Jesuit Institution Research Articles

The power to help or harm: student perceptions of transgender health education using a qualitative approach

BackgroundLack of transgender health education among health professional education programs is a limitation to providing gender-affirming care. Educational interventions have advanced in the past decade using a variety of pedagogical approaches. Although evidence supports that educational interventions can significantly improve student knowledge, comfort levels, preparedness, and clinical skills, few studies have addressed student perceptions of or receptiveness towards transgender health education. The study purpose was to explore student perceptions of transgender health education using a qualitative approach.MethodsWe utilized a basic qualitative design to explore student perceptions of transgender health education at a Catholic, Jesuit institution. Participants were medical students (n = 182), medical family therapy students (n = 8), speech, language and hearing sciences students (n = 44), and dietetic interns (n = 30) who participated in an Interprofessional Transgender Health Education Day (ITHED) in partnership with transgender educators and activists. Participants completed an online discussion assignment using eight discussion prompts specific to the ITHED sessions. Data were analyzed using the constant comparative method and triangulated across four medical and allied health programs.ResultsA total of 263 participants provided 362 responses across eight discussion prompts. Three major themes resulted: (1) The Power to Help or Harm, (2) The Responsibility to Provide Health Care, and (3) A Posture of Humility: Listen and Learn. Each theme was supported by three to four subthemes.ConclusionsHealth professional students were highly receptive towards transgender health education delivered by transgender community members. First-person accounts from session facilitators of both positive and negative experiences in healthcare were particularly effective at illustrating the power of providers to help or harm transgender patients. Reflection and constructive dialogue offers students an opportunity to better understand the lived experiences of transgender patients and explore their identities as healthcare providers at the intersection of their religious and cultural beliefs.

A ‘learning community’ as a social justice model for Catholic education in Thailand

Inspired by Paul VI’s Octogesima Adveniens regarding the Church’s urgent response to social issues, in his speech to Jesuit alumni in Valencia in July 1973, Fr. Pedro Arrupe reflected on the concept of ‘social justice’ and its implications for Jesuit schools. He spoke about how Jesuit education could assist students to become ‘men and women for others’, men and women who can bring about change for the better in their societies. Since then, promoting ‘social justice’ has become one of the Jesuit educational priorities and has brought about significant reform within Jesuit educational institutions worldwide. This includes the newly established institution of a ‘learning community’ that addresses educational inequality for poor indigenous students in Thailand. This research paper reflects on how this institution can be a model that promotes justice in education and forms our students to become ‘agents of change.’ This paper begins by revisiting Fr. Arrupe’s concept of ‘social justice’ and philosophically analyses the learning formation of a new Jesuit institution, called the Xavier Learning Community (XLC). Drawing from this analysis, I argue that the model of ‘learning community’ may also inspire other Catholic schools to address common social issues in Thailand based on the Christian values of continual conversion, fraternal and sororal relationship, and discernment.

Racism, Activism, and Integrity in College Football: The Bates Must Play Movement

