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Fulfilling the mission to serve the underserved: A case study of a private, Catholic, urban college's two -year program
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FULFILLING THE MISSION TO SERVE THE UNDERSERVED:
A CASE STUDY OF A PRIVATE, CATHOLIC, URBAN
COLLEGE’S TWO-YEAR PROGRAM
b y
Janet Ann Duffy
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2005
Copyright 2005 Janet Ann Duffy
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U M I Number: 3220102
Copyright 2005 by
Duffy, Janet Ann
All rights reserved.
INFORMATION TO USERS
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®
UMI
UMI Microform 3220102
Copyright 2006 by ProQuest Information and Learning Company.
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Dedication
This work is dedicated to my nephews, Dan and Mike,
Who left our family too soon,
but
Who, each in his own way, taught us
What is meaningful in life
and
What is valuable in education.
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iii
Acknowledgements
Many people have assisted me in this project for the past eight years. First, I
want to acknowledge and thank Dr. Linda Serra Hagedom, my chair, advisor and
instructor, not only for her support and guidance throughout my studies at the
University of Southern California, but also for being an outstanding educator, role
model and friend. I also appreciate the interest, support and time of Dr. Guilbert
Hentschke and Dr. Melora Sundt, especially during the writing of my dissertation.
At Mount St. Mary’s College, I thank the administration and staff— Sister
Kathleen Kelly for suggesting I pursue this degree, President Jacqueline Powers
Doud for allowing my year’s leave of absence, and Sister Joseph Adele Edwards for
her careful proofreading. I appreciate the assistance of Mount staff in the Library, the
Archives, the Office of Institutional Research and Assessment, the Registrar’s Office
and the Office of Student Affairs in gathering the data for this project.
I am very grateful to the Mount’s Associate degree students who shared their
Mount experiences with me and offered invaluable suggestions to improve our
Associate program. I hope they know that they are the reason this study “worked.”
I thank Dr. Dorothy Marron for her encouragement, understanding and
support “from a distance,” and Annamarie Mueco for her keen technical assistance.
Without the constant encouragement, continuous assistance and objective critiques
of Sister Kieran Vaughan and Dr. Terri Mendoza, this study would not have been
completed. I thank them for their friendship and their confidence in me.
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Lastly, but most of all, I thank my family-the Duffys and the Malleys-for
always being “home” for me.
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V
Table of Contents
Dedication ii
Acknowledgements iii
Abstract viii
Chapter 1: Introduction 1
Background of the Problem 2
Statement of the Problem 4
Purpose of the Study 5
Significance of the Study 5
Research Questions and Hypothesis 6
Methodology 7
Assumptions 8
Limitations 9
Delimitations 10
Definition of Terms 10
Organization of the Study 11
Chapter 2: Review of the Literature 13
Introduction 13
American Catholic Higher Education 14
Background 15
Catholic Women’s Colleges 17
Catholic Identity in American Society 17
The Catholic Dimension in the Curriculum 28
Changing Relationships: American Society, the Church, the Academy 34
Concluding Comments on American Catholic Higher Education 41
Mount St. Mary’s College 42
Background 42
Mount St Mary’s College: 1925-1937 44
Women in College 49
Mount St Mary’s College: 1937-1955 50
Mount St Mary’s College: 1955-1976 54
Mount St. Mary’s College: 1976-2000 59
Mount St. Mary’s College: 2000-2005 65
Some Challenges for the Mount in the 21s t Century 66
Concluding Comments: The Continuing Mission of MSMC 69
Non-Traditional College Students 70
Background 71
Immigrant Populations 71
Special Needs of Non-Traditional Students 73
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vi
Conclusions 79
Implications 79
Chapter 3: Research Methodology 81
Introduction 81
Research Questions and Hypothesis 81
Methodology 82
Research Population 83
Data Collection 84
Data Analysis 84
Instrumentation 85
Validity and Reliability 85
Chapter 4: Results of the Findings 87
Introduction 87
Demographic Data 87
Results of the Interviews 92
Support 92
Obstacles to Success
109 Satisfaction with the MSMC Associate Program 113
Suggestions for Improvement in the MSMC Associate Program 116
Findings 117
Chapter 5: Summary, Conclusions, Recommendations 120
Introduction 120
Purpose of the Study 120
Summary of the Findings 121
Validity and Reliability 125
Conclusions 125
Implications 126
Recommendations for Further Research 127
References 129
Appendices 137
Appendix A: MSMC Associate Degree Program Retention and
Success Rates 137
Appendix B: Catholic Colleges from 1786 to 1957 138
Catholic Colleges and Universities as of 1955 139
Appendix C: MSMC Mission Statements 140
Appendix D: MSMC Accreditations 148
MSMC Associations and Honor Societies 149
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Appendix E: MSMC Strategic Plan 2001-2006 150
Appendix F: MSMC WASC Self Study Themes, 2002-2003 153
Appendix G: Irvine Campus Diversity Initiative Grant 155
Appendix H: Interview Protocol 158
Appendix I: General Information Sheet for Non-Medical Research 159
Appendix J: General Information 163
Appendix K: Demographic Data 164
Appendix L: Academic Data 165
Appendix M: Contributors to Student Success 167
Appendix N: Summer Skills and Basic Skills Courses 168
Appendix O: Involvement in Activities 169
Appendix P: Finances, Residence, Work 170
Appendix Q: Comments 171
Appendix R: Suggestions 173
Appendix S: Current and Future Plans - Professional and Personal 176
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ABSTRACT
Since 1925, Mount St. Mary’s College (MSMC/the Mount), a small, liberal
arts and sciences Catholic college primarily for women, has been committed to
“providing a superior education enhanced by an emphasis on building leadership
skills and fostering spirit to serve others” (MSMC Mission Statement).
Since its inception, Mount St. Mary’s College has served one specific group
of the under served— women. Since 1962, the College has taken on the additional
challenge of serving the under served who are also under prepared— women who,
because of their SAT scores or high school GPAs, do not qualify after high school
for baccalaureate degree granting institutions. The Associate in Arts program at the
Mount’s Doheny Campus accepts academically under prepared students into an
alternative access program, and more than half of those who enter this rigorous
program complete the associate degree and/or transfer to a baccalaureate program.
Of these under prepared students, over 95% are of backgrounds other than white.
This study examined the history and mission of Mount St. Mary’s College
and how its Associate Degree program enables under served and under prepared
women to succeed in higher education. Taking a case study approach, this study
analyzed the retention, transfer, completion, and satisfaction rates of the Associate in
Arts students at Mount St. Mary’s College, and the factors that they perceive account
for those rates.
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1
CHAPTER 1
Introduction
According to the American Association of Community Colleges (AACC), the
number of two-year community colleges in the United States has increased
dramatically from 412 in 1960 to 1155 in 2000; of the 1155 community colleges in
the country, 147 are independent institutions (AACC, 2002). The percentage of
women attending college has also grown to equal and slightly surpass the percentage
of men. Consequently, because of the increase of community colleges, their
convenience, availability and low cost, college attendance is no longer open only to
upper class white males.
Mount St. Mary’s College, founded in 1925, is a small, Catholic, primarily
women’s, liberal arts college in Los Angeles, California. Following the pattern of
the first Catholic colleges in America which were established to educate the
“faithfiil” and to serve immigrant populations, since its inception Mount St. Mary’s
College has focused on enabling women to fimction effectively not only in college,
but also in their communities. Currently (2005), the Chalon campus in West Los
Angeles offers baccalaureate degree programs, one in a traditional day format and
one in a weekend college format. The Doheny campus in downtown Los Angeles
offers two associate degree programs (one in a traditional format and one in a late
afternoon/weekend format for working adults), one accelerated baccalaureate degree
program in nursing, five masters degree programs, and one doctoral program.
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The Associate in Arts degree program on the Doheny campus has, since its
inception in the early 1960s, focused on enabling women not qualified for four-year
institutions to earn associate degrees and to develop their skills so that they can
complete associate in arts degrees and certificate programs, and/or qualify for four-
year programs. In at least the past fifteen years, the majority (approximately 70 to
80%) of the young women enrolled in the associate degree programs are Latinas,
whose first language is Spanish, and who are the first in their families to attend
college. For the most part, the students who enter the associate degree program at the
Mount’s Doheny campus do not qualify for admission to four-year institutions of
higher education.
Background of the Problem
For over forty years, the large metropolitan areas of the United States have
drawn large immigrant populations. Dembo (1994) estimated the immigration rates
between 1981 and 1990 to be the largest in U.S. history. Kellogg’s (1988)
demographic information indicated that 34% of these immigrants were from Latin
America, and the Hispanic/Latino population in California has grown seven times
faster than the rest of the nation. According to the U. S. Bureau of the Census
(Census 2000), 32.4% of the population of the State of California was Latino/
Hispanic, and 44.6% of the population of Los Angeles County was Latino/Hispanic.
Immigrant students are often at a disadvantage in succeeding in the college
arena for various reasons. The cultural perspectives of immigrant populations differ
from “mainstream” America and, for the woman, her family and community
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expectations often conflict with her needs and desires (Flores, 1994; Gil & Vasquez,
1996). For example, although Latinas constitute the largest minority population of
females in the U.S., their graduation rates, college enrollment and traditional
achievement scores are lower than any other ethnic group (U.S. Census, 2000;
Flores, 1992).
Some studies suggest that first generation Latinas are challenged by trying to
balance the traditional culture and values of their country of origin with the diverse
culture of mainstream America (Flores, 1994). Although Latinas enjoy more
independence, they also feel guilty about not being able to spend enough time with
their families (Hernandez & Estrada, 1992). The status of women in the Latino
culture is clearly inferior to that of males, and women are expected to be submissive
(Avila, 1992).
Perhaps Latinas reject education because of their conditioning during
their formative years. They are expected to carry heavy loads of work
at home.... Weary, they carry negative attitudes to school and cannot
achieve as they should. With these motivation killers, Latinas have to
go it alone--a Herculean task. (Flores, 1994:32)
In order for the newly-arrived immigrant to overcome such obstacles and succeed in
college, she needs the support of her parents and friends in her pursuit of higher
education, and English proficiency is necessary. The educational institution must
also be supportive, and she needs a strong intention (educational goal) to complete a
degree program.
Adding to the conflict of a non-English speaking immigrant’s desire for a
college education, and this holds for males as well, is the fact that her written and
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oral English skills are often deficient. The skills she needs to function effectively in
her home and community settings often differ from those she needs for the
challenging tasks that college study demands (Gil &Vazquez, 1996).
The Associate in Arts degree programs on the Doheny campus were “created
for students who have the potential to succeed in college but lack the necessary
competencies— strong mathematical, study, and language skills” (Kelly, 1992:39). In
at least the past fifteen years, the majority of the young women enrolled in the
associate degree programs on the Doheny campus have been under prepared and
under served, often from immigrant populations whose first language was not
English, and who were the first in their families to attend college.
Statement of the Problem
Students who are under prepared, or who come from cultural backgrounds
other than the mainstream or who come from low-income households, often
experience difficulty in achieving academic success in college (Martin, 1990). The
needs of these students pose challenges for traditionally-structured two- and four-
year institutions of higher education who seek to serve and educate them. Many
colleges today have accepted this challenge. Mount St. Mary’s College, for one, has
focused its attention on serving these students, particularly women, in its two-year
associate in arts program offered at the downtown Doheny campus. At this time in
the history of the location (downtown Los Angeles) of the program, the majority of
these students are Latina. In order to serve this population and to educate them
effectively, it is imperative for the College to determine which factors enable these
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students, and other under prepared students, to succeed, persist, and complete their
college degrees and which factors may be obstacles to their college success.
Purpose of the Study
Using a case study approach, this research explored some of the factors that
enabled two-year students to complete their associate degree studies successfully and
to transfer to four-year institutions. In addition to their academic ability and
achievement, students’ cultural background and previous educational experiences
also influence the degree of their success in college (Fiske, 1988; Carter & Wilson,
1993; Rendon & Nora, 1988; Valdivieso, 1990).
The purpose of this study was to determine which support services (e.g., the
learning resource center, tutoring, constant feedback, individualized academic
advisement, competency testing and developmental courses, service learning
courses, good teaching practice, financial aid assistance) the Mount St. Mary’s
associate degree students perceived as most helpful for their college success. Though
students’ points of view, distilled through interview and survey methods, constituted
the primary source of data, the researcher, concurrently serving as dean of the
associate in arts degree program, had access to a wide spectrum of information about
the program and brought to the study her knowledge as a participant-researcher.
Significance of the Problem
Increasing numbers of students entering two-year colleges, as well as four-
year colleges and even universities, are under prepared for college coursework. This
study presented a valuable opportunity to investigate Mount associate degree
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students’ perceptions of what support services assisted them to succeed in college
and which did not assist them. According to the MSMC 2004 Fact Book, the
retention to the third semester rates for the associate program ranged from 71% to
86% (Fall 1995 - Fall 2003), the two-year graduation and success rates for the
associate program ranged from 54% to 70% (Fall 1994 - Fall 2002), and the
interprogram transfer rates from the associate program ranged from 62% to 83%
(Fall 1994 - Fall 2002) [Appendix A]. It is hoped that the results of the study will be
generalizable to future Mount associate degree students who are first generation,
under prepared for college coursework, from low income households, and/or of
backgrounds other than the mainstream. The data from this study will assist Mount
St. Mary’s College, a Catholic institution founded to educate women, to develop
techniques and programs that will enable first generation, non-traditional, and/or
under prepared students to succeed in college while maintaining their institutions’
high academic standards.
Research Questions and Hypothesis
1. To what factors do the Associate in Arts (AA) students at Mount St. Mary’s
College attribute their college success— persistence, completion, transfer?
Was it academic advisement, transfer advisement, instructors, small classes,
service learning courses, learning resource center (LRC), tutoring, early
warning system (notices of academic difficulty), friends, family, personal
motivation, involvement in activities, or a combination of factors?
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2. What major obstacles do Mount St. Mary’s AA students experience in
seeking college degrees?
3. To what do those Mount St. Mary’s AA students who did not succeed
(dropped or tailed out) attribute their dropping or failing out?
This study explored the following hypothesis: For under prepared students,
particularly first generation Latina students, to succeed (to persist to completion
and/or to transfer to four-year institutions) in college, they require the support of
their families and friends, financial support, the support of faculty who are well
prepared to teach them, additional academic services (tutoring, advisement),
proficiency in basic skills (reading comprehension, written and oral English, and/or
mathematics), and a strong intention (educational goal) to complete a degree
program.
Methodology
This study employed a qualitative approach in which current or former
students enrolled in the Associate in Arts program at Mount St. Mary’s College
responded to interview questions about their experiences in the program. They were
asked to describe why they chose the Mount, who or what helped them to succeed,
and who or what were obstacles for them Finally, they were asked to make
suggestions to improve the Mount’s associate program
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Assumptions
This study was designed and based on the following assumptions:
1. The measures were reliable and valid indicators of the constructs to be
studied.
2. The data were accurately recorded and analyzed.
3. The subjects were assessed by their Mount academic records, accessed
through the Registrar’s Office, and their interview responses to the
researcher.
4. The subjects responded according to their perceptions of their experiences.
5. The purposes, processes, and elements of the framework studied have a
degree of applicability and generalizability to current and fiiture MSMC
Doheny campus Associate in Arts students.
6. The research, data gathering, and findings and conclusions of the study
represented appropriate research.
7. MSMC believes that under prepared students can succeed in college with
motivation, parental/family support, appropriate placement, financial
assistance, and various academic support services.
8. MSMC believes that its environment (small, Catholic, liberal arts and
sciences, primarily women, diverse, service-oriented, leadership-oriented)
supports and enables under prepared students to succeed in college.
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Limitations
This study included the following limitations:
1. This study was limited to subjects who were, or are currently, enrolled in
Mount St. Mary’s Associate in Arts degree programs and who voluntarily
agreed to participate, knowing that the researcher is a Catholic mm currently
serving as Dean of the associate program.
2. It was limited to the number of subjects interviewed and by the amount of
time available to conduct this study.
3. Validity of this study was limited to the reliability of the instruments used.
4. The researcher, a member of the Catholic religious congregation which
founded the Mount, is also currently the dean of the associate in arts degree
program being studied. Throughout the course of the study, the researcher
strove to be aware of her biases and to work with the data as objectively as
possible. Submission of the narrative for scrutiny to other readers who were
knowledgeable about the Catholic Church, the religious congregation of the
researcher (the Sisters of St. Joseph of Carondelet), Mount St. Mary’s
College and, specifically, the Associate in Arts degree program, assisted the
researcher in addressing the possibility of biased presentation of results.
5. The methodology selected was designed to probe in depth the factors
enabling college success in the selected population from the associate in arts
degree program at Mount St. Mary’s College. However, the deep findings of
such research are concurrently narrow in scope. Findings of this study are not
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generalizable to other populations though implications may be valuable to
others in similar situations working with populations of the characteristics of
the selected population.
Delimitations
The researcher confined the study to interviewing associate degree students
from Mount St. Mary’s Doheny campus. The study focused on the student
perceptions of the factors which enabled two-year students to succeed, or not
succeed, in completing their associate degree studies and/or to transfer to four-year
institutions. The study explored which factors (e.g., the learning resource center,
tutoring, constant feedback, individualized academic advisement, competency testing
and developmental courses, service learning courses, good teaching practice,
financial assistance, instructors, staff, involvement in activities) the students
perceived as most helpful for their college success. The responses of both students
who persisted and those who dropped out were included in the study. The researcher
believes that the results for this sample population could be generalized to current
and future MSMC associate in arts students; and to other first generation or under
prepared students in urban community colleges.
Definition of Terms
For the purpose of this study, the following definitions were used:
1. Success in college as completing an Associate in Arts degree or as
transferring to a four-year institution.
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2. Persistence as continuing to enroll as an Associate in Arts degree student or
as transferring to a four-year institution.
3. Latina as a female student who self-identifies as Mexican, Mexican-
American, or Hispanic/non-White.
4. Family support as the degree to which the student’s parents and significant
others encourage her college attendance.
5. Proficiency in basic skills as having passed the competency tests in oral and
written English, reading comprehension, and mathematics.
6. Educational goal as the student’s intention to complete an Associate in Arts
degree and/or to transfer to a baccalaureate program.
7. First generation as the first generation of the family to attend college.
8. Under prepared as not having proficient skills in reading comprehension,
written and oral English, and/or mathematics.
Organization of the Study
Chapter 1 of the study presents the introduction; the background of the
problem; the statement of the problem; the purpose of the study; the significance of
the study; the research questions and hypothesis; the methodology; the assumptions;
the limitations, including relevant background on the researcher as it relates to this
study; the delimitations; the definitions of terms; and the organization of the study.
Chapter 2 presents a chronological overview of American Catholic higher
education, a review of the history and mission of Mount St. Mary’s College, and a
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discussion of the special needs of non-traditional, under prepared college students
currently served by the Mount.
Chapter 3 presents the methodology used in the study, including a description
of the sample, the rationale for the selection of the sample, the data collection
procedures, a description of the interview protocol, and the methods used to analyze
the data.
Chapter 4 contains the findings of the study that indicate which factors,
services, and personnel assisted the Associate Degree students to succeed and which
presented obstacles to their success.
Chapter 5 summarizes the study and its findings, the researcher’s
conclusions, the significance of the findings, and implications for fijrther research.
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CHAPTER 2
Review of the Literature
Introduction
The focus of this chapter is threefold: the identity of Catholic colleges in
America, the mission of Mount St. Mary’s College, and the special needs of non-
traditional college students. Emphasis will be placed on how Catholic institutions of
higher education struggle with their Catholic identity as they strive to participate in
American society, the Catholic Church, and American higher education. Since their
inception, the on-going, emergent struggle of Catholic institutional identity has
challenged Catholic colleges and universities in their pursuit of knowledge and truth
as educators and scholars as well as their efforts to be appropriately faithful to
Church doctrine and, at the same time, loyal and informed American citizens.
This chapter is presented in three major parts:
1. A chronological overview of Catholic higher education with focuses on
(a) its place in American society, (b) its relationship to the hierarchical
Catholic structures (“Rome” and doctrine), and (c) its responsibility as
part of the academy (American higher education).
2. A review of the history and mission of Mount St. Mary’s College, as one
example of American Catholic higher education.
3. A discussion of the special needs of non-traditional college students (e.g.,
under prepared, immigrant, low income, first in family to attend college).
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American Catholic Higher Education
Education has always been an integral part of Church tradition. Before the
monastic schools of the 4th century, education took place in the family. Throughout
the Renaissance and the Middle Ages, monasteries were centers of Catholic teaching
and intellectual thought. The clerics and missionaries, experts revered by the people,
instructed the unlearned. The Catholic Church has a long history of providing college
level instruction, and that tradition followed Catholics to the New World (Power,
1970:243,246, 329; Groome, 2002:179-190).
