Activities, Advantages, and Inequalities: The Theory and Practice of Sports, Arts, and Service in Catholic High Schools

Autor/in	Guest, Andrew M.
Titel	Activities, Advantages, and Inequalities: The Theory and Practice of Sports, Arts, and Service in Catholic High Schools
Quelle	In: Journal of Catholic Education, 24 (2021) 1, S.165-182, Artikel 9 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Catholic Schools; High School Students; Team Sports; Art; Service Learning; Educational History; Educational Philosophy; Case Studies; Student Participation; Extracurricular Activities; Educational Experience; Social Environment; Socioeconomic Status; Role; Institutional Mission; Comparative Analysis + Suchen Sie Ihr Suchwort? Katholische Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mannschaftssport; Arts; Kunst; Service-Learning; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Case study; Fallstudie; Case Study; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Außerunterrichtliche Aktivität; Bildungserfahrung; Soziales Umfeld; Socio-economic status; Sozioökonomischer Status; Rollen
Abstract	Catholic schools have a particular tradition of excellence in the types of sports, arts, and service activities that have a prominent role in contemporary American education and youth culture. This paper considers ways that tradition may constitute a type of Catholic school advantage in two parts. First, the paper offers a brief social history of activities in Catholic education, suggesting that an emphasis on activities arose for reasons of both educational philosophy and practical need. Second, the paper draws on case studies of two Catholic high schools to explore ways that social history associates with contemporary practice, finding high participation rates and generally positive experiences. There are also indications, however, that developmental and educational experiences with activities vary meaningfully by socioeconomic context. Ultimately, the paper argues that the value of activities depends heavily on social context, suggesting that scholars and educators would do well to attend more carefully to the particular role activities play in Catholic schools. (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	2022/1/01