This book focuses on the massive student protest at New York University (NYU) in 1940–41 against the administration's refusal to allow the football team's African American star, Leonard Bates, to accompany it to play at the University of Missouri, which did not admit Blacks. It was standard practice for northern universities to withdraw their Black athletes from competitions at southern schools. If the southern school requested the withdrawal when they were the visiting team up north, their northern opponent often complied. In this case study, Donald Spivey provides insight into racist practices in college sports and how a student movement challenged them in the period and emerged as a potent force.Spivey's interviews with Bates, conducted in the 1980s, and later with six members of the “Bates 7,” the NYU students who initiated the challenge to the administration's decision to comply with southern/border state Jim Crow requirements, are an important feature of his work. Bates discusses his youth in Depression-era Harlem, supporting his siblings and mother by toiling on the docks, and his adjustment to college life and sports. The Bates 7 activists explain how they waged a grassroots campaign against racism in a period before the rise of a mass civil rights movement. The initiator was African American; most of the other six appear to have been Jewish or of Jewish background. The university imposed severe punishment on the seven activists, suspending them for the remaining three months of the spring 1941 semester.The student protestors used a wide range of innovative tactics, many of which were adopted by campus activists a quarter of a century later. These included mass leafleting; petitions with vast numbers of signatures; rallies attended by as many as 3,000 persons; picketing; and a sit-in at a dean's office. Buttons with the slogan “Bates Must Play” were distributed. Protesters coined poignant slogans, such as “No Missouri Compromise,” drawing a parallel between the NYU administration's complicity in maintaining the color line and Congress's unwillingness to acknowledge the immorality of slavery in 1820. The protestors emphasized that northern universities helped solidify Jim Crow by scheduling games with segregated southern and border state universities. The “Bates Must Play” movement persisted for several months after the November 2, 1940, NYU-Missouri game, focusing attention on the administration's withdrawal of its African American athletes from track meets and basketball games below the Mason-Dixon line.Spivey demonstrates the larger impact of the protestors’ campaign by noting the support it received from prominent Americans. These included Eleanor Roosevelt; Paul Robeson, Black activist and world-renowned singer and actor; esteemed Jewish anthropologist Franz Boas; Bayard Rustin, an organizer of the 1947 Journey of Reconciliation; labor leaders Mike Quill and Joe Curran; and Jewish football star Benny Friedman.Spivey emphasizes that the African American press provided considerably more coverage of the protests than mainstream newspapers. He does report that New York Mirror sportswriter Dan Parker was an exception in backing the protests. Spivey should also credit Jesse Abramson of the New York Herald Tribune, who during the Bates campaign blasted the NYU administration for “being dictated to by Southern schools” for more than a decade.The author could contextualize this work by giving attention to the bitter conflicts between students and administrators at New York colleges and universities in the 1930s, which doubtless energized many of NYU's protestors. For example, Columbia president Nicholas Murray Butler expelled undergraduate Robert Burke in 1936 for leading a picket line challenging his decision to send a delegate to celebrate the 550th anniversary of Nazi Germany's Heidelberg University, a carefully orchestrated Hitler regime propaganda festival. The expulsion precipitated a wave of student demonstrations and rallies at Columbia the next semester. Boas was active in the unsuccessful campaign to have Burke's expulsion rescinded. In 1934, Butler also fired instructor Jerome Klein for circulating a petition protesting Columbia's invitation to Nazi Germany's ambassador to deliver a speech extolling Hitler's policies. The academic careers of both men were permanently destroyed. To this day, Columbia's administration refuses to issue an apology, despite repeated appeals for it to do so.Moreover, Spivey might have compared NYU students’ fierce challenge to their administration's capitulation to Jim Crow with the lack of response from students at Boston College. The Jesuit institution barred its African American player, Lou Montgomery, from participating in the 1941 Sugar Bowl in New Orleans against Tennessee and even from games against southern schools in Boston. The Sugar Bowl took place just two months after the NYU-Missouri contest.Nevertheless, Spivey should be congratulated for bringing to light an important but neglected episode in civil rights history and for locating and interviewing nearly all the Bates 7 and Bates himself. He describes this process in the book, which finally led to the NYU administration acknowledging wrongdoing in 2001.

Loyola University New Orleans College of Law: A History

Maria Isabel Medina's chronicle of Loyola University New Orleans College of Law examines the prominent Jesuit institution across its hundred-year history, from its founding in 1914 through the first decade of the twenty-first century. With a mission to make the legal profession attainable to Catholics, and other working-class persons, Loyola's law school endured the hardships of two world wars, the Great Depression, the tumult of the civil rights era, and the aftermath of Hurricane Katrina to emerge as a leader in legal education in the state.Exploring the history of the college within a larger examination of the legal profession in New Orleans and throughout Louisiana, Medina provides details on Loyola's practical and egalitarian approach to education. As a result of the school's principled focus, Loyola was the first law school in the state to offer a law school clinic, develop a comprehensive program of legal-skills training, and to voluntarily integrate African Americans into the student body.The transformative milestones of Loyola University New Orleans College of Law parallel pivotal points in the history of the Crescent City, demonstrating how local culture and environment can contribute to the longevity of an academic institution and making Loyola University New Orleans College of Law a valuable contribution to the study of legal education.