American Catholic higher education dates from 1789 with the founding of
Georgetown University. Alice Gallin, OSU (1987), Executive Director of the
Association of Catholic Colleges and Universities (ACCU) from 1980 to 1991, sets
the framework for this discussion of the history and development of American
Catholic higher education:
Catholic colleges and universities have, by definition, two distinct
elements in their identity. The noun-element is that of an academic
institution, known alternatively as college or university; the adjectival
element is Catholic. Exploration of the way... the elements interact has
limitless possibilities It makes little difference whether the threat is
from the State, the Vatican, corporations and donors, or pressure groups
from Right or Left. Our colleges. . . are a valuable asset for the Catholic
community, but they will only remain so if they are both “free” and
“Catholic” in an “American” context, (p. 2)
This first part of the review presents the role of the Catholic college/university from
the perspective of the leaders in American Catholic higher education in relation to
(a) the evolving history of American society, (b) their commitment to Catholic
doctrine and practice, and (c) the academy (American higher education).
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Background
Even though 150 years separate the founding of the colonial colleges and the
first Catholic college at Georgetown, many similarities existed: purpose, size,
funding, curriculum, and mortality rates. All but two of the seventeen colleges
founded before Georgetown were under five religious denominations: three
Congregational, five Episcopal, five Presbyterian, one Baptist, and one Dutch
Reformed; however, even the two non-denominational colleges were subject to
hierarchical religious influences (Power,1 1958:13-14). It should also be noted that
colonial New England “scorned democracy and... its claims for equality” (Power,
1970:538), and that, as late as the early 1900s, the Popes (particularly Pius IX, Leo
XIII and Pius X) similarly condemned such ideas as democracy, religious freedom,
and the separation of church and state (Gleason, 1995:7-17,112,284-287; Wills,
2002:44, 202-203,207-208). A major purpose of both colonial and Catholic colleges
was to prepare educated ministers; ironically,
[t]he specific aims of the Catholic colleges, apart from their
predominantly religious purpose, were the same as those of the
ordinary liberal arts colleges of America at the time. The Catholic
colleges endeavored by means of religious training, mental discipline,
and liberal culture, to produce the complete Christian character.
(Erbacher, as quoted in Power, 1958:35)
1 Until the mid 1970s, the works of EJ. Power are considered primary sources for the history of
American Catholic colleges and universities. In The American Historical Review (Oct 1997:1246), A.
J. Kuzniewski cites Gleason’s Contending with Modernity: Catholic Higher Education in the
Twentieth Century (1995) as “the most important study of the topic [of American Catholic Higher
Education] since Edward J. Power’s History of Catholic Higher Education in the United States
(1958).”
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Compared with enrollments today, both Catholic and non-Catholic colleges
were small, usually with about fifty to sixty students; and both instructed boys in
college-level and below-college-level studies. The organization of the early
American colleges imitated the English model, while the Catholic colleges followed
the European continental model of six or seven years in length. The continental
model combined three to four years of preparatory (high school) coursework with
three years of humanities (college) programs (Vaughan, 1975:6; Greeley, 1969:11).
Though organizational models differed, the curriculum in both Catholic and non-
Catholic colleges combined classical learning and the Christian religion in an effort
to cultivate the “humane” person (Bums, Kohlbrenner & Peterson, 1937:259-284;
Power, 1958:49; Pattillo & Mackenzie, 1966:2).
Colonial colleges were funded by appropriations from the colonies; tuition
was charged. The trustees who controlled the colleges were not part of the teaching
staff or administration; with few exceptions, the governance and control of American
colleges and universities continue to be from the outside (Gleason, 1995; Power,
1958; Power, 1972). On the other hand, founding religious orders or sponsoring
dioceses funded Catholic colleges, tuition was charged, and governance was from the
inside. However, governance differed within the Catholic colleges; most were
governed by religious orders, some by sponsoring dioceses, and a few by boards of
trustees. (Today, most Catholic colleges have governing boards of trustees and
regents, the majority of whose members are not religious, and some of whose
members are not Catholic.) Mortality rates (Appendix B) were surprisingly similar;
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of the Catholic colleges founded before 1850, about 75% failed to survive, a rate
slightly lower than that for non-Catholic colleges, which was about 80%
(Tewksbury, 28, as quoted in Power, 1970:34; Greeley, 1969:8-9).
Catholic Women’ s Colleges
Even though more than half of the American colleges for women were
Catholic and even though these colleges have “educated many more women than the
renowned Seven Sisters (Wellesley, Vassar, Smith, Bryn Mawr, Radcliffe, Barnard,
and Mount Holyoke)” (Schier & Russett, 2002:1), there is no definitive history of
American Catholic women’s colleges. Catholic women’s colleges were founded
more than 100 years after Catholic men’s colleges and almost 50 years after non-
Catholic women’s colleges. Catholic women’s colleges began as academy high
schools, were founded by women religious, were funded by the founding orders, and
charged tuition. They followed similar curricula as the men’s Catholic colleges, with
the addition of courses in home economics and other courses considered “proper” for
women. Notable similarities between Catholic and non-Catholic women’s
institutions include the following: female leadership, the prominence of religion and
religious formation, and a Victorian viewpoint of women. Given this brief sketch,
there appear to be more similarities than differences between Catholic and non-
Catholic women’s institutions of higher education in America.
Catholic Identity in American Society
The challenge o f Americanism and Modernism. Throughout their history, and
particularly in the 20th century, as Gallin (1987) suggests, leaders in American
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Catholic higher education have been challenged to prove themselves as American, as
Catholic, and as “real” colleges and universities. In 1889, the founding of The
Catholic University of America (CUA), the only American pontifical university,2
benchmarked a new era in American Catholic higher education.
[CUA] was intended from the beginning to operate on a different and
higher academic plane than the existing colleges .... [I]t became the
chief center from which the research-oriented ideal that marks the
modem university differentiates itself outward into the world of s
Catholic higher education [It was to be] open to the educational
movements. . . shaping the modem university. (Gleason,3 1995:7)
The Catholic University of America (CUA) would assume the leadership, sometimes
appreciated and sometimes resented, among Catholic colleges and universities in the
early years of the 20th century. CUA was founded in the midst of on-going
ideological and organizational conflicts which were occurring at the turn of the
century not only in Catholic higher education, but also in politics and society. In the
Catholic sector these changes were evident in the emergence of the liberal and
conservative viewpoints in the Catholic community. (It should be noted that most
non-Catholics viewed all Catholics as conservative; however, within the Catholic
community, those who believed in the acculturation of Catholics into mainstream
2 The Catholic University of America is referred to as a “pontifical institution” because it was founded
under the patronage of the American hierarchy and the Vatican as prescribed in Canon Law (Gallin,
1992:2). All other Catholic colleges in the United States were founded by religious communities or
dioceses, and chartered by the states.
3 Excerpts from A. J. Kuzniewski’s review of Philip Gleason’s Contending With Modernity: Catholic
Higher Education in the Twentieth Century {American Historical Review, 1997:1246-1247) include
the following: “Gleason’s history. . . is masterful. [I]t is the most important study of the topic since..
. Power. His explanations are wise and convincing. . . . This book will serve for years as the standard
in its field.”
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American society were considered liberal). Americanism and Modernism provided
ideological challenges to Catholic higher education. Americanism,4 with which the
liberals aligned themselves, emerged in the mid-1880s and addressed the question of
whether Catholic schools should “Americanize the children of immigrants or...
perpetuate ethnic language and cultures” (Gleason, 1995:7,9).
In 1899, Pope Leo condemned any movement to adapt or change the deposit
of faith, but he pointed out that the same term, Americanism, also “designate[d] the
characteristic qualities of the American people, their form of government, laws, and
customs. Understood in that sense, Americanism was perfectly acceptable”
(Gleason, 1995:11-12). The Americanist conflict points out the intimate connection
that existed between Catholic higher education and the efforts of American Catholics
to accommodate themselves to the modem world in its intellectual and cultural
dimensions. This connection caused conflict and would be challenged fairly
regularly throughout the 20th century as Catholic colleges struggled to identify
themselves as both Catholic and American, labels that some considered
incompatible. The Vatican was wary of the religious freedom and separation of
church and state espoused in America, and feared that the American Catholic church
would become too American and lose its Catholic faith and identity (Duffy,
1997:242-244); at the same time, American Catholics continued to be viewed as
immigrants, outsiders, whose allegiance was to “Rome,” not to American ideals.
4 Americanism, a movement to acculturate Catholic immigrants into American culture and customs,
was declared a heresy by Leo XIII who “deplored a spirit of freedom that might loosen dependence on
die authoritarianism of the church” (Wills: 2002:203).
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Many non-Catholics viewed the Catholic parochial schools with suspicion, and as
unpatriotic; consequently, some held that all children should be taught in the public
schools. Some liberal Catholics, including some liberal bishops, supporting
assimilation, also held this view (Vaughan, 1975).
Like Americanism, Modernism5 sought to accommodate Catholic teaching to
new ideas and contemporary society. Unlike Americanism, which touched the lives
of the lay people and focused on the practical issues of parochial schools and
ethnicity, Modernism was “an elite movement [initiated by theologians] that dealt
mainly with esoteric matters of theology, philosophy, and biblical exegesis”
(Gleason, 1995:13). Consequently in 1907, to protect the faith and to ensure Catholic
orthodoxy, Pope Pius X condemned Modernism in an effort to silence American
Catholic theologians. He established diocesan “councils of vigilance” to control
American bishops and mandated that only Thomistic theology6 be taught from the
pulpits and in the colleges and universities. Most important to the colleges, this
dictate had damaging long-range effects on the intellectual development of American
Catholicism for the next fifty years (Gleason, 1995:16). As a result of Pius X’s
condemnation of Modernism, and in an effort to be faithful to the church, scholarly
5 Modernism included “such powerful movements. . . as nationalism and liberalism in politics, and
rationalism, skepticism, and agnosticism in the realm of ideas and religion (Gleason, 1995:107).
6 Thomistic theology is named for St. Thomas Aquinas (1225-1274), a Dominican scholar who
established die Scholastic method (which applied the Aristotelian method o f philosophy and logic to
the study of theology) as a technique for arriving at truth (Power, 1970:302-309; Gleason, 1995:105-
114).
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pursuits in Catholic colleges and universities in the area of theology were minimal
until the mid 20th century (Gleason, 1995:12-17).
In addition to the challenges of the ideological conflicts of the 1890s and
early 1900s, American Catholic educators also focused on more immediate
organizational issues. The following developments provided the impetus for major
changes in American Catholic higher education dining the 20th century: the
emergence of free public high schools, increases in collegiate enrollments which
included women’s enrollments, the breakdown of the classical curriculum and the
inclusion of new fields of study, the rise of the research university, the
professionalization of education, and the development of voluntary quality control
accrediting agencies (Gleason, 1995:21).
Support in becoming American colleges: Catholic Education Association,
1898-1920. Prior to 1900, Catholic colleges operated almost completely in isolation
from one another and from American higher education in general; a spirit of
competition and survival of the fittest reigned (Greeley, 1969:13). In December
1898, Thomas Conaty, rector of The Catholic University of America, invited
Catholic college educators to meet and exchange views to increase efficiency, raise
standards, and promote unity. Participants met in 1899, and organized themselves
first as the Association of Catholic Colleges in the United States (later named the
College Department, and known today as the Association of Catholic Colleges and
Universities/ACCU), but unity was far from achieved.
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In 1904, Conaty again met with leading Catholic educators to form the
Catholic Education Association (CEA), known today as the National Catholic
Education Association (NCEA). Conaty’s goal to unify, improve, and systematize
American Catholic education was more than ambitious:
The 1900 Catholic Directory reported nearly a thousand institutions
offering some sort of “higher” education, including universities (10),
[s]eminaries (109), colleges for boys (178), and academies for girls (662).
But there were colleges which were, by virtue of the curriculum and the
age of students, colleges only in name, while there were academies for
girls which were, by virtue of the same, colleges in everything but name ....
[I]n 1895, J. Havens Richards, S.J. (President of Georgetown, 1888-1898)
described the Catholic higher education scene as “almost chaotic.”
(Mahoney, 1999:5)
From 1900 to 1920, the College Department of the CEA focused on internal
concerns: the nature, purpose, structure, and needs of college and graduate level
education. In spite of Conaty’s efforts, unity seemed out of reach because of the
diverse outlooks of the various religious orders, whose members served as college
presidents, and because of the temperaments, breadth and volatility of the
membership.
Total higher education enrollments in the country had increased 72%;
however, Catholic colleges saw an increase of only 42%. Because many Catholic
college students were attending non-Catholic institutions, the Catholic college
leaders sought the support of the conservative bishops who, at the Third Plenary
Council in Baltimore in 1884, had supported elementary schools and encouraged,
even mandated, that parents send their children to parochial schools. The hierarchy
offered no such support to the colleges. In fact, “at the 1905 annual conference in
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New York, Archbishop John Farley publicly humiliated the colleges, claiming that
they would gain the confidence of the people only when they raised their standards”
(Mahoney, 1999:11). A 1907 survey revealed that about 8600 Catholics attended
non-Catholic colleges, and only 4200 attended Catholic colleges. “Thus . . . Catholic
colleges were small, in constant financial difficulty, academically inferior, static in
educational philosophy, traditional in curriculum and pedagogy, rigid in discipline
and student life, clerical in faculty administration, and isolated almost completely. . .
“(Greeley, 1969:13).
As a result of declining enrollments and lack of support from the clergy, and
in order to survive, leaders of the men’s colleges were finally willing to work
together to improve and modernize their colleges. The College Department became
the forum in which to discuss common concerns and foster a sense of
professionalism. This was crucial, given that the colleges would soon be feeing not
only internal forces, but also external forces-the government and the American
academic community. With World War I, the College Department shifted its focus
and became
. . . the corporate fece of American Catholic higher education within the
three primary, constitutive contexts in which it operated: on the American
scene (especially as represented by the federal government), amid the
larger academic community that is American higher education, and within
the Catholic Church. (Mahoney, 1999:6)
World War I and the Catholic Education Association. Through the Student
Army Training Corps (SATC, later ROTC) program, a provision of the National
Defense Act of 1916, Catholic colleges received only 42 of the 525 government
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contracts to train aspiring officers (Mahoney, 1999:14). The Catholic college leaders
then realized that “if Catholic colleges were to be vital players in... American
higher education, the work of the CEA should be made strictly professional”
(Mahoney, 1999:15; Greeley, 1969:13); that it was essential that Catholic colleges
become “standard” colleges; and that they needed to separate out high school
programs, adopt the standards of their non-Catholic counterparts, seek accreditation,
and consider graduate and professional education at their institutions. Still, Catholic
college leaders were slow to make the changes necessary to qualify their institutions
as credible institutions of higher education.
World War I changed some Americans’ views of both the Catholic Church
and Catholic higher education. In August 1917, John J. Burke, CSP, editor of the
Catholic World, met at The Catholic University of America (CUA) with
representatives from dioceses, the Catholic press, and various lay societies to discuss
ways in which Catholics could support the war effort. Because of Burke’s ability to
unify those of differing viewpoints, he was authorized by the fourteen archbishops
present to create the National Catholic War Council (NCWC) to “study, coordinate,
unify and put in operation all Catholic activities incidental to the war” (Williams in
Gleason, 1995:63).
American anti-Catholic sentiment substantially decreased, and the prestige of
the church was enhanced during and after the war because American Catholics were
over-represented in the armed forces and because the bishops (through the NCWC)
provided Catholic chaplains and support for servicemen and their families, and
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coordinated Catholic college involvement. To some extent, the leadership had shown
that Catholics and Catholic higher education were American-loyal and patriotic.
After the war, the National Catholic War Council developed into the National
Catholic Welfare Council (also NCWC) which was supported by the American
bishops and whose membership included a number of CUA professors. Situating this
Council in Washington and at the University would prove strategic “when it became
clear, late in the war, that education was going to be a key area... in the postwar
years” (Gleason, 1995:65); their place in higher education would prove even more
important to Catholic colleges during and after World War II.
Results o f World War I: Federal aid and national organizations. The Smith-
Towner bill of 1918, strongly supported by the National Education Association
(NEA) and strongly opposed by the Catholic Education Association (CEA), excluded
non-public schools from federal aid, and aroused controversy and tension for the
Catholic colleges. Besides needing this federal funding for their schools, Catholics
feared that if the bill passed, it would establish a national system of education. In
spite of fearing hierarchical interference, the Catholic colleges sought and received
the bishops’ support in fighting Smith-Towner and the move toward a national
system of education. The challenge was again twofold— American and Catholic: how
to gain both federal funding and hierarchical support without losing their autonomy
and freedom as Catholic institutions of higher education (Gleason, 1995:65-72).
Catholic colleges as accredited institutions o f higher education. By 1919,
seventy-five national organizations in the public sector were committed to
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standardization and accreditation. At this time, the CEA joined the American
Council of Education (ACE), a move critical to the alignment of Catholic institutions
with mainstream American higher education--the academy, the third major facet
important to their identity. Although most members of the College Department were
now convinced of the importance of standardization and accreditation if they were to
survive and thrive, standardization challenged Catholic educators. Their institutions
were strongly controlled by various religious congregations, and still included, and
depended financially on, students doing preparatory (high school) coursework.
Nevertheless, they began to separate their six- and seven-year “colleges” into high
schools and colleges.
Struggling between being inclusive of all Catholic institutions of higher
education and requiring that these institutions seek the ranking of a standard college,
. . . the College Department published its first list of accredited colleges
in 1918, comprised of 14 women’s and 38 men’s colleges that met its
definition of a “standard” college”. . . . [This] encouraged Catholic
colleges to adopt higher standards .... [A]n institution’s presence on
CEA’s list translated into inclusion on other lists; e.g., the Middle States
Association used it when reviewing Catholic institutions and the U.S.
Bureau of Education included it in the 1922 bulletin, Accredited Higher
Institutions. (Mahoney, 1999:18)
The CEA leadership had assessed the academic signs of the times accurately, and
Catholic higher education progressed and improved in spite of struggles with the
various religious orders that controlled their colleges unilaterally and resisted
organizational and curricular change. By 1929, the secondary schools formed a
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separate department, and the college leaders then turned their attention toward
graduate-level and professional studies.
Between 1923 and 1928, forty-two Catholic colleges increased their masters
and doctoral degrees by 70% and 83%, respectively (Mahoney, 1999:20); and
between 1930 and 1938, the percentage of Catholic institutions meeting regional
accreditation requirements rose from 40% to 76% (Gleason, 1995:182-200). The
College Department became the College and University Department, and the
National Catholic Education Association (NCEA) leaders worked closely with the
North Central Association (NCA).
However, Catholic institutions had moved too slowly away from their
connection to secondary schools and too quickly into graduate and vocational
education, and a number of newly opened graduate programs closed or lost (or could
not get) accreditation. In 1926, Raymond Hughes, President of Miami University in
Ohio and a member of NCA, had noted that “the accrediting standards being used by
the NCEA were ‘practically identical’ with those of the NCA” (Gleason, 1995:184).
However, in 1934, even though the NCEA accrediting body had worked closely with
the NCA, a public report noted that only Notre Dame and CUA had been qualified
and approved to grant doctoral degrees by the regional accrediting agencies
(Gleason, 1995:182). In 1938, the NCEA dropped its accrediting program and
encouraged the Catholic colleges and universities to seek regional and professional
accreditation for their programs. To ensure Catholic colleges’ credibility in
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American higher education, the NCEA continued to promote academic improvement
by requiring that its members be accredited by outside agencies.
The Catholic Dimension in the Curriculum
The challenge o f remaining Catholic. The College and University
Department once again refocused its attention, this time on the Catholic dimension of
college and university life, and developed a set of standards for institutions
belonging to the NCEA. In 1926, the President of Notre Dame, James A. Bums,
C.S.C., commented that Catholic colleges and universities had “abandoned much of
our Catholic tradition and [had] adopted the ideals of the big secular college”
(Mahoney, 1999:22; Gleason, 1995:66,137-139). According to Gleason (1995:66,
137-139), this indictment led to a kind of Catholic Renaissance between 1920 and
1960 and to the conviction that Catholic religious tradition had “much to offer
intellectually, aesthetically, morally and socially to a world gone astray” (Mahoney,
1999:22). During the 1920s and 1930s, several respected Catholic writers had
initiated the revival of Catholic intellectualism by demonstrating the compatibility of
Catholic and American principles, “the congruence of Catholic natural-law theory
with the basic principles of the national polity” (Gleason, 1995:124-130).
Prior to the 1920s, theology/religion had not attained the status of an
academic subject and had been reserved to seminaries; by 1939, offering religion and
philosophy courses was requisite to NCEA membership. During this time educators
sought to integrate Catholicism into the curriculum so that it would not only be
considered a field of study but also a culture, a way of life (Gleason, 1995:148).
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The 1930s presented many challenges for Catholic college leaders in their
dealings with one another, the hierarchy, the government, and secular education
agencies. Even though Catholic college students had received financial grants from
the Federal Emergency Relief Administration, the depression brought most Catholic
institutions to near financial disaster. In 1934, the NCEA held its meeting in
conjunction with the Association of American Colleges (AAC) to discuss common
issues and problems faced by their non-Catholic counterparts and to interact with the
American academic community at large. The NCEA also voted to have the women
religious meet separately for their own programs. According to Mahoney (1999:26),
some feared the voting power of the women religious.
