods,
of educating 1,203, a decline headphones, and
marginalized of nearly 25 electronic gear
N/A populatons percent." 2) whenever a YES
Momentum
is being
requested
from the
library.
Previous
articles has
mentioned
this text -
although it
is somewhat
like a
magazine; it
critiques
some of the
Catholic
educational
standards,
which has
called for
educators
and
intellectuals
to respond
to those
challenges…
 1) only 18% of
families have 0%
low income
2)*COMMENT: "this survey
no discipline indicates that
breakdown for Catholic schools
students of are accessible to
color, given that low-income
there is an students and that
extensive Catholic schools,
surveyed 910 percentage of through
of the admins suspensions/exp admissions and
at 1464 lulsions for financial aid
Catholic High drug/alcohol procedures, seek
Schools in possession/usag to enroll low-
N/A USA e income students" NO
 "Since 1965,
474 young
men have
received HAP
(Higher
Achievement
Program)
scholarships,
and as of
1990, the
program has
had a
retention rate
of 79 percent.
Questionaires 1) African-
were Americans and
completed by Hispanics, at 1) "Lois Weis
185 current 70% and 67% (1985) used an
and past HAP respectively, important
scholars, 35 were much more overarching image
percent of likely than to describe the
whom are Whites, at 54%, experience of
Black, 41 to have heard or Black students in a
percent seen such community
Hispanic incidents of college; she
American, 9 racial depicted them as
percent Asian insensitivity/into being "between
N/A American, lerance two worlds."" 2) YES
 (from the article)
1) Results
indicate that
segregation
levels are quite
high among
private schools,
particularly
among Catholic
and other
religious private
schools. 2) Black-
white and Latino-
white
segregation is
greater among
private schools 1) "the average
than public black student in
schools. 3) public schools
White students attends a school
are more racially that is 3% white
isolated in and 54% black,
private schools while the average
than public black private
schools. 4) school student
Among private attends a school
schools, secular that is 34% white
N/A N/A private schools and 53% black" YES

NDUSTRIALIZATION, IMMIGRATION, but for many community in
AND THE COMMON SCHOOL
(from the article) 1) "his negative
1) For immigrant attitude toward
families who the public schools
have arrived reflects not only
recently, religion the reality of the
seems to be educational
more or less choices that
irrelevant to the parents faced but
decision to send also the
their children to information they
Catholic school. had about the
2) Instead, like opportunities
many native open to their
Blacks and children" 2)
Latinos, these "Young people
families choose also talked about
Catholic schools many positive and
to avoid what highly valued
they see as a relationships with
seriously school personnel
deficient public that they felt
school system. contributed to
3) To some their success in
extent, this school. A common
represents a theme was the
rational choice, close-knit
N/A immigrant Catholic schools
 1) "The problem is
dire in the inner
city, where
obstacles to
students reaching
their potential
include limited life
experiences, a lack
of books and
insufficient
exposure to
books, and a lack
of both accessible
libraries and
stimulating
summer
experiences." 2)
"Unstable
families,
incarceration,
N/A (links from threats of
bilbiography violence, and the
provide more lure of the streets
findings, since abound." 3) "Less
this program has academically rich
not had conversation and
outcomes vocabulary
N/A N/A reported) characterize many NO