Bring your mission to life through intentional, evaluated online course development

When Royce Robertson took a position as Director of Academic Technology at Le Moyne University, a Jesuit institution, it was the first time in his more than two decades in higher education that he'd worked for a faith‐based institution. “They're so welcoming and open about articulating their mission beyond an institution's typical mission statement,” Robertson said. He found himself intrigued and wanting to understand more clearly the nuances of the Jesuit mission.

Moral character and the civic mission of American universities: The Catholic, Jesuit vision of justice education

The formation of students’ moral character is a critical part of civic engagement programs in US higher education. This is especially evident in Catholic, Jesuit education, which emphasizes pedagogical practices at the intersection of faith and justice. Advances in the fields of moral psychology and civic education, particularly service-learning, further clarify the vision of justice found in both the Jesuit tradition and the emancipatory ideals of American democracy. The influence of the Center for Service and Community Engagement at Saint Louis University, a mid-sized Jesuit institution in the Midwestern United States, signals a way for making this vision a reality through “social projection.”

Theology as social activity: theological action research and teaching the knowledge of Christian ethics and practical ministry

AbstractTheological Action Research (TAR) is a way of doing and teaching theology and forming students that surmounts the problems associated with both formal theologies and theological ethnographies. Drawing from models of action research developed in other fields, this paper outlines an approach to teaching practical ministry grounded in a collaborative mode of inquiry capable of generating new insights into humanity's relation to God while also engendering the ethical-political powers that give shape to collective life. As a process of what anthropologist Lia Haro calls eth-o-graphy, Christian formation and knowledge production cannot be disconnected from cooperative participation in communities of practice dedicated to this kind of social, ecclesial activity. The paper goes on to describe how the author has begun to implement this TAR model at a Catholic, Jesuit institution, offering some promising preliminary findings on the potential it holds for training ministry students.

In pursuing international applicants, keep goals aligned with larger mission

As Santa Clara University manages slow but steady growth in its population of international students, its leaders focus on making sure its strategic goals remain aligned with the university's values‐driven culture as a Jesuit institution. “Know thyself” is the first piece of advice Director of International Admission Becky Konowicz would share with colleagues at any other institution as they explore their own objectives in attracting and retaining international students.

Age and gender and their influence on instructor perspectives of online versus face-to-face education at a Jesuit institution

While instructors are a critical component of the education paradigm, research into instructor perspectives on online education are sparse. Previously reported research from a larger study demonstrated that online and face-to-face instructor perspectives significantly differed on many factors related to online education. The purpose of this phase of that study is to report how age and gender affect instructor perceptions at a Jesuit, Catholic private university in the Northeast.

Experience Demographic Factors and their Influence on Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution

Experience Demographic Factors and their Influence on Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution

Experience Demographic Factors and their Influence on Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution Web Appendix

Experience Demographic Factors and their Influence on Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution Web Appendix

Was der Kuckuck und der Rabe in der Liturgie zu suchen haben. Tropierte Magnificat im jesuitischen Umfeld

The manuscript choirbook Studienseminar Albertinum B 111 in the Staatsarchiv Munchen (D-Msa), dating from c. 1571 to 1578, contains three troped Magnificat settings. Troping the Magnificat has a long tradition in protestant Germany starting shortly after the Reformation and continuing up to Bach. The manuscript Albertinum B 111, however, was used at a Jesuit institution. This chapter investigates the transgression of confessional boundaries in the musical life of late aixteenth-century Germany.

Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution: Instructor Factors

Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution: Instructor Factors

Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution: Program Factors

Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution: Program Factors

Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution: Program Factors Web Appendix

Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution: Program Factors Web Appendix

Sacrifice and Survival: Identity, Mission, and Jesuit Higher Education in the American South by R. Eric Platt

Reviewed by: Sacrifice and Survival: Identity, Mission, and Jesuit Higher Education in the American South by R. Eric Platt Thomas J. Ward Jr. Sacrifice and Survival: Identity, Mission, and Jesuit Higher Education in the American South. By R. Eric Platt. Tuscaloosa: The University of Alabama Press, 2014. xi, 223 pp. $44.95. ISBN: 978-0-8173-1819-2. Based on extensive primary research from the Jesuit Archives and various college and university collections, R. Eric Platt has produced a well-written institutional history of the institutions of higher learning run by the Society of Jesus (the Jesuits) in the American South. Platt examines a number of themes in his work, most notably Jesuit mission and identity, especially as it related to larger Catholic mission and identity; relationships with local communities, focusing on the unique circumstances of being a Jesuit institution in the South; and the curriculum decisions made to balance Jesuit teachings with the demands of American educational standards and needs. His central question centers on why some of these institutions survived, but most failed. The strength of Sacrifice and Survival is Platt's examination of the little-known, now-extinct Jesuit educational institutions in the American South, including Louisiana's St. Charles College, Georgia's College of the Sacred Heart, and St. Mary's University in Texas. These microhistories provide insights into the numerous difficulties [End Page 171] that the Jesuits faced in establishing institutions of higher learning in the South, including financial difficulties and pervasive anti-Catholic sentiment throughout the region, even though all of the schools were founded in areas with significant Roman Catholic populations. In Grand Coteau, Louisiana, for example, the local paper in 1876 called for the Jesuits to abandon St. Charles College within fifteen days or they would be "stripped, whipped, and driven out" (62). While the college did eventually close in 1922, the Jesuits remain in Grand Coteau to this day, where the former St. Charles College now trains novices and serves as a home for retired Jesuits. Of the institutions of higher education run by the Jesuits in the South, only Mobile's Spring Hill College and New Orleans's Loyola University survive today, and Platt devotes a significant portion of his book to these schools. Again, he provides well-researched institutional histories of both schools from their establishment until the mid-twentieth century. He examines, in particular, why Spring Hill and Loyola-New Orleans were able to persevere in the South, while all other Jesuit schools of higher education eventually failed, which he credits, in part, to the development of a strong Jesuit identity at both institutions. The issues of mission and identity at Jesuit institutions in the South—in essence, what it means to be a Jesuit college as compared to a public school or even another denominational institution—are major themes of Platt's study. His focus on mission and identity at Jesuit institutions remains extremely relevant today, especially as the number of Jesuits declines and schools are forced to grapple with the question of what it means to be a Jesuit institution with few, if any, actual Jesuits on faculty and staff. Sacrifice and Survival, however, falls short of expectations in a number of areas. While Platt does touch on the impact of the Civil War on some of the institutions, the effect of the war on these schools needed to be explored in greater detail. Similarly, while he does explore anti-Catholic—and specifically anti-Jesuit—sentiments in the [End Page 172] region and its impact on higher education, there are also glaring omissions in this area as well, such as the anti-Catholicism of the southern Populists of the late nineteenth century and the rise of anti-Catholicism in the 1920s in the South. Placing the history of these schools into the larger context of southern history would have been particularly useful in these areas. The failure of Platt to take his study past the early twentieth century is another weakness of the book, as there seems no reason why he should abandon his study by the 1950s. For example, while he details the impact of the Galveston hurricane of 1900 on St. Mary's University...

Entre Tradição e Inovação: percursos da história da educação de uma instituição jesuíta (Unisinos - 1953-2016)

Resumo: Historicizar uma instituição educativa implica compreender, sobretudo, as circunstâncias históricas e as relações estabelecidas com a comunidade no processo de sua constituição. O presente artigo busca abordar aspectos relacionados às concepções de tradição e inovação como dois enfoques que se articulam aos preceitos de uma instituição Jesuíta, a qual se reinventa por meio do tripé ensino/pesquisa/extensão. Tal reinvenção é tematizada neste artigo a partir da historicidade da instituição e do Curso de Pedagogia, o que permite problematizar continuidades, descontinuidades e rupturas.