The women religious, more than displeased, expressed their displeasure by
voting to discontinue their already-separate meetings in the NCEA in 1936. In spite
of frustrations and successes, formal and informal separation, dynamic women rose
as leaders not only of Catholic women’s colleges but also of Catholic higher
education. In 1904, women had attended CEA conferences as “interested auditors”
and by 1910, had papers “read from the chair” (Pellegrino, 1999:55). As early as
1916, Mary Malloy (later Sister Mary Aloysius Malloy, OSF, CEA College Division
President in 1947) had worked with Father Howard (CEA College Division
Secretary General) to establish a section for Catholic colleges for women, and had
been the first woman to deliver her own paper to the whole College Department in
1918. Still, the leadership continued to be divided on the place of women in higher
education. Some reluctantly acknowledged the need for Catholic colleges to protect
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Catholic women from non-Catholic colleges while others encouraged women’s
education for their own professional advancement and for the enrichment of their
families (Pellegrino, 1999:54; Mahoney, 1999:13). The predominant Catholic view
continued to be that the woman’s place, unless she was a member of a religious
community, was in the home.
Unrest during the 1930s also included argument about curriculum, non-
Catholic and lay faculty, salaries, the upgrading of graduate programs, and the
quality and quantity of research (Gleason, 1995:184-206). In spite of the conflicts, at
the close of the 1930s, graduate work in the Catholic colleges began to increase and
improve.
In 1939-40, some 24 Catholic institutions . . . enrolled. . . 7258 graduate
students [T]he frill-time students had grown since 1931-32 almost
three times as fast as... part-timers. . . . In 1940, Catholic universities
awarded 99 Ph.D.s and four additional doctorates in canon law and sacred
theology. (Gleason, 1995:206)
At the same time, concerned that religion and philosophy courses, as well as
religious activities and groups (e.g., Mass, retreat, chaplains, sodalities, Catholic
Action movements, liturgical arts movements) be increased and improved, the
NCEA implemented a survey to study the “Catholicity” of the colleges in 1940.
They also initiated studies of faculty salaries, rank, promotion, and tenure-signs of
their coming of age and joining mainstream American higher education while still
maintaining their commitment to nurturing the Catholic faith (Gleason, 1995:204).
World War II. World War II affected Catholic colleges substantially and
positively. Some added new courses (e.g., defense, first aid, health and safety, radio,
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military science and tactics, wartime nutrition and meal planning, international
politics, the economy of war, and national defense); several provided programs for
military training on their campuses (e.g., Notre Dame, CUA, Georgetown, Fordham,
Santa Clara, Marquette, Holy Cross). Many Catholic educators served on various
government agencies (e.g., the American Council on Education’s Committee on the
Relationships of Higher Education to the Federal Government, the navy’s
educational council, the Army Specialized Training Program (ASTP) educational
advisory board, and the presidential commission that produced Higher Education fo r
American Democracy in 1947) (Mahoney, 1999:27; Gleason, 1995:209-226).
[T]he wartime programs . . . and Catholic service on various official
bodies represented a quantum leap in terms of Catholic educators’
involvement with secular agencies in general and the federal
government in particular. . . . [I]t brought [Catholic schools] more
actively into the mainstream of public life, thus reinforcing the
assimilative tendencies that had long been at work in their adjustment
to prevailing norms in educational practice. (Gleason, 1995:215)
World War II also impacted research and enrollment on Catholic campuses
(Gleason, 1995:210-211). Notre Dame, having a whites-only admissions policy,
accepted black V-12 navy trainees; and CUA, an all-men’s institution, admitted
women to its engineering and architecture courses. Because of the war, from 1940 to
1945, enrollments in Catholic colleges and universities decreased from 5% to as
much as 70%; however, from 1945 to 1947, because of the G.I. Bill of Rights, those
enrollments dramatically increased from 46% to 212%. Likewise, from 1940 to
1945, enrollments in American colleges and universities decreased 22% on average;
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from 1945 to 1947, the average enrollment increase was 126% (Gleason, 1995:210-
212; Hofstadter & Smith, 1961:970-971).
As a result of their effective participation in the war effort and of the
presence ofNotre Dame’s J. Hugh O’Donnell and St. Louis University’s Edward A.
Doisy (1943 Nobel laureate in biochemistry) on the committees that produced
Science— The Endless Frontier, the document that led to the establishment of the
National Science Foundation, Catholic colleges became more visible to the federal
government and moved into the world of sponsored research. Their war efforts
helped to establish their respectability as American and as universities, to improve
their reputations, and to strengthen their viability in higher education (Gleason,
1995:215-220).
Impact o f World War II. World War II also affected the thinking of Catholic
educators and their students. There was new interest in liberal democratic values, in
racial equality movements, in non-sectarianism, in curricular unity within the liberal
arts, in student movements. In 1951, Pope Pius XII encouraged teaching sisters to
have the same training as those who taught in public schools; in 1952, the NCEA
mandated that all elementary and secondary teachers in Catholic schools have
baccalaureate degrees. Consequently, during the 1950s, women’s colleges increased
enrollments by working with religious orders in the Sisters Formation Movement to
improve the professional preparation of women religious so that they could be
credentialed for teaching, and by initiating baccalaureate degree programs for
nursing (Appendix B). These directives changed the course of education for
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members of women’s religious communities. The Sister Formation Movement
enabled communities not only to educate all their sisters in a timely manner before
they began their teaching ministries, but also to enrich their spiritual development
(Pellegrino, 1999:61; Oates, 2002:184-185). Between 1950 and 1956, the number of
college programs that religious congregations began for sisters increased from 120 to
195; and the number of sisters engaged in full-time or graduate study more than
doubled from 1408 to 3464 (Gleason, 1995:226-234; Power, 1972:322-326).
Post World War II Catholic intellectual life. Presenting a contrasting view to
these improved developments in 1955, Monsignor John Tracy Ellis, a noted Catholic
historian and professor at CUA, wrote that American Catholic intellectual life and its
higher educational institutions were “woefully substandard” (Holtschneider &
Morey, 1996:123-133). Because of Ellis’ stature, most believed him even though his
data were based on pre-war research and even though a few, like Greeley, Davis, and
Steinberg, gathered current data that contradicted him. Nevertheless, Ellis’
indictment served Catholic higher education well. Catholic educators heeded his
concern that research in Catholic institutions was too much about government grants
and too little about the Catholic tradition of scholarship. They have since continued
to seek ways to improve standards, to increase their efforts at research, and to strive
toward excellence in both Catholic and secular scholarship (Gallin, 2000:50, 98;
Gleason, 1995:287-293; Mahoney, 1999:36). Ellis’ indictment seemed to echo that
of Bums in 1926— that Catholic colleges and universities had abandoned Catholic
tradition for the ideals of the secular college.
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Changing Relationships with American Society, the Church, the Academy
Influenced by two world wars and the Korean Conflict and the Vietnam War,
a radically changing American society, and Vatican Council II, the “face” of
Catholic higher education again changed substantially during the 1960s and 1970s.
Being Catholic, being American, and being “real” colleges seemed to converge again
as challenges at this point in history. Vatican Council II, a meeting of the pope and
all Catholic bishops, had urged Catholics to be open to, and to serve, the world. Pope
John XXIII encouraged new thinking about the “old truths;” one of the Council
documents was titled, The Church in the Modern World. In his 1963 encyclical,
Pacem in Terris, John XXIII had written, “Only in freedom can man do good,” and
the Catholic colleges again began to rethink their programs. With freedom as an
underlying value in student life and discipline, curriculum revisions, and faculty
rights, Catholic institutions had to change. American society-family, authority,
personal freedom, equality, racism, anti-war sentiment— was in constant flux.
Catholic educators discussed academic freedom, institutional autonomy, and
Catholic identity.
The Association of Catholic Colleges and Universities (ACCU) became the
forum in which Catholic colleges and universities explored and negotiated meanings
and tensions inherent in being (a) American institutions devoted to the public good,
(b) educational institutions committed to the academic and professional norms and
mores of American academia, and (c) Catholic institutions devoted to the Church and
its mission. “These would be played out in various juridical spheres [H]igh
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stakes— financial stability, academic integrity and religious identity of Catholic
colleges and universities were all on the line” (Mahoney, 1999:37).
Federal aid. Historically opposed to federal and state aid (Power, 1972:411-
412) because of fearing interference, Catholic educators began to seek these monies
not only to improve their programs but also to survive. Three cases and one situation
(Harrington, 1999; Gallin, 2000, Gleason, 1995) stand out: Horace Mann League v
Board o f Public Works, 1966; Bundy monies, 1967; Tilton v Richardson, 1971;
Roemer v. Board o f Public Works, 1976. In the Mann case, the Maryland Court of
Appeals, after studying the purpose, personnel, admissions policies, publications,
and governance of each college, denied state grants to three (including two Catholic
women’s colleges) of the four religious colleges because they were “overwhelmingly
sectarian” (Gleason, 1995:315-316; Harrington, 1999:50-54; Gallin, 2000:36-39).
The New York Select Commission on the Future of Private and Independent Higher
Education, headed by George Bundy, used the Mann case criteria to determine
colleges’ eligibility to receive state funds. As a result, Catholic colleges in New
York, and elsewhere, had to revise not only their words, but also, and more
importantly, their thinking with regard to various structures (e.g., administration,
governance, academic freedom, academic integrity) (Gallin, 2000:51-54; Brown &
Green, 2002:252-253).
The Tilton case was a landmark victory for all religiously affiliated colleges.
The Supreme Court ruled that the grants were not unconstitutional because the
evidence showed an absence of religious discrimination in admissions and faculty
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selection and a high level of academic freedom. These were “institutions with
admittedly religious functions, but whose predominant higher education mission is to
provide a ... secular education” (Harrington, 1999:55).
The decision in the Roemer case echoed the Tilton standard used by the
courts to determine funding: “[A] religiously-affiliated school may generally receive
public financial support if the school is not so ‘pervasively sectarian’ that a
substantial portion of its functions are subsumed in [its] religious mission”
(Harrington, 1999:56).
To avoid loss of public aid, Catholic colleges adhered to federal and state
regulations with regard to hiring, collective bargaining, anti-discrimination, and
admissions practices. At this same time, just “as presidents defended the
independence and autonomy of their institutions, faculty began to insist on more
recognition of their role in the governance of the universities” (Gallin, 2000:58). In
working to qualify for state and federal funding and to be accredited, Catholic
colleges had to justify the credibility of their institutions and address academic
freedom issues (e.g., the faculty strike at St. John’s University, Charles Curran’s
denied tenure at CUA, the speakers’ ban at CUA) (Gallin, 2000; Gleason, 1995).
During this period, the American Association of University Professors (AAUP)
supported Catholic institutions and worked closely with Catholic leaders to work out
faculty conflicts.
After the Mann ruling, the NCEA sponsored a legal study of American
Catholic colleges conducted by John McGrath, a professor of comparative law at
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37
CUA, who published “Catholic Institutions in the United States: Canonical and Civil
Law Status” (Harrington, 1999:59-64). McGrath’s thesis contributed to effecting
significant changes on Catholic campuses. Catholic colleges became legal entities
when they were chartered by the state as non-profit entities to serve the public.
Because these colleges, with the exception of The Catholic University of America (p.
22, footnote 2), had not been established under canon law, McGrath posited that they
should be legally governed solely by civil law. Consequently, the reforms of the
1960s (e.g., separate incorporation, transfer of authority to lay governing boards) did
not need Church approval.
Catholic identity. Under the leadership of Father Hesburgh of Notre Dame,
the 1967 Land O’Lakes meeting of the International Federation Catholic Colleges
(an organization which Pope Pius XII had founded in 1949 and which Pope Paul VI
had declared an independent, autonomous association in 1968) produced The Nature
o f the Contemporary Catholic University (as in Gallin, 1992:7-16), a document that
would guide American Catholic educators in shaping the future. This document
carefully balanced the need for autonomy and academic freedom with the desire to
be Catholic in the following statements:
To perform its teaching and research functions effectively the Catholic
university must have a true autonomy and academic freedom in the face
of authority of whatever kind, lay or clerical, external to the academic
community itself.... Distinctively, then, the Catholic university must
be an institution, a community of learners or a community of scholars,
in which Catholicism is perceptibly present and effectively operative.
(Gallin, 2000:56; Gleason, 1995:317)
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These excerpts signaled that Catholic educators, living in two worlds, had embraced
both the professional and intellectual norms of the larger American academic
community as well as Vatican IPs call for renewal. This was not to imply that
Catholic higher education had “arrived”; it had just begun to travel.
From the 1960s “revolutions” in American life (civil rights, anti-war
sentiment, counterculture growth, feminism, and changing mores) and those within
the Church (Vatican Council II, the exodus of many priests and sisters from religious
life, liturgical reform, increasing roles for the laity) emerged the key issue which has
occupied Catholic leaders in higher education ever since-the Catholicity, or Catholic
identity, of Catholic higher education.
What does it mean to be Catholic? When Ellis criticized the quality of
Catholic intellectualism in 1955, he called both for scholarly research and for
Catholic tradition (Gleason, 1995:287-293, 322; Morey, 2002:279; O’Brien, D.J.,
1994:46,184-186). The 1967 Land O’Lakes statement (reprinted in Gallin, 1992:7-
16) and the 1972 “The Catholic University in the Modem World” (reprinted in
Gallin, 1992:37-57) both asserted the necessity of autonomy and academic freedom
as well as a perceptibly Catholic community for Catholic colleges to be effective.
The U.S. bishops approved the 1972 document, but the Sacred Congregation of
Education in Rome had reservations; Catholic educators were asked to “affirm and
monitor their religious commitments and character as Catholic institutions”
(Mahoney, 1999:41). Since the mid 1970s, Catholic higher education leaders have
been in continuous “conversation” with Rome through the National Conference of
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Catholic Bishops (NCCB) over this issue of Catholic identity (Gleason, 1995:320-
322).
Catholicity and academic freedom. The 1983 revised Code of Canon Law
only increased the tensions between the magisterium (teaching authority) of the
Church and the demands of academic freedom. It expanded its scope beyond
canonically-erected institutes (only the Catholic University of America is pontifical,
or canonically-erected), to include the Catholic colleges and universities operating
under charters granted by civil authorities, and it required a mandatum7 of all faculty
teaching theology courses (Morey, 2002:284). Leaders of the Catholic colleges
found the mandatum especially troubling, and contrary to all they had worked for
since the 1960s. The Congregation for Catholic Education also drew up Schema
1985, its own document to define the Catholic university, and sent it to all bishops
and presidents. In 1986, it received 650 responses from all over the world and
composed a new draft, containing 72 articles, which defined the types of Catholic
colleges and explained the demographics, finances and legal status of the American
institutions (Gallin, 2000:151-155).
A third draft was composed in 1988; and in 1989, ninety presidents and forty
bishops met in Rome to discuss their concerns. In his address to the assembly, Pope
John Paul II expressed general encouragement; he emphasized that the Catholic
universities have an “essential relationship with the hierarchy of the Church,” but he
7 Those teaching theology were to seek an official mandatum, mandate or permission, “to ensure their
conformity to the official... teaching office of the church” (O’Brien, G.D., 2002:2).
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did not specify how that relationship worked. Three months later, another, much
shorter, revised Schema was sent; it had responded fully to the comments, but the
troubling issues of ecclesiastical jurisdiction and the mandatum were not included.
American Catholic educators were much relieved, but this was to be short-lived
because this draft disappeared and was never addressed (Hellwig, 1999).
The result of these drafts was John Paul II’s 1990 letter on Catholic higher
education, Ex Corde Ecclesiae (From the Heart o f the Church), which again
required the mandatum. Ex Corde Ecclesiae continues, even to the present and
even with the selection of the new Pope Benedict XVI, to generate study and
prolonged “conversation” between the Vatican and college presidents regarding the
Catholic identity of American Catholic colleges and universities (Gallin, 2000;
Gleason, 1995; O’Brien, D.J., 1994; O’Brien, G.D., 2002). Because the document
did not reflect the reality of the American culture, the National Council of Catholic
Bishops (NCCB) established an ad hoc committee of six bishops and eight college
presidents to compose a U.S. draft of ordinances. At least three drafts and revisions
have been exchanged between the NCCB and the Sacred Congregation from 1990
to the present (2005). Although the document repeatedly states that institutions and
faculty must have academic freedom, its juridical tone poses important underlying
questions. Who determines what academic freedom means in American Catholic
colleges and universities? How will American Catholic colleges and universities
develop through the 21st century? These questions remain unanswered, and
Catholic institutions of higher education continue to examine their commitments to
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the church (Catholicity) and to academic excellence and freedom (American
academe).
Concluding Comments on American Catholic Higher Education
It must be noted that neither the 1983 Revised Code of Canon Law nor the
1990 Ex Corde Ecclesiae created the Catholic educators’ concern with the
Catholicity of their institutions. Catholic colleges and universities have grappled with
this and other challenging concerns from their first foundings in America as they
endeavored to preserve Catholic traditions, to educate students as good American
citizens, and to provide quality education. Early in their history, as they sought to
acculturate immigrants into American society and to provide the education needed to
improve their economic and social status, the hierarchical church (particularly Pope
Leo XIII and Pope Pius X) warned Catholic colleges against Americanism and
banned Modernism. The challenge to maintain Catholic identity intensified again in
the 1960s during their efforts to receive state and federal funds when the colleges
had to demonstrate that funds would be used for non-sectarian purposes.
Most recently, from the 1980s to the present (2005), the challenge to
maintain Catholic identity, as well as academic integrity and freedom, has intensified
even further in the exchanges of the presidents and American bishops with the Pope
and the Roman Congregation for Catholic Education regarding the Code of Canon
Law revisions and the Ex Corde Ecclesiae document. Ironically, in responding to the
Church’s expectation of maintaining their Catholic perspective, the Catholic colleges
have developed and strengthened their programs and established their identities as
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institutions intent on the pursuit of knowledge and truth. As pointed out at the
beginning of this review (Gallin, 1987), the dilemma of Catholic identity lies in the
title-American Catholic higher education— and it seems that American Catholic
higher education will always, and perhaps should always, be challenged by its own
symbiosis-in American society, the Church, and the Academy. This challenge does
not necessarily impede Catholic colleges, like Mount St. Mary’s College, in their
efforts to serve society through higher education.
The next section of this chapter presents a brief histoiy of Mount St. Mary’s
College, describes how it has fulfilled its mission (Appendix B), and explores some
of its current challenges to fulfilling that mission as a Catholic liberal arts college
primarily for women.
Mount St. Mary’s College
Background
The Sisters of St. Joseph of Carondelet founded Mount St. Mary’s College in
1925, in Los Angeles, California. To fully appreciate the history and mission of the
college (Appendix C), one must first look to the history of the founding
congregation, the Sisters of St. Joseph which
. . . traces its origin to and follows the spirit of the foundation made in
LePuy Velay, France, about 1650, by Jean Pierce Medaille, SJ, with
six lay women... dedicated to the practice of all the spiritual and
corporal works of mercy of which woman is capable and which will
most benefit the... dear neighbor without distinction.
(CSJ Constitutions, 1984:5)
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One of the first non-cloistered groups of women religious in the Church, the Sisters
of St. Joseph taught and cared for the sick and the poor, with special attentiveness to
the needs of girls and women. The congregation grew rapidly until the French
Revolution during which they were suppressed and forced to live as lay women.
Many were imprisoned, and five were guillotined.
In 1807, thirteen years after the fall of Robespierre, the archbishop of Lyons
requested Mother St. John Fontbonne, with thirteen others, to reestablish the
congregation. The community again grew rapidly and by 1839, Mother St. John had
founded 200 religious houses. She also opened hospitals, orphanages, and schools.
“Works as diversified as schools of correction for juvenile delinquents, rest homes
for aged priests, protectorates for wayward girls, and an institution for the care and
education of the deaf were entrusted to the care of her sisters” (Dougherty, Hurley,
Daly, Coyne, and others, 1966:44). Like the sisters of the 1650s, these 19th century
French sisters followed the directive of their first members to “divide the city” and
do “all the good works of which woman is capable” (Nepper, 1975:65, 57).
In 1835, because of their work with the deaf, Bishop Joseph Rosati requested
the Sisters of St. Joseph to come to St. Louis to establish an institute for the deaf. Six
sisters, aged 21 to 31, left Le Havre in January 1836, and arrived in St. Louis in
March. They first established one-room schools in Cahokia, IL, and Carondelet, MO.
By spring 1838, St. Joseph’s School for the Deaf (the oldest school for the deaf in
the country and still extant) opened with four deaf students and five orphans. On
February 11,1839, aware of the good being done by the sisters, the state legislature
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approved the grant of $2,000 per year to pay the tuition of any pupil who was a
resident of Missouri and had been in the school for six months (Dougherty et al.,
1966:55-67).
Between 1836 and 1860,48 Sisters of St. Joseph (CSJs) came to America; by
1866, they had established four provinces-St. Louis, MO (1836), St. Paul, MN
(1851), Albany, NY (1858), and Los Angeles, CA (1866). By 1925, the CSJs had
established almost 200 parish/elementary schools (as well as four schools for the
deaf, three schools for the “colored,” three seminaries, and seven Indian mission
schools), 35 high schools, 21 orphanages, 16 hospitals, and five colleges (Dougherty,
et al., 1966:427-438). Again, like the 17th and 19th century French sisters, the CSJs in
America, with their original mission focused particularly on women, had “divided
the city” to do the “works of mercy” needed in American society.
