The Creation of the Regis Jesuit High School Girls Division: Same Sex Education for Young Women in American Catholic Jesuit Secondary Education

Autor/in	Kabadi, Sajit U.
Titel	The Creation of the Regis Jesuit High School Girls Division: Same Sex Education for Young Women in American Catholic Jesuit Secondary Education
Quelle	In: Journal of Catholic Education, 24 (2021) 1, S.39-61, Artikel 3 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Sex Education; Catholics; High School Students; Catholic Schools; Single Sex Schools; Educational History; Coeducation; Women Administrators; Strategic Planning; Females; Role; World History; Equal Education; Colorado (Denver) + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Katholik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Katholische Schule; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; History of education; Bildungsgeschichte; Koedukation; Weibliche Führungskraft; Strategy; Planning; Strategie; Planung; Weibliches Geschlecht; Rollen; Weltgeschichte
Abstract	Findings from a historiographic case study are reported. Qualitative data was collected from a series of interviews and cultural artifacts exploring the history of the creation of the Regis Jesuit High School, Girls Division- the first American all girls Catholic Jesuit high school. The study traces the process of how Regis Jesuit became a co-divisional campus educating both women and men in same sex classes utilizing Ignatian Strategic Planning conceptual framework that emphasizes the Jesuit concept of Magis while exploring its impact on the historical and contemporary role that women play in the Jesuit mission. (As Provided).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01