Lost in The Cradle: The Reconstruction and Meaning of Marc Blitzstein’s “FTP Plowed Under” (1937)

Research Article| October 01 2016 Lost in The Cradle: The Reconstruction and Meaning of Marc Blitzstein’s “FTP Plowed Under” (1937) Trudi Wright Trudi Wright Trudi Wright is an assistant professor in the Music Program at Regis University, a Jesuit institution in Denver, Colorado, where she explores American and European music history, musical theater history, and world music with her students. As an active musicologist, Wright has delivered papers based on her work in American musical theater at the national and regional conferences of the Society for American Music, American Musicological Society, and College Music Society. Her most recent article, “Pins and Needles (1937): Everything in Moderation,” appears in Studies in Musical Theatre. Search for other works by this author on: This Site Google American Music (2016) 34 (3): 344–364. https://doi.org/10.5406/americanmusic.34.3.0344 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Trudi Wright; Lost in The Cradle: The Reconstruction and Meaning of Marc Blitzstein’s “FTP Plowed Under” (1937). American Music 1 January 2016; 34 (3): 344–364. doi: https://doi.org/10.5406/americanmusic.34.3.0344 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressAmerican Music Search Advanced Search The text of this article is only available as a PDF. Copyright 2016 by the Board of Trustees of the University of Illinois2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Reflections on Leadership in Nursing Education: A Minority Perspective

Academic leadership is at once engaging and stimulating, demanding and overwhelming. This article discusses the experiences and perspectives of minority faculty members working at a Jesuit institution. In this article, the authors use Ignatian pedagogical values as the foundation to guide their responses to the challenges they experience in leadership roles and to turn these challenges into opportunities for growth.

Music as Cultural Mission: Explorations of Jesuit Practices in Italy and North America ed. by Anna Harwell Celenza, and Anthony R. DelDonna

Music as Cultural Mission: Explorations of Jesuit Practices in Italy and North America. Edited by Anna Harwell Celenza and Anthony R. DelDonna. [Early Modern Catholicism and the Visual Arts, Vol. 9.] (Philadelphia: St. Joseph's University Press. 2014. Pp. xii, 229. $65.00. ISBN 978-0-916-10180-0.)After eight volumes devoted mainly to the painting, emblems, and other visual objects of the Jesuits' cultural mission during the first three centuries of their history, the present volume is devoted to music. Since the foundation of the Society of Jesus, the order's members discovered the power of music in their missionary action, creating a sense of community and good for teaching the Christian principles in places as diverse as Brazil and India. But this volume is not about their wellknown activities in South America or Asia. Instead, the book focuses on less explored areas: Naples and Milan in Europe and North America from the seventeenth century to the end of the ancien regime. The editors both teach at Georgetown University (chapter 9, by coeditor Anna Harwell Cerenza, traces the importance of music at this Jesuit institution from 1789 to 1930). Her coeditor, Anthony DelDonna, edits the first part of the book, which is devoted mainly to Naples but includes an interesting chapter by Emanuele Colombo on the Jesuit Oratorio in Milan. The remaining five chapters of this section are written by Francesco Cotticelli, Paologiovanni Maione, Ausilia Magaudda, Danilo Costantini, Francesca Seller, and Antonio Caroccia, which describe in detail the history and activity of the five pedagogical institutions created by Jesuits in Naples: the old Collegio Massimo at the Church of Gesu Vecchio, the Collegio of San Ignazio al Mercato, San Giuseppe a Chiaia, San Saverio a Toledo, and the very influential Collegio of Nobles. DelDonna, in addition to a general introduction (Jesuit Music in Eighteenth-Century Italy: North versus South), offers a case study on the influence of Jesuit culture on Neapolitan society, through the oratorio Trionfo per lAssunzione della Santissima Vergine by Nicolo Ceva (1705); Ceva was a lesser known professional musician educated in the Neapolitan conservatory system who became a Jesuit and an influential figure in the Society's Neapolitan circles. The survival of Ceva's score in the Librar)' of the Conservatorio San Pietro a Majella is quite exceptional, since most of the primary materials on Jesuit music activities in Naples have been scattered. The mentioned scholars have used alternative sources to reconstruct those activities: for instance, the Gazzetta di Napoli provides many records of musical events not only in Naples but also in the provinces (those from 1675 to 1768 were published in 2011). …