Priests’ Perspectives on American Catholic School Identity

Introduction

Catholic education is one of the great contributions of the Catholic Church to the United States. From the early Franciscan missionaries who built faith communities in the new world to the new religious orders, Catholic schools have been a critical aspect of parish life.¹ The Council Fathers of Vatican II in Gravissimum Educationis (GE) sought to strengthen the role of Catholic education to the degree that it forms an integrated human being able to “contribute to the good of the whole society.”² Unfortunately, a great number of priests and religious left active ministry after the Second Vatican Council, which in turn affected the administrative structure of Catholic schools.³ Lay people assumed the role of leadership in Catholic education, but not without raising the cost of a Catholic education. Ironically, one of the aims of the Council Fathers was for the baptized to participate actively in the life of the Church.

As the number of religious running the schools declined, schools kept closing and enrollment kept plummeting.⁴ The struggle to finance the Catholic schools and their governance affected parish priests’ and/or the diocesan bishops’ leadership style. These persistent problems have been companions to Catholic education from the beginning. Yet one might ask if Catholic education is still relevant today. To what extent is it valuable? Should there be a new model for Catholic education, if needed? While there could be endless questions, some priests would simply say that Catholic education in America is over. But is it worth examining, in general, how priests view American Catholic schools in terms of identity and mission?

The Significance of Priests’ Data

This article calls for a deeper reflection on the role of all the baptized to respond with generosity to building the Kingdom of God here on earth through Catholic education. While priests share the common priesthood of the baptized, they are elevated to be teachers of faith by ordination.⁵ Among Catholic school leaders and stakeholders, priests in particular are “pastors of souls” and “their most serious obligation [is] to see to it that all the faithful, especially the youth who are the hope of the Church, enjoy this Christian education.”⁶ While this article will not provide a comprehensive plan of action for sustaining and thriving Catholic education in America, the facts collected from the perspective of priests might offer pointers for some collaboration in strengthening its identity and mission.

There has been limited research on priests’ attitudes toward Catholic school identity and their level of commitment to fostering Catholic school identity.⁷ During the 2021 pandemic, a survey was conducted to ascertain these perspectives on American Catholic school education from the clergy. The survey questionnaire was adapted from Ozar and O’Neill’s National Benchmark for Successful and Effective Catholic Secondary and Elementary Schools.⁸ For instance, priests rated the statement, “Catholic school instills in students the responsibility to promote Gospel values and social justice in the world.” They rated 17 statements from 1 = strongly disagree to 5 = strongly agree.

Although not all data are presented here, a few items will be highlighted and discussed. Additionally, the sparse comments about American Catholic schooling from priests will be presented and discussed. The priests assessed what American Catholic schooling ought to be today. There were 160 participants composed of 13.1% religious priests and 86.9% diocesan priests. There were four categories for race/ethnicity composed of Asian/Pacific Islander, Black or African American, Hispanic/Latino, and White or Anglo. The instrument’s reliability was validated and analyzed using IBM SPSS software version 25. Using such validated tools and software means the responses were objective and free from bias within a margin of error of .05 percent.

Priests’ Perspectives of Catholic School Identity (CSI)

Priests’ perceptions of Catholic school identity statistically and significantly predicted the level of commitment to fostering Catholic school identity: b = .79, t(152) = 9.92, p < .001. This result means that for every unit increase in their perception of Catholic school identity/mission, there is an increase of .79 in their level of commitment to fostering Catholic school identity. This result indicates a statistically significant result, which means that the probability of reaching this result in a bigger population will be almost the same. As such the CSI rating is associated with priests’ level of commitment. There was no statistically significant difference between diocesan and religious priests’ attitudes towards Catholic school identity and mission. This result indicates, on average, that priests agree and strongly agree on the defining characteristics of Catholic school identity and mission.

Out of 17 Catholic school identity items, two critical statements invite deeper reflection. These two items rank first and second in priests’ perception of Catholic school identity. Out of 160 participants, the first item, “Symbols of the Catholic faith are displayed throughout the Catholic school,” gained 89% agreement among priests. Moreover, the second item, “Catholic school supports the social, emotional, and spiritual growth of every student,” gained 81% agreement from priests.