Mount St. M ary’ s College: 1925 to 1937
Founded by the Sisters of St. Joseph of Carondelet, Mount St. Mary’s
College (the Mount) opened on September 15, 1925, at St. Mary’s Academy, in Los
Angeles. Like most women’s colleges, the Mount grew out of a girls’ academy, was
established in response to a rapidly growing Catholic population, and was seen as
“an inestimable asset in educating sisters for the ministry” (McNeil, 1985:2;
Dougherty et al., 1966:311). During St. Mary’s Academy’s June 1925
commencement ceremonies, Bishop Cantwell had been
impressed by... the graduating class, and earnestly requested Mother
Margaret Maiy Brady, provincial superior, to consider the establishment
of a college department at the earliest possible opportunity. Such an
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institution would enable young women to receive a liberal education
in an environment conducive to the development of sound Christian
principles. (McNeil, 1985:1)
Mother Margaret immediately sought and attained the approval of both the Los
Angeles provincial councilors and the congregational superior general in St. Louis.
She then negotiated with the State of California for incorporation as a collegiate
institution. The secretary of state signed the articles of incorporation on September
14, 1925, and the articles were filed in the office of the Los Angeles county clerk on
September 16 (McNeil, 1985:2).
Summer was spent recruiting students, arranging facilities, and appointing
four full-time and five part-time faculty. On September 15, the college opened at St.
Mary’s Academy with 25 freshmen, one classroom, and one science laboratory
(shared with the high school). Courses included history, classical languages, English,
music, art, religion, philosophy, biology, and speech. Mother Margaret Mary Brady,
the provincial superior, was appointed president; and the assistant provincial, vice
president. On October 10, the Directors (functioning similarly to today’s Board of
Trustees)— the provincial (also president), her four councilors, and the four full-time
college faculty— met to adopt the bylaws and to empower the president to carry out
any transactions necessary for administering the college according to the state-
approved articles of incorporation. At this time, the Directors, who governed the
college, were all Sisters of St. Joseph. The Mount received its charter on October 15,
and was dedicated on October 17, just four months from the “idea” of the college to
its initiation (McNeil, 1985:2-3).
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During the fall semester of the first year, the charter members of the student
body drew up its first constitution for student government, elected student officers,
and designed a uniform “in accordance with the wishes of the Holy Father and of
Bishop Cantwell that Catholic women set an example of propriety in dress” (McNeil,
1985:3). In 1926, a new building was built at the academy to accommodate the
increased enrollment of 40 students; four faculty were added, and the student literary
paper, Inter Nos, began.
From its inception, the Mount’s aim was not only to offer higher education to
Catholic women and to serve society’s needs, but also to prepare young women to
serve those needs through nursing, social work and teaching. At this time in its
history, women were under served in higher education, and the Mount accepted any
women who were qualified for college work. In 1927, the first upper-division
courses were offered, and by January, St. Vincent’s Hospital affiliated with the
college to assist students pursuing science degrees. “The nursing program offered a
one-year course for [those] not yet admitted to a training school and a two-year
course leading to a B.S. degree for the graduate nurse” (McNeil, 1985:4). In
September 1928, the college added a department in social welfare with the intention
of developing a social service training school. In 1929, seeing the need for teacher
credentialing programs, two sisters went to Sacramento to consult the state
department of education regarding courses acceptable toward teaching credentials,
and two other sisters negotiated with the Teachers’ College of the University of
California at Los Angeles (UCLA). Consequently, the dean of UCLA’s Teachers’
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College became the Mount’s education department head (from 1929-1940), and the
Mount elementary credential program met the needs of those preparing to teach in
both public and Catholic schools.
Increasing college and academy enrollments led to the purchase of 33 acres
in the Santa Monica Mountains of West Los Angeles; in June 1929, the
groundbreaking for the first building was joined to the first commencement. Eight
students received bachelor of arts (BA) degrees, and two, bachelor of music degrees;
the bishop also conferred BA degrees to seven sisters in a private ceremony. Faculty
and students moved to the new campus on April 12,1931, Easter Sunday; and
classes began on Monday, April 13. In June 1931, the Mount conferred its first
honorary degrees on two Sisters of Charity and Mrs. Edward Doheny for their
service to the diocese; fifteen students and six sisters received bachelor degrees, and
for the first time, some received California elementary teaching credentials (McNeil,
1985:16).
Mount enrollment continued to increase. Student body and department clubs
and organizations grew to include student government, sodality, drama, poetry,
writers’ club, music, St. Joseph’s Guild (a social service group), Scholarship Society,
Latin Literary Society, and sororities (Tau Alpha Zeta, Gamma Sigma Phi, Kappa
Delta Chi). Students produced plays, performed concerts, and competed in writing
contests.
During the 1930s, the Mount was also being recognized academically by
other institutions and by accrediting agencies of the period: as an affiliate of The
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Catholic University of America in 1930, as a charter member of the Association of
American Colleges in 1931, and as a charter member of the Association of
Universities and Colleges of the Pacific Southwest (now WASC) in 1931. The
College was accredited by the Northwestern Association in 1933 (Appendix D). Also
in 1933, 39 students received bachelor degrees; and 15, California state teaching
credentials (McNeil, 1985:4-17). By 1934, the college opened departments in
chemistry and dietetics, and “a four-year course for laboratory technicians. . . with
internship programs through affiliation with hospitals and private laboratories”
(McNeil, 1985:26). By 1936, the Mount granted additional hospital affiliations in
San Diego, Orange, and Altadena, CA; Tucson, AZ; and Honolulu, HI, which “led to
increased students in the pre-nursing, laboratory technician, and dietetics programs”
(McNeil, 1985:29).
In just twelve years, 1925 to 1937, under the leadership of Mother Margaret
Brady, the Mount had established itself as an academic institution of higher
education for Catholic women, increased enrollment each year, and funded and built
and moved to a new campus--all amid the challenges of the Great Depression. At this
time, the college was governed by the sisters, and was funded primarily through the
contributed services8 of the sisters, tuition, and the donations of Catholic benefactors
in Los Angeles. Early Mount alumnae were prepared as Califomia-credentialed
teachers, as students for graduate schools (Otis Art Institute, USC, UCLA), and as
8 The sisters working at the Mount did not receive salaries. However, a ledger was kept indicating
their earnings, but no monies were sent to the provincialate for their services. The Los Angeles
province, thus, contributed the services o f the sisters to the Mount.
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workers in the Los Angeles and Catholic welfare departments. Many also “ . . .
became home-makers rearing their families according to Christian principles and
serving as leaders in their parish [and]. . . civic community,” and a number also
entered religious life (McNeil, 1985:32-33). The young women the Mount first
educated were not “poor,” but they were part of the under served (because they were
women) in Southern California and they were considered “safe” in a Catholic
environment, and the Mount served them and, through them, the Catholic
community and Los Angeles county.
Women in College
Non-Catholic colleges for women had opened almost a hundred years after
men’s colleges, and Catholic women’s colleges about 50 years later.
The development pattern for the education of girls in the United States
did not follow that of men; education for men developed from the top
down, while education for women started with the elementary level and
slowly worked its way to the top. Catholic higher education for women
did not alter this pattern of growth. (Power, 1958:177)
Mount St. Mary’s growth followed a pattern of development similar to most Catholic
women’s colleges at the beginning of the 20th century. Until the late 1890s, Catholic
women who wanted to attend college had one choice-to attend non-Catholic
colleges.
It was the presence of Catholic women studying at non-Catholic colleges
and universities that propelled. . . women’s higher education to the
foreground among Catholics Catholic women’s colleges satisfied
three constituencies’ aspirations and concerns: Catholic women’s desire
for advanced education, Catholic liberals’ vision of expanded social roles
for women, and Catholic conservatives’ concerns regarding maintenance
of religious identity. (Mahoney, 2003:53-54)
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In the early 1900s, Catholic women’s colleges began to evolve out of girls’
academies; the only exception for several years was Trinity College, Washington,
D.C., which was founded in 1900 as a college by the Sisters of Notre Dame de
Namur (Oates, 2003:169, Gleason, 1995:89). Although they evolved almost 50 years
after private women’s colleges, Catholic women’s colleges were like other private
women’s colleges in that they were small in enrollment (average of 117 in 1921, 185
in 1932), and were distinguished by a strong female presence as presidents,
administrators and faculty (Oates, 2003:168-170, 392).
The first generation of American women who attended college from before
the Civil War until the late 1890s faced questions about women’s intellectual
capabilities; “[t]he choices of college-educated women were clearly at odds with the
Victorian ideal of the True Woman” (Mahoney, 2003:43). The next generation from
the 1890s to 1910, of which Catholic women and Catholic women’s colleges were a
part, “were part of a transitional generation situated between the Victorian and the
modem periods . . . and linked their college experience to their desires to ameliorate
social problems through education, social work, and labor reform, among other
things” (Mahoney, 2003:44).
Mount St. M ary’ s College: 1937 to 1955
With a doctorate in classical languages, experience as the Mount’s first dean,
and the goal of excellence in education with a liberal arts emphasis, Sister Dolorosa
Mannix, president from 1937 to 1943, increased enrollment and faculty, and
strengthened the arts, sciences and education curricula. The Mount’s first written
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statement of purpose and aims (Appendix C) reflects her vision. Sister Dolorosa also
secured funding for the chapel and a sisters’ residence; by May 1943, she had the
Mount debt-free.
Catholic Action was emphasized during this period, and Dorothy Day, the
founder of the Catholic Worker movement, guest lectured in 1937. Mount students
participated in archdiocesan Catholic action groups; published De Porres, “a small
newspaper devoted to problems concerning Negroes and interracial work” (McNeil,
1985:36); and studied papal encyclicals and other materials designed to train
Christian leaders in political thought (McNeil, 1985:36). By the spring of 1942, to
support the war effort, students had classes in first aid and air wardenship,
participated in Red Cross work, exceeded the 100 percent subscription sought in the
blood bank drive, formed an ambulance-corps unit, and initiated a retreat day to pray
for peace (McNeil, 1985:45, 57).
During Sister Marie de Lourdes LeMay’s term as president (1943-1949), the
California Board of Education gave frill accreditation to the elementary and junior
high credential programs and temporary accreditation to the secondary program.
Because of the wartime need for technicians and chemists and its reputation in these
fields, the Mount secured a special government permit to build a science/
administration building in 1944. Mount students sponsored a World Peace Day to
coincide with the United Nations conference in San Francisco in 1945, and they
inaugurated the Social Welfare, Economics and Sociology (SWES) club
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. . . to foster an interest in the solution of social and economic problems
by stimulating discussion. . . and by taking such action as might be
possible through student leadership .... [The students] adopted the
San Fernando Settlement House. . . helping prepare for Christmas at
the center. (McNeil, 1985:77)
They studied social needs delineated in the Pope’s Peace Plan, and planned an
Interracial Week in 1947. This strong Catholic tradition of social consciousness and
responsibility continues to characterize Mount students even to the present.
Some Mount alumnae were also distinguished. A 1942 alumna assisted a Los
Angeles General Hospital pathologist “. . . with research leading to a major
development in the war against cancer.” A 1941 alumna was appointed an Orange
County public school supervisor, and a 1947 alumna won a fellowship to study for
her master’s degree in chemistry at The Catholic University (McNeil, 1985:82). In
the spirit of the liberal arts tradition, students also found time to continue developing
the fine arts through chorale and dramatic productions, and many were recognized
for their submissions to the Atlantic Monthly college writing contests.
Mother Agnes Marie O’Loughlin, president (1949-1955), initiated critical
changes. She added four new departments— physical education, nursing education
(which has had far-reaching effects on the college’s current viability and reputation),
drama, and cancer research (the only known college program at the time (McNeil,
1985:99-101). She also increased collegiality by broadening decision-making from a
select few to the frill faculty and by establishing faculty standing committees. This
inclusion of faculty was early in comparison with other colleges, and provided the
groundwork for future governance changes. As a result of faculty involvement in the
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1949 WASC preparations, the Mount established a new guidance program and a
health office, complete with a nurse and physicians. In 1953, “the Mount joined with
ten other colleges to form the Independent Colleges of Southern California (ICSC)..
. which provided visibility and financial support. . . as well as opportunities. . . to
share ideas and concerns” (Edwards, 2000:5; McNeil, 1985:118, 129).
In the early 1950s, students from Japan, Nigeria, Belgium and Hungary were
accepted; and the Mount began a junior year abroad in Mexico, Canada and Austria.
The college sponsored a marriage conference for 27 engaged students and their
fiances; and the Women’s Recreation Association performed a water ballet. Students
joined the National Student Association (NSA); founded a chapter of Lambda Iota
Tau, the English honor society; and initiated fimdraising for a pool and tennis courts.
They participated in the Model United Nations (MUN); affiliated with Loyola,
Immaculate Heart and Marymount students (sometimes on KLU and KMPC radio)
to discuss philosophical problems in the Intercollegiate Philosophy Forum; and
expanded their Young Christian Student (YCS) activities to include participation in
the National Federation of Catholic College Students (NFCCS) which raised
consciousness of national problems and issues and sponsored interracial study days
(Appendix D). In recognition of the students’ efforts and accomplishments in these
areas, James Cardinal McIntyre, Archbishop of Los Angeles, initiated a fellowship
for graduate study in social welfare (McNeil, 1985:112,127, 132,137).
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Mount St. Mary’ s College: 1955 to 1976
The short terms of Sister Rosemary Lyons (1955-1958) and Sister Rose
Gertrude (1958-1961) were vital to the Mount’s development. Sister Rosemary
improved faculty salaries through a $120,000 Ford Foundation Endowment Grant,
and initiated a health program for faculty and students. The 1957 Faculty Handbook
clarified issues (e.g., tenure, sabbaticals, retirement, professional travel), and for the
first time, contained a statement on academic freedom for teaching and research
(McNeil, 1985:158). A faculty-student board revised the student regulations
(allowing smoking, lengthening curfews, modifying the dress code, and doing away
with the uniform). The Mount awarded scholarships to two Hungarian students, and
received a 5-year grant from the National Institute for Mental Health to integrate
psychiatric nursing into its program. For the convenience of graduate students,
classes were held, for the first time, at the downtown Doheny center; and, for the
first time, the 1958 commencement speaker was a woman, Justice Mildred L. Lillie
of the District Court of Appeals (Edwards, 2000:6).
With her experience as an administrator and a faculty member, Sister Rose
Gertrude took a further step in the progression of governance changes by forming
two new boards— one to oversee internal administration and to interact with trustees,
faculty and students, and the other to participate in Mount’s development program.
She also increased the College’s use of the Chester Place property in downtown Los
Angeles after Mrs. Doheny died in 1958. During Sister Rose Gertrude’s term,
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[t]he Mount received new recognition in 1959 when it joined the
American Association of University Women (AAUW). Membership
meant that the Mount had set high academic standards, possessed a
substantial foundation in the liberal arts, recognized women in faculty
and administration, provided adequately for women students, and
maintained academic freedom. (Edwards, 2000:7)
Three months into Sister Rebecca Doan’s term as president (1961-1967), the
Bel Air fire (November 6,1961) destroyed the convent and the Fine Arts building on
the Chalon campus. Midterms were interrupted and students were evacuated. The
very next day administrators, faculty and students cleaned up the campus with the
assistance of navy crewmen from the USS Hornet and Loyola University faculty and
students. The campus still looked like a “war zone,” but classes resumed on
November 8. Though the Mount received many letters of sympathy and generous
material and financial donations, more was needed to restore the campus (McNeil,
1985:212-217).
Sister Rebecca announced a $10 million long-range plan, SPACE (Scholastic
and Physical Advancement Centered on Excellence) to increase student scholarships
and faculty salaries, departmental and research grants, and construction and
reconstruction on both campuses. The goals of the plan were realized: faculty
salaries were improved, student guidance/counseling services were established, a
convent and a 5-story humanities building were erected on the Chalon campus, and a
2-story classroom building and lecture hall were built on the Doheny campus
(McNeil, 1985:217-228).
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One month after the fire, Sister Rebecca announced the decision to expand
services on the downtown Doheny campus, which had offered graduate courses since
1957, to include an Associate in Arts Degree program to open in September 1962.
The program would offer both terminal and transfer degrees, with courses in a liberal
arts framework in business administration, home economics, art, and music.
Special attention was given to each student’s academic goals and
needs and to her personal talents and interests. Besides the academic
and professional components, the [students] participated in daily
convocations for developing Christian women and in a required
volunteer service program to gain sensitivity to other people and their
needs. (Edwards, 2000:7)
Sister Rebecca not only built buildings, she “built” people in the
Catholic/CSJ tradition of serving the “neighbor.” Under her leadership, Mount
students visited orphanages, hospitals and rest homes; late afternoon and Saturday
classes for elementary and high school students were offered for the Mount Youth
Orchestra; and organizations such as Amigos Anonymous, the Peace Corps, and Lay
Mission Helpers welcomed Mount students and alums (Edwards, 2000:8). Mount
students initiated a 3-year tutorial project for culturally disadvantaged children in
Venice, and participated with students from USC, UCLA, and Pepperdine in KEY
(Knowledge and Enrichment for Youth), a summer rapid-reading program for
elementary and junior high students (McNeil, 1985:296).
The Mount also offered two special education programs on the Doheny
campus: a teacher-preparation program to deal with urban education; and the Cuban
Teacher Training Institute, financed by federal grants from 1965-1975, to assist
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Cubans who had fled Cuba to reestablish themselves in this country. The purpose of
the Cuban program was two-fold: to assist these professionals to acculturate
themselves to American customs and institutions and to prepare them to be
credentialed teachers, proficient in Spanish and English, for schools in California
(McNeil, 1985:268-271).
During this period the Mount also received grants from National Science
Foundation for research and education in the sciences and from the National Institute
for Mental Health for undergraduate nursing. Science students participated in
summer research programs while graduates were granted fellowships, assistantships
and traineeships. Students in the Junior Year Abroad program were studying in
Vienna, Madrid, Mexico City, and Fribourg. Creative writing students won honors in
the national Atlantic Monthly writing competitions. Faculty also received recognition
in the form of fellowships, research grants, and books published (McNeil, 1985:270-
273).
The 1960s and 1970s saw significant changes in society, the Church, and
higher education. Sister Cecilia Louise Moore, president (1967-1976), “realized the
need to maintain the College’s mission of educating women and serving others while
still meeting the changing needs of the times” (Edwards, 2000:8). Building on the
academic changes initiated during the terms of Sister Agnes Marie, Sister Rose
Gertrude, and Sister Rebecca, Sister Cecilia Louise created the president’s advisory
council and the academic board; formed new committees— faculty status, faculty
affairs, financial aid, and summer session. She restructured the administrative
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organization to include a vice president, an academic dean, a dean for student
services, and a director of college relations. She also accepted three lay members to
the board of trustees (a new trend among Catholic colleges), and worked with the
Sisters of St. Joseph to clarify and transfer the governance of the college to the Board
of Trustees. Moreover, she initiated an equal employment opportunity affirmative
action policy (McNeil, 1985:298, 310,317, 364).
Aware of increasing enrollments in the associate, baccalaureate, and graduate
programs, Sister Cecilia Louise worked to unify both campuses, while respecting
their diversity. She instituted a single commencement ceremony for programs on
both campuses, a fell orientation program for freshman and new students (a new
category in 2003 for the U.S. News and World Report on outstanding colleges and
universities for which the Mount was named among the top ten). During this time,
Sister Cecilia Louise also established a committee to study the Catholicity of the
college, and organized numerous faculty in-services to introduce new practices in
teaching and learning. In response to the changes in the student population,
particularly in the Doheny Associate program, she approved programs that offered
academic and personal support to students who needed to improve their basic
English skills and to increase their self confidence by adding the communication
skills lab program, a freshman experience course, and the social action program.
In 1970, the LA City Council commended the Mount for its programs which
“broaden[ed] educational opportunities, the Cuban refugee studies, the intern
teaching program for inner-city schools, the two-year preparation for semi
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professional vocations, and the Student Development Center for educationally
disadvantaged” (McNeil, 1985:339). California State Senator Mervyn Dymally
presented Sister Cecilia Louise with a plaque to honor the Mount’s programs for
minorities and under-prepared students, along with a $30,000 check to be used for
associate degree students who were Black, Hispanic, or American Indian (Edwards,
2000:9).
Between 1969 and 1975, the Mount initiated a number of programs that
addressed central themes of its mission--as a Catholic women’s liberal arts college.
The Mount affiliated with the Frostig Center to offer M.S. degrees in conjunction
with the California credential in special education, and opened the Child
Development Center for the neighborhood children. Eighty-five percent of the
children served are government-funded. The Center is used by early childhood
education majors for observations, and the National Association for the Education of
the Young Child (NAEYC) accredited the Center in 2001. Other auxiliary programs
established during these years included the following: the Da Camera Society for the
performance of chamber music, a women’s leadership program for Mount and high
school students, increased scholarships, a campus ministry program, and an
improved honors program. Credit by exam was instituted, a new bachelor of fine arts
program was added, and a strong program of financial aid was beginning.
Mount St. M ary’ s College: 1976 to 2000
Sister Magdalen Coughlin, president (1976-1989), continued Sister Cecilia
Louise’s efforts to bring greater visibility to the Mount. She was recognized as a
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charismatic leader and a visionary. She recognized Los Angeles’s changing
demographics and saw the Mount’s potential to support and enable an increasingly
diverse and under-prepared student population to be successful in the Mount’s
rigorous academic program. Sensing the faculty’s interest and support, Sister
Magdalen obtained grants “ ... from several foundations, corporations, state and
federal agencies, and educational organizations to help faculty educate themselves
infusing multicultural content into their courses and using different teaching/learning
techniques” (Edwards, 2000:10).
After much study and discussion, faculty supported the revision of the core
curriculum to include a multicultural course requirement for all programs— associate,
baccalaureate, and graduate. Faculty worked to infuse, rather than “add on,”
multicultural perspectives into their courses. As a result, MSMC published a series
of four monographs, Celebrating Diversity in Higher Education [Access and
Persistence: An Educational Model, The Role o f Faculty Development in
Multicultural Education, Infusing Multicultural Perspectives Across the Curriculum,
and Teaching fo r Cultural Fluency], and two videos [Making Diversity Work in
Business and Education and Opening Doors: Helping the Underprepared Succeed in
the Classroom and the Workplace]. Maya Angelou, who introduces one of the
videos, also addressed the undergraduates at Horizons Day, the all-campus fall
student convocation in 1989.
Particular emphasis was placed on the alternative access program for the
Doheny Associate Degree students. Many Associate students had the potential to
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succeed in college, but lacked the necessary competency in language, math, and
study skills. Some aspects of the Associate in Arts program offered at the Doheny
campus were adapted for students from the downtown neighborhood, identified in
the admissions process as “academically under prepared.” In the 1980s and 1990s,
over 90% of the associate degree students were first generation college, from low
SES backgrounds; 60% were Latina, 20% African American, 12% Asian, and 8%
Anglo. The following aspects were considered key to program success: individual
attention through placement and competency testing, small classes, academic
advising focused on individual needs, an extensive learning resource center,
structured study, and tutoring services (Kelly, 1992:39-40; Fasenmyer, 1990:12-34).
This focus on the two-year programs began in 1962, and coincided not only with the
surge of immigrants in Los Angeles, but also with the rising interest and enrollments
in two- and four-year colleges across the country, and the concerns about academic
achievement in the 1980s raised in A Nation at Risk.
During the 1980s and 1990s, the College initiated several internal and
external support programs. Through a federal grant distributed by the State of
California from 1983 through 1992, Mount faculty and students assisted adults in the
downtown neighborhood to move through the stages toward citizenship. The Strides
Toward Education Proficiency (STEP) program at Doheny (1986-2000) was a pre
college program for inner city high school students for remediation of oral and
written communication skills, reading comprehension, math and study skills. At the
same time, the ESOLD program (English for Speakers of Other Languages and
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Dialects) was in place for Mount students, who were either bom in countries other
than the United States, were under prepared, or needed to improve their English
writing, speaking and listening skills. In 1989, another innovative program, Health
Option Program of Education (HOPE) was initiated at the Doheny campus for
working adult students to take classes on evenings and weekends to earn both
certification for technically skilled jobs and/or associate degrees in nursing, physical
therapist assistant, or occupational therapy assistant.
Also during Sister Magdalen’s tenure, a three-story residence hall, a meeting
hall, and the chapel were completed on the Doheny campus. In 1984, AT&T
requested the use of the Doheny campus for the Olympics, and one result was the
installation of a new phone system on both campuses. AT&T also helped fund the
STEP program. As president, and as chancellor until her death in 1994, Sister
Magdalen was an inspiring educational leader, a charismatic friend- and fund-raiser,
and an invaluable liaison for the Mount. The substantial increase in the endowment
after her death was a testament to her service and her enduring legacy.
Sister Karen M. Kennelly, president (1989-2000), continued efforts to
increase the Mount’s educational services and its visibility. For the first time in 1990,
U.S. News & World Report ranked the Mount among the top liberal arts colleges in
the West. Infusing Multicultural Perspectives Across the Curriculum (IMPAC) was
an 18-month faculty development program during which faculty revised the
curriculum of the liberal studies major so that these students, especially those
planning careers in teaching, could increase their knowledge of and sensitivity to
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cultural issues. The Institute of Student Academic Enrichment (ISAE), a TRIO
program established on both campuses in 1990, supported first generation students
through cultural activities, mentoring services and tutoring. Seeing that other
learners, older non-traditional-aged women and men, wanted to complete degrees,
Sister Karen initiated a weekend college program in 1992, which offers bachelor
degrees in business administration, English, liberal arts and sociology at the Chalon
campus. She also reinstated the Associate Degree in Nursing (ADN) program for
non-traditional-aged women and men, which had originally existed in the 1970s for
traditional-aged students, at Doheny.
In 1991 the Mount initiated the Student Ambassador program through which
Mount students motivated inner-city high school students to complete high school
and to attend college. By 2001, 45 Mount students worked as peer counselors in 40
high schools, usually the ones from which they had graduated. I f I can do it, you can
do it was their theme.
Between 1992 and 1997, the Rockefeller Brothers Fund chose Mount
students for twelve of the 150 fellowship awards to support minority students
entering the teaching profession; eleven more Mount students have received awards
since this national program was reactivated in 2000. The Mount is proud that its
students have received more of these Rockefeller awards than any other college (Yee
& Brizuela, 2002:39-40).
In 1993, the college launched and successfully completed a four-year, $40
million capital campaign to update the college’s technology (with state-of-the-art
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wiring and hardware in all residences, offices and classrooms), to renovate Chalon’s
library, and to construct a new library and an extensive learning complex at Doheny.
Teleconferencing rooms were added on both campuses where courses and meetings
are conducted as part of the distance learning program.
In 1994, the Learn and Serve Project, designed to build community, was a
collaborative project among the Mount, The Constitutional Rights Foundation,
University of Judaism, and the Los Angeles Community College district. That same
year, the education department faculty opened the Center for Cultural Fluency to
offer multicultural classroom resources, which includes over 3500 items, and
workshops for both private and public school teachers (Yee & Brizuela, 2002:40-41).
In order to increase understanding and appreciation for the diversity of our
world, and particularly the diversity of Los Angeles, the Mount received substantial
grants (Hewlett Service Learning Grant, 1998; Irvine Campus Diversity Initiative,
2001; Title V Grant [US Department of Education], 2001) to initiate a number of
programs and activities for its students and the Los Angeles community (e.g., service
learning courses, 1998; the Center for Urban Partnership, 1998; Racial Legacies,
1998; Building Inclusive Communities, 1998; Muslim Awareness Week, 2001; and
Faith and Religion in Los Angeles [visiting Hindu, Buddhist, Islamic and Jewish
worship centers], 2002) (Yee & Brizuela, 2002:41-43). Mount faculty have also
actively participated in the Diversity Scorecard program, spearheaded by the
University of Southern California, which aimed to enable college personnel to
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identify gateway courses in order to increase the success rates of under prepared
students.
Mount St. Mary’ s College: 2000 to 2005
In 2000, Sister Karen was succeeded by Dr. Jacqueline Powers Doud, the
Mount’s first lay (non religious) president. Dr. Doud continued the efforts of her
predecessors to enable the faculty and staff to serve the needs of its students,
encouraging them to develop their talents in today’s society. During the 2002-2003
year, in addition to continuing the many programs focused on supporting the
diversity of the college, Dr. Doud also encouraged the Mount’s participation in
events and activities that highlighted the following:
1. Women’s accomplishments (e.g., an exhibit of women artists in collaboration
with the National Museum of Women in the Arts, a presentation by Mary
Higgins Clark in the Celebrity Authors series, a presentation by poet Nikki
Giovanni, a discussion of “Real Women Have Curves” with screenwriter
Josefina Lopez);
2. Peace and social justice (e.g., the Peace Panel, the Human Rights Film
Festival focusing on Afghanistan women and persons living with AIDS, a
new film and social change program funded by 3M for documentary film
majors under the joint efforts of the art and sociology departments); and
3. Active involvement in issues important to Los Angeles (e.g., a community
forum/debate on the possible secession of the Valley and Hollywood, an
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interview of Mount associate degree students on KABC-TV’s “Vista L.A.,”
the opening of an infant/toddler program in the Child Development Center).
In March 2003, the Los Angeles County Commission for Women, which
recognized women as outstanding role models who work to bring about social and
economic change and advocate women’s rights in their professions, named Dr. Doud
as one of the eleven Women of the Year. The following was said of Dr. Doud at the
ceremony: “At Mount St. Mary’s College, President Jacqueline Powers Doud
invigorates higher education by helping women from all backgrounds earn self
respect and realize their potential through outstanding academic achievement and
contributions to their communities” (MSMC website, March 2003).
Some Challenges fo r the Mount in the 21st Century
Although Mount St. Mary’s College has worked for almost 80 years toward
the goals and ideals of its mission to serve the under served, particularly women, in
the tradition of the Catholic liberal arts colleges, it continues to address the
challenges to its mission in the 21s t century. By adapting to the times, the Mount
continues to examine and assess the viability of its mission by engaging in on-going
self-evaluation and subsequent improvement of its programs and practices in various
venues, including, but not limited to, the 2001-2006 Strategic Plan (SP), the 2002-
2003 Western Association of Schools and Colleges (WASC) Self Study, and the
Irvine Campus Diversity Initiative (ICDI).
The college’s Strategic Plan (Appendix E) lists four goals: (a) to raise the bar
[standards] for student performance, (b) to foster beauty in the environment, (c) to
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become a culture of remarkable service, and (d) to advance the effective use of
technology. The WASC Self Study (Appendix F) scrutinizes three themes: (a)
structuring an effective learning community, (b) sustaining institutional viability, and
(c) educating the whole person. The Irvine Campus Diversity Initiative (Appendix
G) was directed toward three goals: (a) increasing the academic success, GPA and
graduation rates, (b) improving quantitative skills, and (c) demonstrating a net
increase in an ethnically diverse faculty.
These goals and themes intersect to provide a fairly clear roadmap of the
current challenges Mount St. Mary’s College faces as an academic institution of
higher education. The primary challenge is to increase the students’ academic
success and the resources available to that goal (SP 1,4; WASC 1,3; ICD I1,2)
while continuing to support and celebrate student diversity (SP 3, WASC 1, 3) and
endeavoring to increase faculty diversity (ICDI 3). A second challenge is to find
ways to further develop a community learning/working environment infused with
mutual trust and appreciation (SP 2, 3; WASC 1; ICDI 3). A third challenge is to
expand the use of technology in teaching and learning (SP 4) despite the fiscal
constraints of a primarily tuition-driven operating budget by increasing enrollment to
2500 and by doubling the endowment to $85 million by 2006 (WASC 2). As for
most colleges and universities, funding is an over-arching concern at the Mount;
however, the administration, faculty and staff have collaborated to explore this
challenge in order to continue to improve the Mount’s programs and practices, to
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maintain its diverse student population paralleling the diversity of Los Angeles, and
to increase the diversity of its full time faculty.
On academic and societal levels, the Mount seems to continue its mission as
an inclusive, diverse, liberal arts college. However, in May 2003, the Mount received
a great deal of publicity (on the local TV news and in local and Catholic newspapers)
for inviting the Sanchez sisters, both members of the House of Representatives, to
address the baccalaureate graduates, over 40% of whom were Latina. Because the
Sanchezes have voted pro-abortion in the House, many in the Catholic community
considered them inappropriate as speakers at a Catholic college’s commencement.
In response to this concern, the College maintained that it had chosen these speakers
because they were Catholic, Latina women who had used their education to become
successful members of Congress. In spite of anti-abortion picketers displaying
posters, the Sanchez sisters both addressed the graduates without incidence. In their
speeches, they focused on the values of family support, hard work, and persistence,
and they praised the Mount for enabling women to succeed in their personal goals
and career aspirations.
This example gives evidence that the on-going struggle of separation of
church and state, of being a Catholic institution as well as an American institution of
higher education, continues. The commitment to reflect the values and ideals of
American society, the Catholic Church, and American higher education continues to
challenge Mount St. Mary’s College. As in the past, there are no clearly defined,
black and white answers to what is appropriate and valuable in American Catholic
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higher education— only the varying shades of gray from which each institution makes
its choices.
Concluding Comments: Continuing the Mission o f Mount St. Mary’ s College
The first students of Mount St. Mary’s College were predominantly middle
class, Anglo, and Catholic; the Mount was founded to educate these women (under
served in Southern California in the 1920s) in the liberal arts tradition in a Catholic
environment, with a view to service in the Catholic, Los Angeles, and world
communities. As World War II, the turbulent 60s, the civil rights and women’s
movements, technology, changing social mores, and increasing diversity in Los
Angeles made the world smaller and increased opportunities for women, the Mount
enlarged its vision to adapt to new needs.
Today the Mount continues to encourage its students to participate in cultural
activities, in research with the faculty, in social action projects, and in applying for
fellowships and internships. When the student body became increasingly diverse in
the 1980s and into the new millennium, the Mount was ready to serve the “new”
under served— first generation, under prepared college students, often with English as
a second language— in the Catholic, liberal arts tradition. Ironically, the purpose for
which Catholic higher education was first established in the late 1700s-to educate
the faithful and to serve immigrant populations— is the same purpose today. The
difference is that Mount St. Mary’s serves primarily immigrants from Mexico and
Central America, not Western Europe. During the 2003-2004 year, the Latina
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population of both baccalaureate and traditional associate undergraduates was 51%,
and the Latina population of the traditional associate undergraduates was 72%.
In his homily on the occasion of the college’s 50th anniversary in 1975,
Monsignor James O’Reilly had encouraged the Mount community “to discern new
ways of doing old things,. . . to integrate the demands of an unchanging Christian
faith with the needs of a changing world” (McNeil, 1985:434). Every Mount mission
statement (Appendix C) emphasizes the education of women in the Catholic tradition
of the liberal arts so that they might live purposeful lives, be professionally well
prepared, think independently, and serve society responsibly. Mount St. Mary’s
College has lived out its mission, and the CSJ mission, by educating young women
for the service of others. For almost 80 years, Mount St. Mary’s College, like the
first Sisters of St. Joseph, has adapted to the times, discerned the needs of its students
and society, served those needs, and respected and enabled those it serves to serve
others in turn.
The final section of this chapter reviews the research on the special needs of
non-traditional college students.
Non-Traditional College Students
Since the focus of this study is on the retention and transfer of non-traditional
two-year students, the final section of this chapter presents a review of the recent
literature on the special needs of under prepared, first generation, low income, and/or
Latina college students who constitute approximately 70% of the students in the
Associate Degree programs at Mount St. Mary’s College. The Associate Degree
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program at Mount St. Mary’s Doheny campus was designed, primarily, to serve
students who did not qualify for entrance into four-year institutions. At its inception,
this degree program also met the needs of those seeking a terminal degree for
employment after completion.
Background
Going to college has become the norm in the United States. Students who are
under prepared often come from low income families, may be first generation
college-goers, or may come from immigrant families who are in the ranks of those
now aspiring to attend and successfully complete college programs (Fry, 2002). The
challenge, particularly for the two-year colleges that serve the majority of these non-
traditional students, is to find ways to ascertain and accommodate their particular
needs and to assist them to succeed academically, that is, to complete the associate
degree or certificate program and/or to transfer to a four-year baccalaureate program
Because of the influx of under prepared students entering institutions of higher
education, researchers (Bean, 1983; Brown, Santiago & Lopez, 2003; Hernandez,
2000; Seidman, 1993,1996; Tinto, 1975,1987,1998) have proposed various
theories to enable the persistence, retention, and success of these students. Many of
the strategies they propose overlap, as will be demonstrated in this section.
Immigrant Populations
For almost fifty years, the large metropolitan areas of the United States have
drawn large immigrant populations. Dembo (1994) estimated the immigration rates
between 1981 and 1990 to be the largest in U.S. history, and Kellogg’s (1988)
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demographic information indicated that 34% of these immigrants are from Latin
America. In the last fifteen years, the Latino population in California has grown
seven times faster than the rest of the nation. In downtown Los Angeles, many of
these immigrants are from Mexico and Central and South America; their primary
language is Spanish. The rate for Hispanics enrolled in undergraduate education has
increased over 200% in the past 25 years and California and Florida are the states
most impacted by this increase (Fry, 2002). In this age of test assessment and
national (governmental) academic norms and standards, California (once the leader
in academic excellence) has dropped to rank among the lowest in academic
achievement in literacy and analytic skills.
Latina students. Although Latinas constitute the largest minority population
of females in the United States, their graduation rates, college enrollment and
traditional achievement scores are lower than any other group. Clearly, the school
system is not meeting the needs of Latinas (Hernandez, 2000; Rodriguez, 1994).
However, Latinas face obstacles other than the school systems not meeting their
needs— obstacles from within their culture. Research reviewed suggested that the
status of women in the Latino culture is clearly inferior to that of males. The Latina
is expected to be submissive, to know her place, to put family needs first, to overlook
males’ indiscretions, to not ask for help, to not discuss family problems (Avila, 1992;
Flores, 1994; Gil & Vazquez, 1996; Hernandez & Estrada, 1992; Rendon, 1992).
Although Latino families value education for their youth, that value is often aimed
more toward males than females.
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Attitudes and actions that contradict the Latino culture are viewed as
“assertive” in the United States. Consequently, the Latina pursuing a college
education must break away from the self-deprecating, subjugated feminine images
that her culture finds familiar and live, often, with deep conflict. She continues to
value the positive aspects of her culture-loyalty, compassion, generosity; yet she
desires to fulfill her human potential as a capable, intelligent, ambitious and
successful Latina. She finds herself struggling to acculturate and, to integrate, these
cultural ideas and actions into her daily life. She is tom between the high value that,
not only her culture, but also she herself, places on family life and she brings these
concerns with her into the academic setting. In the following discussion of the
special needs of non-traditional and under prepared college students, mention of the
specific needs of Latina students will be emphasized.
Special Needs o f Non-Traditional Students
Research suggests that, in order for the Latina, or any under prepared student,
to persist and succeed in college, parents and friends must support her pursuit of
higher education, English proficiency is necessary, the educational institution must
be supportive, and she must have a strong intention (educational goal) to complete a
degree or certificate program (Brown et al., 2003; Hernandez, 2000). Literacy skills
(verbal and written English) and mathematical skills (computational and analytical),
essential to succeeding in college coursework, are often deficient in two-year college
students.
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In response to these needs, two-year colleges offer basic skills courses in
reading, writing, and mathematics; and provide tutorial centers where students can
obtain additional assistance (Kangas & Budros, 1993). These colleges have also
implemented more opportunities for personal and academic counseling, financial aid
assistance, access to computer and study labs, workshops and presentations of
interest to minority students, minority mentors, study groups for mutual support, and
the inclusion and participation of the family in the educational process of these
students (Avalos & Pavel, 1993; Creason, 1994; Seidman, 1996).
Motivation. The primary motivation of both white and minority students is to
obtain better employment and to make more money. Many minority students who
see their parents unable to find jobs also strongly desire to gain an education; to
improve their reading, writing and study skills; to become more acculturated; and
simply to learn more. In his in-depth interviews with five Latina and five Latino
college students, Hernandez (2000) found that these students possessed positive
mental outlooks because they knew firsthand the struggles and successes of their
families. These students believed that they could (efficacy), and wanted to
(motivation), succeed in college.
Support groups. A number of researchers (Fiske, 1988; Carter & Wilson,
1993; Rendon & Nora, 1988; Valdivieso, 1990) purported that Latinas, and other
non-traditional students, needed adequate support systems— guidance,
encouragement, counseling, minority organizations and cultural service centers,
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involvement in college life, and favorable relationships with faculty and academic
advisors— to persist and succeed in college.
Learning assistance programs (Chaves, 2003; Seidman, 1996) provide
opportunities for testing to assess academic skills for appropriate course placement,
courses in study skills, developmental courses to improve basic skills, supplemental
instruction, and tutoring. Individual contact with faculty, personal counselors,
academic advisors who establish learning communities with their students (Astin,
1984; Seidman, 1992b; Tinto, 1987, 1997, 1998) and embrace various ways of
learning— collaborative, cooperative, inspirational, intuitive— also enable student
success. Faculty and staff who listen to students’ life stories and appreciate their
worlds and their views are able to integrate course content through internships and
service learning projects. One of the important outcomes of these actions is the
positive association between mentoring programs and student retention (Brawer,
1996; Brown et al., 2003; Stromei, 2000; Tinto, 1998).
Faculty instruction. The instructional climate beneficial for non-traditional
students needs to take into account the various learning styles, value systems and
educational preferences of the students. Researchers (Brown et al., 2003; Braxton,
1995; Hernandez, 2000; Sanchez, 2000; Townsend, 2000) purported that instruction
that is more leaming/student-centered than teaching/instructor-centered, and that
requires students to participate in active, concrete learning experiences is more
effective. Instruction that includes cooperative situations and time for elaborate
processing, oral experiences, and interpersonal student-instructor and student-student
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exchanges is also more effective for many non-traditional students. For these
approaches to be successful, Sanchez (2000) emphasized that institutions, who want
their students and their faculty and staff to succeed, should provide workshops to
enable faculty and staff to increase their insights by learning about the cultural
background and learning styles of their students and by reflecting on their own
teaching styles.