Scrutinizing the first item, “Symbols of the Catholic faith are displayed throughout the Catholic school,” reveals that 71.5% of priests agreed and strongly agreed with its importance. Although this statement is familiar, it captures the mystery of Incarnation when reflected on deeply. According to the General Directory for Catechesis (GDC), Divine pedagogy “recognizes the centrality of Jesus Christ, the Word of God made man . . . and through whom the Gospel is to be proposed for life and the life of people.”⁹ There is a strong connection between sacred symbols and an integral human formation. Sacred symbols are the means through which the whole child is educated. Catholic identity is an integral dimension for evangelizing a human person for eternal salvation. Religious symbols should not be equated with antiquity and exclusivity but rather as a reminder to embrace new challenges guided by the Church’s teaching as handed on by Christ. Thus, symbols cease to be ordinary art and become sacred by communicating beauty, truth, and goodness.

Furthermore, a priest commented that “some Catholic schools have removed images or statues to respect those who are not Catholics or even to teach their children yoga.” Symbols of faith are not institutional accessories; they remain a living memory of the past and signs for the here and now. Sacred symbols ignite the imagination toward awe and reverence of God in serving the common good. For instance, priests who share Sacred Liturgy with the people of God perpetuate the Sacrifice of Christ on the Cross. While religious symbols reinforce Catholic school identity, their use is not just an end but also a means for the mission of Catholic school education to flourish.

Priests considered the second item (“Catholic school supports the social, emotional, and spiritual growth of every student”) as essential. While academics are a critical aspect of any formation, the social, emotional, and spiritual growth are unique aspects of Catholic school education. On average, 65.5% of priests agreed and strongly agreed that Catholic schools should support the formation of the entire human person. This task of evangelization is a vocation for every person. The mission of Catholic education does not simply depend on school leaders but also on the stakeholders. However, research reveals that fewer priests are engaged in Catholic school education. This finding indicates that most priests were most likely never exposed to Catholic education or introduced to the concept during their seminary formation. While not all priests were called to teach in school, they are able to teach informally by simply inviting parents to consider and support Catholic school education.

Priests commented on their view of American Catholic school education at the end of the survey. While most priests highly valued Catholic school education, some were concerned about declining Catholicity and financial sustainability. This finding confirmed priests’ first ranking of Catholic symbols in schools. They also commented on the need for support and guidance from diocesan leadership for an appropriate and transparent school governance. Amid a declining enrollment and school closures, a majority of priests were still convinced of the value of Catholic schools today in America. A priest commented that in “the face of an increasingly secular culture . . . Catholic schools with a true Catholic identity are needed more than ever.” How this Catholic identity looks and feels depends on priests’ commitment to fostering Catholic school identity.

These results show that Catholic education still has a transformative philosophical value for American society. While priests continue to be under the microscopic eye of society, most of them love their priesthood and are committed to fostering Catholic school identity. Unfortunately, most of them are not trained well in handling parochial school issues and the nuances of American Catholic school education. According to recent statistics from the National Catholic Educational Association (NCEA), only 0.6% of priests are directly involved in Catholic schools.¹⁰ While priests are not expected to teach or do administrative work in school, they can support the laity or religious school leaders by enhancing the Catholic identity and mission.

Unfortunately, not all priests were exposed to or experienced Catholic education. This study found that educating priests in the seminary about Catholic school education statistically and significantly predicted their level of support for Catholic school identity, b = .63, t(131) = 3.48, p = .001.¹¹ This result indicates that with every unit increase in seminary education about Catholic education, there is an increase of .63 in priests’ level of commitment to fostering Catholic school identity. This finding demonstrates the critical role of seminary education and formation on priestly ministry and priests’ influence on Catholic school education. Priests who attended Catholic schools are much more supportive of Catholic school identity than those who never experienced Catholic school education.