Family support. Programs enabling peer support and institutional support,
however, do not supersede the need for support from the student’s home (Brown et
al., 2003; Hernandez, 2000). Flores (1992) agreed that involvement in the formal and
informal academic and social systems in the college were indicators of successful
persistence, but insisted that such success also results from prior attributes brought
with them to college. Limited family support or opposition could be the most
significant obstacle to college persistence and success. Haro et al. (1994) found that
if a Latina/o student persisted, it was due, in part, to receiving strong parental
encouragement and support (Avalos & Pavel, 1993). Brown et al., (2003) maintained
that familial support for Latina/o college students is an information gap, not a value
gap, that Latino parents often do not understand the “college system” and depend on
their children to guide them through it, particularly in respect to the financial aspects.
Financial resources. The cost of college often overwhelms immigrant and
low income families. Many first generation students must work at least part time not
only to pay for their college expenses, but also to contribute to their families’
household expenses (Brown et al., 2003; Fry, 2002; Saenz, 2002). Colleges and their
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admissions personnel need to assist such families to understand the actual costs of
college (e.g., tuition, fees, books, housing) and the various venues open to them for
securing funds through financial aid that includes grants, loans, scholarships, work
study programs. Realistic, actual costs should be projected for these students and
their families before they submit their tuition deposits and arrive on campus.
Role models. Garza (1984) suggested that the scarcity of Latina role models
was also an obstacle to persistence. Support groups, both those of similar
backgrounds and those of differing ethnicities or levels of achievement, can enable
students to persist in the acculturation process. Gandara (1993) studied Latino/a
students exposed to a high achieving middle-class white peer group with whom they
could realistically test their own skills and validate their performance. This exposure
helped the Latino/a students to move more easily between cultures and to adapt more
easily to widely differing situations. However, Brown et al. (2003) recommended
that colleges should seek to employ personnel that reflect the ethnicity of their
student populations and capitalize on the faculty and staff of every background to
encourage student success.
Another approach is mentorship, as exemplified in a number of programs.
The Career Path Exploration Program at Foothill College is a mentoring program
conducted in collaboration with the Women in Business Committee of the Mountain
View Chamber of Commerce (MVCC), and is designed to assist college students in
clarifying their educational and career goals through mentorships with MVCC
members. The Greater Avenues fo r Independence Consortium o f the West Valley-
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Mission Community College District assists public welfare recipients to achieve
economic self-sufficiency by facilitating access to appropriate services/programs at
community colleges. The Hispanic Mentorship Program at Cypress College, in
collaboration with the Fairview Development Center, also uses mentors to increase
retention rates of Latinas in the Psychiatric Technician Program.
Student involvement. Students who are academically and socially involved
with other students and with faculty, particularly during their first year, are more
likely to persist (Astin, 1984; Pascarella & Terenzini, 1980; Rendon, 1994; Tinto,
1998). Most four-year institutions offer orientation programs for new students and
their parents and require at least a one-semester orientation course for freshman
(Astin, 1984; Brawer, 1996; Chaves, 2003; Hernandez, 2000; Seidman, 1996;
Stovall, 2000). The research further suggested that orientation programs reduced the
gap between the traditional college climate and the perceptions and values of
minority and non-traditional students. Orientation programs also provided a venue
through which the institution could familiarize itself with its new students and its
new students with its resources. The research also indicated that retention rates were
higher for students who were involved in student organizations, clubs, events, or
programs (Astin, 1984; Hernandez, 2000; Tinto, 1998). Through these programs and
activities, institutions facilitated the perception, and creation, of a campus climate in
which cultural diversity was valued and differences were appreciated.
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Conclusions
As suggested in the studies presented, persistence and success in college for
under prepared students is possible when two sets of support are in place. The first
set that must be available to the student includes the following: parents and friends
who support her pursuit of higher education; her proficiency in basic skills (reading
comprehension, oral and written English, and mathematics), and a strong intention
(educational goal) to complete a degree program. The second set needed to increase
persistence and deter dropping out is institutional: support systems (financial,
academic, emotional, and social) inherent in the community college which lend
themselves to the concretization of the supports developed in the student’s family
and community.
Implications
If it can be ascertained, through the analysis of the participants’ responses in
this study, that some factors affect under prepared college students’ success more
than other factors, it is hoped that the data will serve other colleges that serve
students with backgrounds and abilities similar to the Mount associate students. If
the hypothesis for this study is correct, for under prepared students to succeed in
college— to persist to completion and/or to transfer to four-year institutions— they
require the support of their families and friends, the support of faculty who are well
prepared to teach them, additional academic services, proficiency in basic skills
(reading comprehension, oral and written English, and mathematics), and a strong
intention (educational goal) to complete a degree program, it is hoped that Mount St.
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Mary’s College will build on, and improve, its current services and programs for its
Associate in Arts students.
Educating students, parents, administrators, faculty, and support personnel to
the value of these factors that lead to the success of college students would be a first
step. Keeping accurate data on the success rates of students and the programs and
services which they take advantage of would assist students and further validate the
study.
Chapter 3 presents the methodology used in the study, including a description
of the sample, the rationale for the selection of the sample, the data collection
procedures, a description of the interview protocol, and the methods used to analyze
the data
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CHAPTER 3
Research Methodology
Introduction
This study explored fectors that enabled under prepared and under served
students at one institution located in an urban center to be successful in the associate
degree program at Mount St. Mary’s Doheny campus. The purpose of this study was
to determine which supports the under prepared students perceived as most helpful
for their college success. Factors presenting obstacles to success were also explored.
In particular, this study endeavored to isolate the factors that Mount St. Mary’s
College provided to improve associate degree students’ chances of persistence.
This chapter includes the research questions and hypothesis, a description of
the research methodology, the research population, the data collection, and the data
analysis.
Research Questions and Hypothesis
1. To what factors do the Associate in Arts (AA) students at Mount St.
Mary’s attribute their college success (persistence, completion, transfer)?
Was it academic advisement, staff, instructors, small classes, service
learning courses, learning resource center (LRC), tutoring, early warning
system (notices of academic difficulty), friends, family, personal
motivation, involvement in activities, or a combination of fectors?
2. What major obstacles do Mount St. Mary’s AA students experience in
seeking college degrees?
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3. To what do those Mount St. Mary’s AA students who did not succeed
(dropped or failed out) attribute their dropping or failing out?
This study was based on the following hypothesis: For under prepared
students, particularly first generation associate degree students at Mount St. Mary’s
College, to succeed (to persist to completion and/or to transfer to four-year
institutions), they require the support of their families and friends, financial support,
the support of faculty who are well prepared to teach them, additional academic
services (tutoring, advisement), proficiency in basic skills (oral and written English,
reading comprehension, and mathematics), and a strong intention (educational goal)
to complete a degree program.
Methodology
A structured interview protocol (Appendix H), generated by a thorough
review of the literature and the research questions, was used to elicit students’
perceptions of (a) their experiences and performance in the Associate Degree
program at Mount St. Mary’s College, and (b) the degree to which the College
assisted them to meet their goals of persistence to graduation and/or transfer. The
review of the research on the topic of non-traditional college students and immigrant
populations served as a basis for identifying key components in the protocol.
Approximately 500 surveys were sent to all students accepted into the associate
degree program for the past three to five years, as well as to students who attended in
1998,1993, and 1983. The Mount databases were used to generate academic
information. A pilot of the structured interview protocol was sent to five students to
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test the validity of the interview questions. Those students concurred that the
questions were clear and effectively addressed the information being pursued.
Using Boszormenyi-Nagy’s (1987) contextual interview technique to evoke
evolving themes, the researcher used the survey to ask students, through telephone
conversations, to indicate which aspects of the associate program were integral to
their successful completion and/or transfer and which aspects were obstacles to their
success. The researcher also asked the participants what more the College could have
done, or provided, to assist them to succeed. Finally, the researcher asked for
suggestions for program improvement.
Research Population
The researcher sent 535 letters (Appendix I) requesting participation in the
study to current and former Associate in Arts students: 120 to current MSMC
associate degree students, 180 to current MSMC baccalaureate students who had
been MSMC associate degree students, 200 to MSMC associate graduates, and 35 to
known non-completers in the MSMC associate degree program. Of the 535 letters
sent, 40 responses (7.5%) were received, and 6 (1.1%) were returned for inaccurate
addresses. Of the 40 responses received, 22 respondents (55%) agreed to participate
in the telephone interview for the study; 13 respondents (32%) did not respond to
messages left on their phones; and 5 respondents (12.5%) were not students from the
traditional associate program being studied and were, therefore, not pursued. The
research sample consisted of only female students because Mount St. Mary’s
College’s associate program is all female.
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The 22 participants who were, or had been, enrolled in the MSMC Associate
in Arts program included the following: three current MSMC associate degree
students, six current MSMC baccalaureate degree students who had transferred from
the associate program, three associate students (1999-2001) who had been
academically disqualified, one associate student (1999) who had successfully
transferred to a 4-year college, seven associate graduates (1993-1998), and two
associate graduates (1983).
Data Collection
A cover letter (Appendix I) which included agreement to participate in the
study, a general information sheet (Appendix J), and the structured interview
protocol (Appendix H) of the questions were sent to current and former (2003,1998,
1993, 1983) students enrolled in the Associate in Arts degree program at Mount St.
Mary’s College. When these students agreed to participate, the researcher requested
data from the Registrar’s office on their academic standing in the program. The
researcher conducted telephone interviews with each respondent and hand-recorded
the participants’ responses.
Data Analysis
This study included both quantitative and qualitative data. The quantitative
data was gathered from the databases of MSMC’s Registrar’s office, and from the
General Information sheet (Appendix J) that respondents returned by mail. The
qualitative data was gathered from the participants’ responses to the interview
questions. The researcher employed a semi-structured approach (Gall, Borg & Gall,
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1996) by asking participants to elaborate further on their responses to the interview
questions.
Instrumentation
The researcher developed a 19-item survey questionnaire (Interview Protocol,
Appendix H). The protocol was reviewed by other professionals, including Dr. Linda
Serra Hagedom, the faculty sponsor for this study, as a first step in validation of the
questionnaire. A pilot test of the questionnaire with five current Mount St. Mary’s
associate degree students revealed that the questions effectively addressed the
academic, social, and personal aspects that might influence a student’s college
success (persistence, completion, transfer). The questionnaire was sent to the
approximately 500 current and former AA students invited to participate in the study.
Validity and Reliability
Because this research was conducted in a case study approach, the concepts
of validity and reliability are difficult to apply. The researcher assumed that each
participant answered each question according to her experience, that she answered it
to the extent that she was comfortable, and that she would respond similarly
regardless of who asked the question. Participants were given the option of having an
interviewer other than the researcher (Appendix J). This was important because the
researcher is a Catholic nun who has worked with the associate program for ten years
and currently serves as dean of the Mount’s associate in arts program. However,
since no participant requested this option, the researcher conducted all the interviews
for the study.
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Chapter 4 presents the findings of the study that indicate which factors,
services, and personnel assisted the associate degree students to succeed and which
presented obstacles to their success.
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CHAPTER4
Results of the Findings
Introduction
This chapter presents the results of the research findings. The study was
designed to glean from current and former Mount St. Mary’s College Associate
Degree students their perceptions of what fectors enabled them to persist and
succeed in college and what fectors posed obstacles to their success.
The first section presents the demographic date and includes a description of
the participants’ academic achievement. The second section presents the results of
the interviews. The third section presents the findings in the context of the three
research questions presented in Chapter One.
Demographic Data
The researcher sent 535 letters (Appendix I) requesting participation in the
study to current and former Mount (MSMC) Associate in Arts students: 120 to
current MSMC associate degree students, 180 to current MSMC baccalaureate
students who had been MSMC associate degree students, 200 to MSMC associate
graduates, and 35 to known non-completers in the MSMC associate degree program.
Of the 535 letters sent, 40 responses (7.5%) were received, and 6(1.1%) were
returned due to inaccurate addresses. Of the 40 responses received, 22 respondents
(55%) participated in the telephone interviews for the study; 13 respondents (32.5%)
did not respond to messages left on their phones; and 5 respondents (12.5%) were
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not students from the traditional associate program being studied and were, therefore,
not pursued.
The research sample consisted solely of female participants because Mount
St. Mary’s College’s associate program is all female. The 22 participants who were,
or had been, enrolled in the MSMC Associate in Arts program between 1981 and
2005 included the following: three current MSMC associate degree students, six
current MSMC baccalaureate degree students who had transferred from the associate
program, three associate students (1999-2001) who had been academically
disqualified, one associate student (1999) who had successfully transferred to a 4-
year college, seven associate graduates (1993-1998), and two associate graduates
(1983).
Ethnicities. The 22 participants reported the following ethnicities: seventeen
(77%) Latina, two white, one African-American, one bi-racial, and one Asian-
American. (The ethnic profile of the participants in this study is representative of the
majority population served in the Mount’s associate degree program which typically
ranges from 70 to 80% Latina.) Fifteen participants (68%) reported that Spanish was
spoken in the home, and seven (32%) of these stated that Spanish was the
predominant language. Six participants (27%) spoke English at home, and one spoke
Chinese at home. Sixteen participants (72%) attended public high schools, and six
(27%) attended Catholic high schools. Twenty-one (95%) of the 22 high schools
were in Los Angeles County; the remaining one high school was in Orange County.
Appendix K illustrates the demographic data of the participants.
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High school grade point averages. The Mount registrar’s office provided the
high school grade point averages (GPA) of 21 of the participants which ranged from
2.07 to 3.83; the high school GPA of the participant who transferred from a
California state college was not included in her Mount file. Four (19%) participants’
GPAs were between 2.0 and 2.49, nine (43%) participants’ GPAs were between 2.5
and 2.99, five (24%) participants’ GPAs were between 3.0 and 3.49, and three (14%)
participants’ GPAs were above 3.5. The average high school GPA of the 21
participants was 2.91. Participants were placed in the associate degree program on
the basis of their high school GPAs and their SAT scores.
Stanford Achievement Test Series. The Mount registrar’s office also provided
information on the Stanford Achievement Test (SAT) scores of 20 of the
participants; these scores ranged from 550 to 1030. One participant scored 550, and
one scored 1030. Five participants (25%) scored in the 700s, eight (40%) scored in
the 800s, and five (25%) scored in the 900s. It is interesting to note that the
participant that scored 550 had a high school GPA of 3.12, an associate degree (AA)
GPA of 3.08, and a baccalaureate degree (BA) GPA of 3.10. The participant who
scored the 1030 had a high school GPA of 2.77, an AA GPA of 2.63, and a BA GPA
of 2.34. These data support the theory that high school GPAs are key indicators of
college success.
Associate degrees. Eighteen participants (82%) completed associate (AA)
degrees at Mount St. Mary’s. Eleven participants (50%) completed the associate
degree in four semesters; of these, ten transferred to the Mount baccalaureate
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program and one transferred to a California state university; ten completed their
baccalaureate degrees in eight semesters, and one (who had attended a California
state university before her attendance at the Mount) completed her baccalaureate
degree two semesters after receiving her ADN. Seven (32%) completed the AA
degree in five semesters; of these, five completed the BA degree in eight semesters,
one completed in eleven semesters, and one will begin her ninth semester in Fall
2005.
One participant completed four semesters in the Mount AA program and
successfully transferred to a four-year university where she completed her
baccalaureate degree in eight semesters. The three participants (14%), who were
academically disqualified, subsequently enrolled in community colleges to make up
their grades. All three recently expressed interest in returning to Mount programs.
One of these completed her AA degree in a Los Angeles community college in
December 2004, and enrolled in the Mount’s baccalaureate program in Sociology for
Spring 2005. The other two participants are actively seeking acceptance to the
Mount’s Associate Degree Nursing (ADN) program.
The associate degree (AA) cumulative GPAs of the non-completers, who
were disqualified for academics, were the following: 1.50, 1.62, and 2.07. The AA
cumulative GPAs of the nineteen (86%) who completed the program ranged from
2.61 to 3.95. Of these nineteen, six (32%) earned GPAs between 2.50 and 2.99, eight
(42%) earned GPAs between 3.0 and 3.49, and five (26%) earned GPAs of 3.5 or
better. The average AA cumulative GPA of all (n=22) the participants was 3.02, and
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the average AA cumulative GPA of the completers (n=19) was 3.22. The data for the
participants’ cumulative GPAs, at the completion of the associate degree program or
when they left the Mount, were taken from their transcripts provided by the Mount’s
registrar’s office.
Baccalaureate degrees. Eighteen (82%) of the participants completed
baccalaureate (BA) degrees; sixteen (73%) at Mount St. Mary’s Chalon campus, one
(4.5%) at California State University, Los Angeles, and one (4.5%) at the University
of Southern California. Two participants (9%) are currently enrolled in Mount St.
Mary’s BA programs, and two (9%) continue to attend community colleges. The BA
cumulative GPAs of the sixteen participants who completed their BA degrees at the
Mount ranged from 2.34 to 3.85. Of these sixteen, one (6%) earned a GPA between
2.0 and 2.49, four (25%) earned GPAs between 2.5 and 2.99, seven (44%) earned
GPAs between 3.0 and 3.49, and four (25%) earned GPAs of 3.5 or better. The
average cumulative GPA of the sixteen who completed their BA degree at the Mount
was 3.14. The data for cumulative GPAs of the participants who completed their
baccalaureate degrees at the Mount were taken from their transcripts provided by
Mount registrar’s office. Appendix L illustrates the academic data of the participants.
Summary. The academic data (Appendix K) indicate that the participants
were considered under prepared because of the high school GPAs, their SAT scores,
or a combination of both. Twenty participants’ records contained both sets of data.
Twelve of these twenty maintained relatively the same GPA (less than half a grade
point difference) in college as in high school; five raised their GPAs by more than
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half a grade point; and the GPAs of three, all of whom were academically
disqualified, dropped by more than half a grade point.
The SAT scores for the two participants who entered the program in 1981
were not available in the Registrar’s file. The high school GPA of the participant
who had transferred from the CSU system because she was not eligible for their
nursing program was also not in her file; however, she completed the AA degree in
nursing (in two years) with a 3.08 GPA and the BSN degree (in one year) with a 3.15
GPA. The other participant entered the AA degree program with a 2.88 high school
GPA, and graduated the AA program in Liberal Arts (in two years) with a 3.88; she
self-reported that she subsequently completed a BSW degree at a CSU, and an MSW
at UC Berkeley.
Results of the Interviews
Using aspects delineated in the hypothesis and reviewed in Review of the
Literature, the results of the interviews are summarized under the following topics:
(a) support, (b) obstacles to success, (c) satisfaction with the MSMC associate
program, and (d) suggestions for improvement.
Support
The research emphasized the importance of family and academic support for
students to be successful in college. The participants’ responses to the interview
questions indicated that they experienced support for their college endeavors on
many levels: from their families and friends, in the college environment, through
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various types of learning assistance, and during co-curricular activities and events
(Appendixes M, N, O).
Family and Friends
Without exception, the participants spoke of their parents with respect and
great admiration and appreciation. One participant emphasized that for her and her
friends, family comes first. She shared:
I was a really serious student and always did my work and studied
hard. One time I wanted to be at the hospital when my mother was
having surgery, but I had an exam at the same time. I was really
upset when my professor wouldn’t let me take my exam at a different
time. My mom told me she’d be fine and I should take the exam. I did,
and it all worked out, but the teachers need to know that family comes
first for us.
Twenty-one participants (95%) said their families were supportive of their college
endeavors. Seventeen participants (77%) stated that their parents were “extremely”
supportive. One participant shared that her “parents cried when they left me at the
college after the orientation on the first day, but they told me they knew it was best
for me.” Another participant said her father had told her and all her siblings that they
“had to go to college,” and one said her parents “thought everyone should go to
college.” One participant commented:
My mom is amazing. She’s my biggest supporter. My father only has
a 3rd grade education. He works really hard for our family. He told us
that all he really wanted was to leave his children with a good education.
He just really thinks that going to college is really important.
Four participants commented that their parents did not “understand the
system,” that college was “foreign to the whole family.” Of these, one participant
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stated that her family was “comfortable because the Mount was Catholic and because
there were nuns on campus. My parents felt like I was safe because it was the sisters’
college, and they would take care of me.” One participant shared:
I didn’t have a choice. I was twelve years in Catholic school, and the
Mount was a natural step. All my friends were going to college.
Besides, my older sister was a Chalon student and was doing really
well, and my mother told me I was going too. It wasn’t negative to
me. I knew my sister liked the Mount, and I liked that I’d have small
classes. It was what I was used to.
Five participants mentioned that even though their families could not support
them financially, they did offer moral support. However, one participant did
comment:
No one in my family told me not to attend college. I had financial
support from my parents, but not much moral support from them. They
just expected me to go to college and do well. They didn’t understand
how it all worked.
Seven participants (32%) stated that they were first in their family to attend
college; five (23%) of these were also oldest in their families. Six (27%) said they
were expected to be role models. One shared:
My parents really value education, but they didn’t understand why I
was away from home so much when the campus was so close to our
house. They didn’t get it when I said I had to stay on campus to study
on weekends, but they were very proud when I graduated. Now they
understand why I didn’t come home every weekend. Now it’s like
my whole family, including my cousins, have to live up to my standards,
including earning a Masters degree.
Eleven participants (50%) reported that their friends were supportive of their
collegiate endeavors. Eleven participants (50%) specifically identified their MSMC
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friends as “very” supportive. One participant’s comment echoed those of several
others:
My Mount friends all helped each other. We studied together in the
library and read each others’ papers. Our study groups helped us a
lot, especially in tests. We had fun together too. We listened to each
others’ problems and got to know each others’ families. We’re still
all friends.
One participant shared: “My first year I dormed with a high school friend, but the
second year we agreed to mix more. The roommate I had for two years is a great
friend and was my maid of honor.”
Five participants had “lost touch” with their high school friends who either
enrolled in community colleges or did not attend college. One participant, currently
enrolled in a community college, stated that she “eliminated friends that weren’t
supportive” of her aspiration to get an education, and remained in contact with
friends that were. Another mentioned that one of her friends was “jealous” that she
was attending a private school. One mentioned: “My high school friends all went to
college too. We were all serious about college and we’ve stayed friends, but they
were ‘bummed out’ when I said I was attending the Mount.” Two participants
mentioned that their friends were “still in community college” because they could
not get the classes they needed and they only go part time because of having to work.
One participant shared: “All my high school friends came to the Mount, but
most dropped out. Four finished at Doheny and two finished at Chalon. Those who
dropped out played around and partied.” Another said:
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My parents immigrated from Nicaragua. They were both educated.
My father was an engineer and my mother taught college there. Now
money is a big problem and makes things really hard for us. My Dad
dropped me off at Doheny early every day on his way to work, the
whole four years, even when I had to take the shuttle to Chalon. My
family moved a lot so I don’t have many friends, but my boyfriend
was really supportive. He gave me the money for the application fee ....
Yes, he’s still my boyfriend!
On the basis of the data collected during the interviews, all of the
participants gave evidence of the importance of support from family and friends for
their success in college. Each of the responses cited includes a clearly explicated
recognition of parental support for education. Examples of friends’ support were
presented, but to a slightly lesser degree than examples for parental support.
Although one participant did not mention the support of family during her interview,
twenty-one of the participants overtly confirmed the first component of the
hypothesis for this study that the support of family and friends is essential to student
success at Mount St. Mary’s College.
College Environment
One participant synthesized the comments of the other participants regarding
the Mount’s environment in the following statement: “The Mount developed me
personally, intellectually and socially. I felt comfortable and accepted.”
Size. Sixteen participants (73%) had attended large public high schools in Los
Angeles and Orange counties (Appendix K). Ten participants (45%) expected to be
treated well and supported in a small, friendly environment. Eleven participants
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(50%) mentioned they wanted to go to a private school, and they did not want to be
“lost in the crowd” at a large college. One commented:
I was unsure of where I wanted to go. I was accepted at the Mount, and at
three Cal States. I attended one of the Cal States for summer school after
I graduated. I made my choice for the Mount the day the instructor called
on us by I.D. numbers. I couldn’t believe it. I knew I didn’t want to be a
“number!”
Another participant related: “I recommend the Mount constantly. The smallness of
the program is key. The whole place focused on you. You were known.” One
participant who had graduated several years ago commented:
Do you know, I saw an instructor in Rite Aid and she called me by
name? I couldn’t believe that she remembered my name. It makes
you feel good when a teacher greets you and still remembers you.
You really aren’t just a number at the Mount. You’re a person.
A third shared: “Whenever I see the president, she calls me by my nickname, and
asks how I’m doing and how my parents are! Makes me feel good.”
Campus atmosphere. Three participants mentioned that they were unsure of
where they would go to college until they visited the Doheny Campus. Besides being
small, the campus was also very beautiful. When asked if she would recommend the
Mount, one participant responded: “Yes! The Mount is more of a family, especially
if you’re active. Working in the administration building, I got to know so many
people, and I had more opportunities to experience college life.” Another
commented: “I love the atmosphere and the open door policy. People smile and say
hello on the streets.” One participant shared:
The Mount chose me. I didn’t apply to any other college. I came in
late. When I finally phoned the Admissions office, they sent the
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paperwork and kept calling me. The two-year program was really
good for me. I learned the basic skills, especially in writing, and got
better personal skills. I learned how to talk to adults, how to write
papers better, howto do things.
Catholic women’ s college. The feet that the college was a women’s and a
Catholic institution was attractive to eight (36%) participants. When asked why she
chose the Mount, one participant shared:
It was close to home. I had always gone to public school, and the boys
got all the attention because they caused trouble. I learned about the
Mount at the College Fair, and alums in the Admissions Office wrote
me and called me .... We were Catholic, but I never practiced
until I came to the Mount. I wanted to strengthen my values and to
learn about being Catholic.
Another participant stated:
Women who attend women’s colleges are more successful and more
self-confident. It’s important who you hang with. I thought it’d be
smart to come to a women’s college. The nuns were the ones who
really supported me. Two of the sisters in the LRC (Learning
Resource Center were the biggest help to me. One really taught me
how to write, and the other supported and encouraged me to transfer.
I felt like they knew me the best, and really cared about me.
Five participants (23%) said that they valued being on a Catholic campus, and
fourteen (64%) mentioned that they appreciated the sisters and were helped by them.
One commented that the sisters were “very supportive but also challenged me. They
wouldn’t let me slack off.” Another said: “I felt comfortable by the sisters’ presence.
They were helpful and very accepting of me and my family.” One shared that she
had worked with one sister in student activities both years at Doheny:
Sister drove me home after we worked late one night, and said
she’d wait till I got in, but I told her it was my neighborhood (East L.A.)
and I’d wait until she got past our comer. I told her not to look around
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and not to stop at the intersection, just slide though. She just looked at
sme, and said, “OK.” We still laugh about that night.
Once I was real upset with [family member] who was in trouble,
and all she said was, “People make choices.” I needed to hear that and I’ve
never forgotten. Now I use it with my clients.
A participant who is married and has two teenage sons shared the following
about the same sister:
I was really involved in leadership and campus ministry. I did lots of
community service and visited juvenile hall and was an Eucharistic
Minister. For a while, I thought about becoming a nun so I asked Sister
, what was the hardest thing about being a nun. She said “not
having your own children.4 4 1 thought about that a lot.... We’re still
good friends, and she even attended my wedding.
Reputation. Half of the participants knew about the college through sisters,
cousins or friends who were attending or had attended the college. High school
teachers and counselors, and family members and friends recommended the Mount
to the majority of the participants. Three participants learned about the Mount during
college fairs at their high schools; and one participant, who transferred from a
California State because she was not academically eligible for its nursing program,
heard that “the Mount had a great nursing program and gave people a chance to do
better.”
One participant commented: “The Mount has a good reputation. The
environment is beautifiil; the faculty and staff are great. It’s small and you have lots
of one-on-one with faculty.” Another stated: “I don’t know where I’d be if my high
school counselor hadn’t told me about the Mount.” A third said: “Yes! I recommend
the Mount constantly. The whole place focused on you. You were known by name.”
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Besides the support of family and friends, some ancillary variables emerged
from the participants’ comments that contributed to the support that enabled them to
be successful at the Mount. They described the Doheny campus as a welcoming
environment in which they felt comfortable and accepted; and as a small, beautiful
campus that was close to their homes. They especially valued being known by name
by faculty and staff and appreciated attending a predominantly women’s college.
They perceived that the Mount had a good reputation, and they saw the religious
sisters as both supportive and challenging.
Learning Assistance
When asked if the Mount met their expectations (Appendix H, Question 3),
twelve participants (54%) said they expected to receive good academic support and
to gain the knowledge they needed in their chosen fields of study, and fifteen
participants (68%) expected to have quality one-on-one interaction with instructors.
When asked who or what assisted them to succeed in college (Appendix H, Question
18), the participants cited personnel, resources and experiences (Appendixes M, N,
O).
Faculty. Nineteen participants (86%) named instructors as very positive
influences in their academic success (Appendix M). One participant shared:
D r. didn’t lower her expectations, she just gave us more time
to do the work. Instructors were always there; they helped us with
academic problems and with personal problems. They were familiar with
us. They knew us and were very available to us. They were there for
their office hours. Our courses were challenging, but not overwhelming.
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Others commented: “Teachers treated us like people; they were caring and assisted
us with life and academics,” and “They had expectations and got on our cases, but
they helped us and didn’t let us give up.”
One participant commented that her English teacher was the best she had
ever had:
She scheduled appointments with each of us and went over our papers
individually. She also helped me figure out what my learning style was
and encouraged me to ask questions in class. After her class, I had more
confidence in myself.
One participant stated that faculty “would have been helpful if I had gone to
see them. The teachers were always there for you. It was a nurturing campus, but I
didn’t take advantage of it.” Another commented that “Doheny helped girls not ready
for college, especially Latina girls not going anywhere.” She went on to share:
When I was a senior, one of my high school teachers told me I’d
never go anywhere. I’d be working at McDonald’s, but my Mount
instructors were really helpful and always available. They had office
hours, and some even gave us their personal phone numbers. When
I graduated from Doheny and then from Chalon, I felt like I “showed”
my high school teacher she was wrong about me.
Students’ viewpoints focused on their personal interaction with faculty as
well as on their academic competence. Their comments gave evidence of the
faculty’s expectation that they were capable and could achieve.
Staff. Seven participants (32%) mentioned that the staff in the service offices
(registrar, business office, financial aid) were available and friendly. Though two
participants mentioned that their work study supervisors were difficult to work with,
four (18%) saw their work study supervisors as supportive and their work study
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experiences as broadening. Faculty and staff were often described as available, open
to them, understanding, and encouraging (Appendix M). The participants once again
said they felt “supported as people.”
Thirteen participants (59%) used the library often, and nine (41%) used the
computer labs often because they did not have computers. Three participants (14%)
commented that the Intercampus Transfer office (begun in January 2002) was helpful
for their transition to the baccalaureate program, especially the tour of the Chalon
campus where they were “able to ask former Doheny students questions. That was
the best part.”
Service learning, internships, outreach. A number of participants also stated
that their experiences in Service Learning courses, internships, and the Social Action
course were very valuable learning experiences. They “got me involved in the
community.” They “were important in my life and connected my classes with the
‘real’ world.” They offered “ways to have hands-on experience and to reflect” more
deeply. One participant who graduated in sociology suggested:
Continue the service learning courses and encourage students to do
community outreach. As much as you can, bring the Mount into the
community. It’s good for the students and it’s good for the community.
Tutoring at A Place Called Home (APCH) for my SOC 5 course was
wonderful, and the experience I had in Alexandria House (a home for
abused women and children) was great. It’s still great. I work full time
now at Alexandria House, assisting with case management and
coordinating the after school teen tutoring program.
Learning Resource Center. Many participants attributed their academic
success to the assistance they received, particularly in English and math skills, from
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the Learning Resource Center (LRC) staff. Fifteen participants (68%) mentioned
various LRC staff as helpful. Several said they used the LRC mostly during their
freshman year and mostly because it was required in their English courses. One
shared that she would not have been able to pass her speech class without the help
she received for several weeks in the LRC. Another stated:
The labs for English 6A were really helpful. I had Sister every
week, and she really helped me write better. I did so well I was able
to skip English 6B and go into English 1A the next semester.
A third stated: “I took all my papers to Sister _ who helped me get started with
ideas for topics. She wouldn’t let me write my long sentences, and she helped me
make good sentences that were clear.”
One participant mentioned that helped her prepare her resume when
she was a senior. Another noted:
My English professor and in the LRC were awesome! I
really needed help with grammar. They worked hard with me, and
I improved. I think I could have gone anywhere (any college) after
that. They’re the ones who helped me do so well at Chalon. I even
got an “A” on my senior paper for the Honors Program [This
participant graduated magna cum laude in Psychology in the
baccalaureate program.]
It was obvious from repeated comments that the participants not only appreciated the
specific academic support, but also the personal support and encouragement that the
LRC staff gave them (Appendix M).
Advisement. Advisors at the Mount are faculty so many of the comments
about faculty and advisors overlapped. Students are required to meet with them each
semester before registering for courses so they often linked their appreciation of the
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advisors with that of their instructors. Seventeen participants (77%) cited advisors as
very helpful people who gave them good advice and helped them complete their
degrees “on time.” One participant said her advisor “helped [her] to be independent.
I knew what courses I needed to take, and I went for it.” Another stated that at her
first appointment, her advisor laid out all the courses she needed and which
semesters they were offered; “All I needed after that was to get her signature each
semester.” A third participant said her
. . . advisor made a major impact on me. She was my advisor, my
mentor, and my instructor. She was awesome, and I was glad she
taught me at Chalon too. I actually work now at the organization
where she set up my internship.
Another participant also commented that her advisor was “awesome. I had her all
four years. She was a great listener and really knew me, and my course schedules
couldn’t have been better.” These comments again supported the importance that the
participants placed on being known by name and being part of a small college in a
welcoming and supportive environment. They also confirmed the data that the
majority (77%) of the participants perceived that advisors assisted them to succeed
(Appendix M).
Summer skills program. For over 25 years, Mount St. Maiy’s associate
degree program has offered SPR 96x, Workshop in Study Skills, a two-week, 5-hour
a day, summer skills program for its accepted students. Except for the past two years,
students have been able to live on campus or commute each day. All students
enrolled in Summer Skills took the two-hour Study Skills course which includes
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various topics, such as listening skills, note-taking, outlining, how to read a textbook,
how to keep in contact with instructors during class and through office hours, how to
ask questions. Based on the results of their placement tests, students also chose, or
were placed in, two additional courses to increase their skills in reading, English,
math, or studying the sciences. At the end of the two-week period, students were re
tested; if warranted, their course schedules were changed to reflect their skill levels.
Students also received one unit of credit if they successfully completed the Summer
Skills program.
Nine participants (41%) enrolled in the Summer Skills program, and thirteen
(59%) did not. One participant remarked that the English course was “very helpful,
and I got to move into English 1A my first semester.”
Basic skills courses. The associate program offered three skill levels of
English courses: ENG 3x, Basic Writing, which does not fulfill the writing
requirement for the associate or baccalaureate degree; ENG 6A/B, which fulfills the
writing requirement for the associate degree only; and ENG 1A/B, which fulfills the
writing requirement for both the associate and the baccalaureate degrees.
The associate program also offered Special Programs courses (SPR
designations) aimed at improving basic skills: SPR55x (Reading Development, 3
units); SPR51x (Reading, 1 unit); SPR50x (College Skills, 1 unit); SPR57x (Basic
Mathematics, 3 units); SPR56x (Mathematics, 1 unit). The mathematics department
also offers MTH2x, Fundamentals of Algebra, a three-unit course that satisfies only
the AA liberal arts requirement. Several years ago, the associate program offered
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SPR98x, Special Experience, and SPR50x, College Skills, both of which are one-unit
study skills courses. The units for these x-designated courses are non-transferable to
the baccalaureate program.
Fifteen participants (68%) were enrolled in skills courses during their first
semester at the college; seven participants (32%) were not. For basic skills in
English, eight students were enrolled in ENG 6A (36%), and one had to repeat it a
second semester. Only five participants (23%) were enrolled in basic mathematics
skills courses: one in SPR57x, one in SPR56x, and three in MTH2x. Only four
participants (18%) were enrolled in SPR51x, the one-unit reading course; although
two other participants self-reported that they took reading, it was not indicated on
their transcripts. Four participants (18%) also enrolled in the one-unit study skills
courses (one in SPR50x and three in SPR98x). The data for participation in the
summer skills program and for enrollment in basic skills courses (Appendix N)
validated the aspect of the hypothesis which states that students require proficiency
in the basic skills to be successful in college.
Orientation. Ten participants (45%) commented on the importance of the
Orientation course (Appendix M). Orientation “helped me navigate the system;” it
“told us about the other resources on campus.” These remarks seemed very important
since many participants had commented that they, and their families, were unfamiliar
with “how to do things at college.” For example, since sixteen participants (73%)
had attended public schools, they had had no experience with paying tuition so
dealings with the business office and the office of student financing were challenging
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for them. Two participants mentioned that their orientation mentors, second-year
Doheny students, were even “helpful after the course was over.” One participant said
the big sisters “were helpful the first two weeks of school, but it would have been
really good if they had helped longer.”
Institute fo r Student Academic Enrichment (ISAE). Seven participants (32%)
cited ISAE (Institute for Student Academic Enrichment), a federal TRIO program, as
helping them in many ways (Appendix M). One mentioned that the ISAE personnel
helped her with “networking and career planning. I was able to interact in careers I
thought I was interested in, and I even got good information for part-time work.”
One used the tutorial services, and one the additional advisement services that were
available through the program. Three participants mentioned that ISAE offered
opportunities for enrichment activities they could never have afforded, such as free
attendance at The Lion King, Mama Mia, and The Phantom o f the Opera. One
participant shared that she was able to attend the Women’s Conference through her
membership in ISAE, and “it really broadened my college experiences.”
Although every participant did not mention each academic support program,
the responses cited indicate that the participants clearly saw the value of the
programs of which they took advantage. About half of the participants commented
on the Orientation course and fifteen commented on the Basic Skills courses which
have been formally structured into the school day. Other programs, such as summer
skills, ISAE, and the Learning Resource Center, required the participants to take
their own initiative to take advantage of them (Appendix M).
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Activities
Nineteen participants (86%) reported that they were involved to some degree
in activities and events on campus (Appendix O). Nine participants (41%)
specifically mentioned how important being involved was. Two of the three who had
not participated in any activities on the campus, one a resident and one a commuter,
expressed regret that they had not engaged in any activities; the third participant, a
transfer student from a California state university who was also a commuter, worked
in a hospital near her home on weekends and “simply had no extra time for campus
activities.”
Eleven participants (50%) were involved in four or more activities, and eight
participants (36%) were involved in three or fewer activities. Fourteen participants
(64%) belonged to clubs; twelve (54%) participated in various volunteer activities
which included campus ministry, service learning, internships, and outreach
programs; ten (45%) attended dances; and ten (45%) attended the Mother/Daughter
and/or Father/Daughter events. Nine (41%) contributed to creating the Haunted
Campus, an all-college event that offers a place for the neighborhood children to
enjoy a safe Halloween; and nine (41%) belonged to the Institute for Student
Academic Enrichment (ISAE, a federally-funded student support service that assists
first generation, low income, or disabled students). Seven participants (32%) were
student leaders; five (23%) were in the annual talent show; five (23%) were resident
assistants or representatives; and five (23%) were urban interns or student
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ambassadors who worked with high school students to encourage them to attend
college.
The findings related to student involvement in activities in this study are
consonant with the research which indicated that retention rates were higher for
students who were involved in student organizations, clubs, events, or programs.
In each of the above subsections under “Learning Assistance,” the
participants cited personnel, resources, and experiences (Appendixes M, N, and O)
that enabled them to succeed in the Mount’s associate program. Although every
participant did not mention each aspect, these comments further support the
component of the hypothesis for this study that the support of faculty and staff,
additional academic services, involvement in activities, and proficiency in basic
skills are essential to student success at Mount St. Mary’s College.
Obstacles to Success
The above areas elicited predominantly positive responses; however,
participants also identified obstacles in these areas as well. Following are the
findings based on the participant responses to Questionl3: Who/what were the major
obstacles to your academic success (Appendix H: Interview Protocol).
Personal Obstacles
Participant responses to this question varied greatly (Appendix Q, Appendix
R). Two stated that they perceived no obstacles. Three said they lacked motivation
and the desire to get an education; one of these commented that she showed “little
effort and just got by.” One stated that she was her own problem: “I probably should
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have gone to a community college first. Everything was there for me-the teachers,
the LRC. I just didn’t use what was there.” One found it difficult to decide who she
was and what she wanted to do; she felt tom “between others’ expectations” and her
own.
Four mentioned financial pressure; of these, only two stated that they worked
too many hours (Appendix P). Five found time management difficult; one of these
suggested that there be more help with time management than just in the orientation
course. “It was hard to do everything I wanted to do and still get my studying done.”
Four stated that the “system” was difficult and the paperwork for various
offices was often difficult to understand or not accurate. Several shared that it was
hard because the “system” was “foreign” to her and her family. Two residents
missed their families; one of these was concerned about ill family members and
found it hard to study. Two commuters felt isolated and had no place to go when
they were on campus. One participant who had recently been diagnosed with a
bipolar disorder found her roommates “unhelpful and close-minded;” another who
became overly involved in activities suffered from a strep infection and physical
burnout. One participant was dependent on others for transportation. Another shared
that, at first, she felt:
. . . intimidated by the ‘rich’ girls who had cars and went on family
vacations. We lived in East L.A., and our family was big. I was able
to still get involved and do well, but my little sister couldn’t handle it.
She dropped out, and still hasn’t finished college.
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The difficulties cited above reflect the personal struggles participants felt
about coming from low income families, not knowing the college system, and being
immature, and feeling left out as commuters. These comments support the need for
college faculty, staff and administration to be cognizant of the “world” from which
their students come.
Faculty and Staff
Ten participants (50%) mentioned difficulties with personnel. A math major
found it hard that there were only two professors in her department, one business
major said there was too much faculty turnover in her department and another said
the instructors “didn’t help them make ‘connections’ in the business world. A fourth
participant stated that she learned a lot from her work study supervisors, but that one
work study supervisor was “difficult and demanding.” One participant shared that a
professor lacked understanding when he required her to take an examination instead
of being with her mother who was having surgery, and another mentioned that some
instructors “give too much work and act like theirs is the only class.”