The data revealed that priests are the highly critical group who could move the direction toward a thriving and transformative Catholic education in America. However, this preparation should not start when priests are in the middle of their parish assignments, but rather should become an integral part of seminary training and formation. While priests are not expected to teach in school, they should be introduced at least to the history and development of American Catholic schools. Additionally, the growing number of foreign-born priests adds to the mix of the level of support for Catholic schools.

The survey found that foreign-born priests are less likely to support Catholic schools than American-born priests. While diversity is inherent to the Catholic faith, leveling the knowledge about American Catholic schooling is integral to fostering Catholic school identity. This cultural integration in American Catholic school education might have a tremendous consequence on the faith life of the parish through priests’ leadership. Cultural diversity in the Church should be the point of unity in the mission, not division. When priests are adequately educated on American Catholic schooling, they will have a sense of connection to the previous generation of priests and religious who built the Catholic school system, a unique contribution of the Catholic Church to American society.

While the data presented here are limited, they provide a vivid picture of priests’ understanding of Catholic school identity and mission. Perhaps priests would be inclined to lend their humble pastoral experience to Church leaders and the faithful to ensure hope for a thriving and transforming Catholic education. Revitalizing Catholic education in America does not rest on financial stability and governance alone but also on pastoral collaboration. To this effect, a child’s sustainable Catholic education is assured. It is an investment that the child will carry for life and into eternity.

Timothy Walch, a respected scholar on Catholic schooling, opined that “as long as there are parents and pastors interested in parochial education, these schools will survive.”¹² However, an article from America magazine anticipated that “the era of the parochial school — at least in the form that dominated Catholic education in recent memory — is over.”¹³ While this statement does not cause the definitive death of the Catholic school system, it poses an existential challenge against making American Catholic school education thriving and relevant today. To this end, the Congregation of Catholic Education (CCE) warns of the danger of a “cancel culture” destabilizing institutional families and communities.¹⁴ Catholic education plays a critical role in culture, society, and faith community. However, a Catholic school can never have an honest cultural dialogue without its authentic Catholic identity.¹⁵ Thus, the task of providing a holistic education has never been more urgent and critical.

Conclusion

There is no perfect model for American Catholic education, yet various models offer sustainability and further creativity. While Catholic education provides a better trajectory for holistic human transformation, American Catholic education requires a sustainable financial and educational model to remain relevant today. Priests’ perspectives on American Catholic school identity are critical for enhancing and sustaining a system of Catholic school education. These models ought to integrate priests’ perspectives as essential for their feasibility and relevancy in the twenty-first century.

Whatever the model of Catholic school education, Catholic identity must be the bedrock of its transformative education. Catholic school educates not only Catholic children but also non-Catholics as part of a mission informed by identity. While not all priests are directly involved with Catholic schools, a strong commitment to fostering Catholic school identity manifests their valuable appreciation of Catholic schooling. Priestly formation should integrate the urgency of educating the candidates on their critical role in Catholic education for a thriving Catholic community. Priests would then be prepared to minister in Catholic schools and take on their crucial role in parish religious education.

As men of faith, priests fulfill part of their office by educating the faith community. Priests’ commitment achieves the integration between people, faith, and schooling. However, the secular pressure and uncertainty exerted on this commitment deserve a listening heart and mind from their superiors, colleagues, and the very people they serve. While various challenges face Catholic education, the inaction of the faithful due to a lack of collaboration triggers the collapse of American Catholic schooling rather than the injection of new life. Thus, a tripartite partnership among clergy, school leaders, and parents is the structural pillar supporting American Catholic schooling.

Are there other options for educating a just and human society apart from Catholic education? But if Catholic schools have contributed to the progress of a just human society, how can we afford to lose them? These are challenging questions to one’s baptismal commitment to enter into dialogue and action. While priests demonstrate their commitment to fostering Catholic school identity, leaders and parents should collaborate creatively for its success. Sustaining a thriving Catholic school education is not only anchored in the support of the faithful, but also in the collaborative accompaniment of a family of faith.