Four stated that the “system” was difficult and the paperwork, especially for
the business office and the office of student financing, was difficult to understand
and often not accurate. One of these commented:
The staff in the business and financial aid offices had no people skills.
They seemed rude to me. They made me feel stupid. I could never
understand their explanations, and I always had to keep going back to clear
things up or to do the paperwork over.
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Again, the participant comments revolved around college personnel not
understanding their family situations and values, and the students not understanding
the college system (Appendix R).
Financial Obstacles
Twenty-one participants (95%) financed their educations through a
combination of the following: grants (95%), loans (86%), payment plans (36%), and
scholarships (36%). Nine (50%) of the eighteen who transferred to the Mount’s
baccalaureate program received Transfer Awards. Two participants emphasized that
their parents absolutely would not take out any loans, and one stated that her parents
paid the entire cost of her college expenses (Appendix P).
The majority of participants (19 students, 86%) worked during the school
year; two students worked only during vacations; and one student only volunteered.
Eleven participants (50%) worked only on campus for approximately 12 to 15 hours
per week, four participants (18%) worked only off campus from 15 to 30 hours per
week, and four participants (18%) worked both on and off campus from 18 to 27
hours per week. Twelve participants (54%) resided on campus; eight participants
(36%) resided at home, and two participants (9%) lived on campus one year and at
home the other.
Two participants who had studied at the college in the early 1990s
commented that they had good financial aid packages. One said she “didn’t have to
worry about finances,” and the other stated that her financial aid was good because
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her family’s income was so low and she was the first in her family to attend college.
Data regarding finances, residence, and work are delineated in Appendix P.
In each of the above subsections under “Obstacles to Success,” the
participants cited personal and institutional conditions and experiences that they
perceived challenged their ability to succeed in the Mount’s associate program
Although every participant did not mention each aspect, these comments further
support the component of the hypothesis for this study that financial support and the
support of faculty and staff are essential to student success at Mount St. Mary’s
College. Because the participant responses were so varied, the researcher believes (a)
that participants’ lack of knowledge of how college operates could be their primary
obstacle, and (b) that faculty staff and administration need to understand their
students’ values and backgrounds better.
Satisfaction with the MSMC Associate Program
Several questions included in the Interview Protocol (Appendix H) centered
around the participants’ satisfaction with the Mount’s associate program The Mount
was the first choice of fifteen participants (68%). Fourteen participants (64%)
applied to California state universities; five (23%) to private institutions; and seven
(32%) to no other colleges. The Mount met the expectations of eighteen participants
(81%), exceeded the expectations of two (9%), and did not meet the expectations of
three (14%). Two participants answered yes and no.
One participant was disappointed because she “didn’t know how long it
would take (six years) to complete a science degree;” one noted that there was “too
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much turnover in the faculty;” and another stated that the “classes were easy, not as
hard” as she had expected. One participant said “students are not as open-minded as
MSMC thinks they are.” Another “felt something was missing” at MSMC; she
believes she found what was missing, networking in her field of business
administration, when she attended a job fair at a neighboring university.
One participant, who was academically disqualified from the associate
program in 2002 and has transferred in to the baccalaureate program in Spring 2005,
shared:
I came to the Mount because I wanted a full college experience. When
I got sick, I was really angry and thought I hated the Mount. But I love
the Mount, and I’m proud I completed my AA degree [at a Los Angeles
community college] and I’m excited about coming back. I made good
friends at both places and learned from both experiences. I don’t think
I’d be the person I am today if I hadn’t left the Mount and decided to
return.
The participants commented that the “Mount has everything students need.” Some
mentioned that they gained “self-confidence,” improved their basic skills and got
“tools for learning,” felt “secure” and “known by name,” and “loved the friendly
atmosphere and the “open door policy.” Others made “good friendships;” broadened
their “experiences about the ‘real world’ through service learning, internships, social
action, and work study; and appreciated “all the support.” Some commented that the
focus was “on the students,” and that “[ejveryone is there to help you, even the
shuttle drivers.” Others commented that some staff in the various service offices
were helpful and others were not; that some faculty were available and some not;
that sometimes they felt like they were “still in high school.” Some said they caused
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their own problems because of “personal problems,” “working too many hours,” “not
seeking assistance,” or “not knowing or using the resources available.”
Nineteen participants (86%) responded that they would still choose to attend
the Mount if they were beginning college now (Appendix H, Interview Protocol,
Question 17). One commented, “We come in as girls and go out as ladies,” and
another said she
. . . absolutely loved the Mount and I would have transferred to Chalon
but it didn’t have a baccalaureate degree in social work then. After my two
years at Doheny, I felt like I could go to any school and do well. I had
that kind of self-confidence.
One wondered if she could “still afford it,” and another stated,
I wouldn’t have been able to go to USC if I hadn’t started at the
Mount. I got really good help with basic skills and personal skills
at Doheny, and I completed my BA at USC— all in four years.
One participant said she would “probably” still choose the Mount, one said
“probably not,” and one did not know because the “business program is so small.”
Two participants responded “yes and no.” One of these shared:
Yes and no. There were only two math instructors and because I was
a math major, I had to go to UCLA to get some of the courses for my
major. So, in terms of math, no, I wouldn’t choose the Mount, but in
terms of everything besides math, definitely yes!
Another participant said, “Then, yes. I chose the Mount because I needed to grow up.
Now, no; I’d probably choose UCLA or USC.”
When asked if they would recommend the Mount associate program
(Appendix H, Interview Protocol, Question 18), all twenty-two participants
responded that they would, and do, recommend the Mount. One participant
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commented that she would definitely recommend the associate program in terms of
“basic academic skills and personal skills,” but not in terms of what she called the
“trade” skills of business.
These findings, related to participants’ satisfaction with the MSMC AA
program, indicated that they valued their educational and personal experiences at the
Mount. However, based on what they perceived as obstacles, participants also
offered suggestions to improve the program. Data summarizing all participants’
comments are listed in Appendix Q.
Suggestions fo r Improvement in the MSMC Associate Program
Participants preferred the following suggestions for improving the associate
program (Appendix R):
1. Require that students use the learning resource center;
2. Increase the staff;
3. Decrease the faculty turnover;
4. Encourage students to use counseling services to deal with their concerns
about money, alienation, and the “system;”
5. Help students to use their “new” freedom better;
6. Make a better place for commuters and accommodate their times on
campus;
7. Get more student housing;
8. Address student concerns about finances and navigating the college
system;
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9. Help parents to understand the college system;
10. Inform students about the programs and opportunities at the Chalon
campus;
11. Assist students to transfer to other 4-year programs;
12. Encourage more faculty availability;
13. “Be real with the students and call them on their inadequacies;”
14. Better organize the service offices, particularly the business office and the
financial aid offices; and
15. Extend the service hours in the library, computer labs, and fitness center.
Participants also mentioned that some faculty were very accommodating to
students’ family values while other faculty were unaware that, for them, “family
comes first.” They expressed the need for on-going assistance with time management
beyond what is discussed in the orientation course, the need for more networking
with the “real world” as an aid for fiiture careers, and the value of having peer
mentors throughout the first year. Data summarizing participant suggestions are in
Appendix R.
Findings
The results of the study will be summarized in the context of the three
research questions presented in Chapter One.
1. To what do the Associate in Arts (AA) students attribute their college
success (persistence, completion, transfer)? The participants cited the support of
family and friends, the availability and presence of faculty and staff good academic
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118
advisement, assistance with transfer advisement, small classes, service learning
courses, the services of the learning resource center (LRC) staff for tutoring as major
aspects of their success in the associate degree program. The participants also noted
that their desire and personal motivation to succeed in college made the difference
and that involvement in activities helped them feel part of the campus.
2. What major obstacles do AA students experience in seeking college
degrees? For some, finances was a major obstacle to their success; it caused them to
work too many hours and to lose study time. Others were able to balance their study
time and work commitments. A few mentioned that money was no problem: One’s
family paid the tuition without loans and without her having to work; another stated
that because she was first in her family to attend college and because the family
income was so low, she had no financial worry; another noted that finances were not
a problem, but did not mention why.
Navigating the college system and completing necessary paperwork,
especially for the business office and the financial aid office, posed obstacles for
many of the participants and for their families. Commuters felt “isolated and
uninvolved in activities;” they felt they had “no place” on campus, and that some
services were not open to meet their needs when they were on campus.
Some participants mentioned that they posed their own obstacles to college
success. One commented she “didn’t put in the effort and just got by.” One was over
involved in activities and got physically ill, one could not deal with a recent
diagnosis of a physical condition, and one stated that “[t]he problem was myself.”
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119
3. To what do those AA students who did not succeed (dropped or failed out)
attribute their dropping or foiling out? Of the 22 participants, only three did not
complete the associate degree in the Mount program. These three were academically
disqualified and subsequently enrolled in community colleges to make up their
grades. One of these completed an associate degree at a Los Angeles community
college, and re-entered the Mount as a baccalaureate student in the Spring o f2005;
she attributed her foiling out to the diagnosis of a physical condition during her first
year of college. The other two non-completers have also attended community
colleges and are applying to the Mount’s associate degree nursing program which is
designed for working adults and functions separately from the traditional associate
degree program they first attended. One non-completer attributes her foiling out to
working 30 to 40 hours a week and to not knowing that she could take out a loan; the
other non-completer simply stated, “The problem was myself. I didn’t have the
desire, and I was not ready to use the opportunities available.”
Chapter Five will review the purpose of the study and present a summary of
the findings, conclusions, implications, and recommendations for further research.
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120
CHAPTER 5
Summary, Conclusions, Recommendations
Introduction
Historically, Catholic colleges and universities were founded to educate the
“faithful” and to serve immigrant populations. Mount St. Mary’s College continues
that historical purpose by serving the educational needs of its students, the majority
of whom are of Latin descent. To be successful in the 21s t Century, attaining a
college degree is considered a necessity. To that end, the Mount’s Doheny associate
degree program assists its students to achieve that goal.
Students who are academically under prepared, or who come from culturally
diverse backgrounds or from low income households, often experience difficulty in
achieving academic success in college (Martin, 1990). The needs of these students
pose challenges for traditionally-structured two- and four-year institutions of higher
education who seek to serve and educate them. Mount St. Mary’s College, one of the
many colleges that has accepted this challenge, has focused its attention on serving
these students, particularly women, in its two-year Associate in Arts program offered
on its downtown Doheny campus.
This chapter will review the purpose of this study, and present a summary of
the findings, conclusions, implications, and recommendations for further research.
Purpose of the Study
The purpose of this study was to glean, from current and former Mount St.
Mary’s College associate degree students, their perceptions of which factors enabled
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121
them to persist and succeed in college and of which factors posed obstacles to their
success. The participants were also asked to make suggestions for improvement in
the associate degree program. Using a nineteen-question protocol (Appendix H), the
researcher interviewed, by telephone, twenty-two current and former associate
degree students.
The study was designed to explore the following hypothesis: For under
prepared students, particularly first generation students, to succeed (to persist to
completion and/or to transfer to four-year institutions) in college, they require the
support of their families and friends, the support of faculty who are well prepared to
teach them, additional academic services, proficiency in basic skills (oral and written
English, reading comprehension, and mathematics), and a strong intention
(educational goal) to complete a program degree.
Summary of the Findings
The study hypothesis highlighted by pre-identification five elements
necessary for students’ college success as derived from the research reviewed: (a) the
support of family and friends, (b) the support of well prepared faculty, (c) additional
academic services, (d) proficiency in basic skills, and (e) a strong educational goal.
Support o f family andfriends. This element of the hypothesis was addressed
in Question 8 (How supportive are your parents or other relatives of your college
endeavors?), and Question 9 (How supportive are your friends of your collegiate
endeavors?). All of the participants stated that their families, even those who did not
understand the “system,” were supportive of their college endeavors. Over three-
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122
fourths of the participants stated that their parents were extremely supportive. This
finding confirms the hypothesis that support of family is necessary.
With regard to their friends, half of the participants said their friends were
supportive of their endeavors, and half also mentioned that their Mount friends were
very supportive. A few commented that they had lost touch with their high school
friends who either enrolled in community colleges or did not attend college, and one
non-completer stated that she “eliminated friends that aren’t supportive,” and kept
those that valued getting a college degree. This finding offers moderate support for
the hypothesis that friends are necessary.
Support o f well preparedfaculty. This element of the hypothesis was
addressed in Question 13 (Who or what were the major obstacles to your academic
success?), and Question 14 (Who or what helped you most to be successful at
MSMC?). With regard to faculty as obstacles, one participant commented that she
found it difficult that there were only two professors in her major, one stated that
there was too much faculty turnover, and one shared that a professor lacked
understanding when she had a family medical emergency. A significant number of
participants named specific instructors as positive influences in their academic
success. “One instructor didn’t lower her expectations, just gave us more time to do
the work.” Several commented that the faculty knew them and were available to
them, during office hours and at other times, for personal as well as academic
assistance. This finding confirms the hypothesis that the support of a well-prepared
faculty is essential.
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123
Additional academic services. This element of the hypothesis was addressed
in Question 14 (Who or what helped you most to be successful at MSMC?), and
Question 15 (What could MSMC do to better assist you or other students?). Over
three-fourths of the participants cited advisors as very helpful people who gave them
good advice. Because advisors were usually faculty, students often linked them with
their appreciation of faculty assistance. Two-thirds of the participants attributed then-
academic success to the assistance they received, particularly in English and math
skills, from the Learning Resource Center tutorial staff.
Faculty and staff were described as open to, understanding of, encouraging
to, and available to students. Slightly less than half of the participants also mentioned
that service learning courses, outreach programs, and internship experiences got
them involved in the community and helped them link their education in the
classroom to the real world. Five participants cited the services of the Institute for
Student Academic Enrichment (ISAE) program as helping them not only with
networking, but also with additional mentoring and advisement. The findings
confirm the hypothesis that additional academic services assist college students to
succeed.
Proficiency in basic skills. This element of the hypothesis was addressed in
Question 10 (Did you attend the Summer Skills program?), and Question 11 (Were
you placed in skills courses?). Nine of the participants (41%) enrolled in the two-
week Summer Skills program before their first semester at the college. Of these nine,
seven were enrolled in skills courses during the Fall term.
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124
Five participants (23%) were enrolled in neither the Summer Skills program
nor study skills courses; however, these five participants all successfully completed
the Associate in Arts degree program and earned baccalaureate degrees at the Mount.
One graduated cum laude and one graduated magna cum laude.
Fifteen participants (68%) were enrolled in skills courses during their first
semester at the college. Seven participants (32%) were not enrolled in skills courses.
For basic skills in English, eight students were enrolled in ENG 6A (36%), and one
had to repeat it a second semester. Only five participants (23%) were enrolled in
basic skills in mathematics courses, one in SPR57x, one in SPR56x, and three in
MTH2x. Only four participants (18%) were enrolled in SPR51x, the one-unit reading
course; although two other participants self-reported that they took reading, it was
not indicated on their transcripts. Four participants enrolled in the one-unit study
skills courses (one in SPR50x and three in SPR98x; 18%). These findings offer
moderate support for this aspect of the hypothesis, but not enough to analyze
specifically.
Strong educational goal. This element of the hypothesis was not directly
addressed through the interview questions. Participants did not mention their initial
educational goals. However, in responding to Question 16 (Describe the type of
work/career you plan to be involved in in seven or eight years from now.), five
participants indicated that they have earned Masters degrees, and five are currently
working on Masters degrees. Five expressed interest in pursuing Masters degrees in
the future, and two expressed interest in earning doctorates. Of the three who expect
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125
to continue in their established careers, two have Masters degrees; and one is a
California CPA (Certified Public Accountant) who is just starting a family.
Appendix S lists the current and future plans, both professional and personal, shared
by the participants. The findings implicitly confirm the hypothesis of this element.
Validity and Reliability
As stated in Chapter 3, the concepts of validity and reliability are difficult to
apply in qualitative, case study research. This study included participants who were
enrolled in the associate degree program from 1981 to 2003. The researcher knew
thirteen of the twenty-two respondents, and had academically disqualified two of the
three non-completers. However, the researcher believed that each participant
responded according to her particular experiences and that each was comfortable
responding to the interview questions and sharing both positive and negative aspects
of her experiences. Because the range of academic ability and the majors of these
participants varied, the researcher believed there was reasonable expectation that the
assessment of these participants was honest. As such, the findings of this study are
appropriate to use as a basis for improving the Associate in Arts program at Mount
St. Mary’s College.
Conclusions
The elements derived from the research— support of family and friends,
support of well prepared faculty, additional academic services, proficiency in basic
skills, and strong educational goals-were confirmed as important. The data in
Appendix L, which lists the academic data for the participants, together with their
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126
responses in Appendix S, which lists their current and future plans, give testimony
that these are the elements that do assist students to succeed in the Mount’s associate
degree program.
Implications
The participant responses indicated that the five elements listed in the
hypothesis have been positive for the Mount’s Associate in Arts students. Drawing
on the participants’ comments and suggestions (Appendix Q and Appendix R) about
the program, the following strategies should be continued and increased:
1. Faculty to require more use of the Learning Resource Center;
2. Information sessions encouraging students’ personal and group use of
counseling services;
3. Information sessions to assist students’ understanding of various aspects
of financial aid and on ways to understand and navigate the college
system;
4. Interaction of the Intercampus Transfer Office with the Career Center, to
assist students transferring to the Chalon campus or to other universities;
5. Faculty, advisor, and staff availability.
The following participant suggestions should be seriously considered and
implemented, when financially feasible:
1. Share the results of this study with the Mount administration, faculty, and
staff.
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127
2. Establish a parent peer-mentoring group to offer programs to help parents
understand and navigate the college system.
3. Prepare a place adequate to serve commuter student needs.
4. Improve the services of the business and the student finance offices.
5. Increase the service hours in the library, computer labs, food service, and
fitness center.
6. Investigate the impact of increasing tuition rates, less faculty/staff
turnover, small classes, and better financial assistance on student
retention.
7. Re-establish and institutionalize peer mentoring for first year associate
students.
The dean, with the assistance of the Associate in Arts program directors and staff,
should regularly assess the effectiveness of the programs, services and activities
offered for the Associate in Arts students.
Recommendations for Further Research
This study used open-ended questions to gain insight into students’
perceptions of what assisted them to succeed and what were obstacles to their
success in college. Educating students, parents, administrators, faculty, and support
personnel to the value of the factors that lead to the success of college students
would be a first step. Keeping accurate data on the success rates of students and the
programs and services which they take advantage of would assist students and
further validate the study.
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128
Continued research into the effectiveness of the specific programs, services
and activities offered for the Associate in Arts students at Mount St. Mary’s College-
-from students’ perspectives— should be explored. Replication of this study could be
made through exit interviews with Associate in Arts students when they complete the
degree program, transfer to another institution, withdraw, or are disqualified. Using
the resources in the Alumnae Office to increase contact with associate students after
they leave the program would be an effective way to track future successes of the
students. By striving to improve the Associate in Arts program at Mount St. Mary’s
College, the purpose of Catholic Higher Education to educate the “faithful” and the
immigrant and the Mount’s founding mission-of educating women in the Catholic
tradition of the liberal arts so that they might live purposeful lives, be professionally
well prepared, think independently, and serve society responsibly— will continue to
be well served.
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129
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recent literature. A Review o f Educational Research, 45, 89-125.
Tinto, V. (1987). Leaving college: Rethinking the causes and cures o f student
attrition. Chicago: The University of Chicago Press.
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Tinto, V. (1993). 2n d Edition. Leaving college: Rethinking the causes and cures o f
student attrition. Chicago: The University of Chicago Press.
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of
student persistence. Journal o f Higher Education, 68 (6), 599-623.
Tinto, V. (1998). Colleges as communities: Taking research on student persistence
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Wills, G. (2002). Why am I a Catholic? New York: Houghton Mifflin Company.
Wittmer, J. (1992). Valuing diversity and similarity: Bridging the gap through
interpersonal skills. Minneapolis, MN: Educational Media Corporation.
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assistant provost: Irvine campus diversity initiative-goal 3, the three-year
plan to diversify the faculty and staff o f Mount St. M ary’ s College, Los
Angeles, California, 2001-2004. Paper presented at the Mount St. Mary’s
College Fall 2002 Faculty Convocation, Los Angeles.
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137
Appendix A: MSMC Associate Degree Program Retention and Success Rates
ASSOCIATE PROGRAM
Retention Rates:
Started MSMC Number Enrolled/Interprogram Transfer (1PT)
Fall 2003 171 75%
Fall 2002 166 74%
Fall 2001 185 76%
Fall 2000 169 83%
Fall 1999 170 80%
Fall 1998 148 80%
Fall 1997 110 78%
Fall 1996 97 86%
Fall 1995 119 71%
ASSOCIATE PROGRAM
2-Year Graduation and Success Rates
Started AA AAI IPT Currently Success
MSMC Number only IPT onlv Enrolled Rate
Fall 2002 166 4% 28% 10% 15% 57%
Fall 2001 185 5% 22% 24% 15% 66%
Fall 2000 169 6% 24% 15% 12% 57%
Fall 1999 170 6% 39% 16% 9% 70%
Fall 1998 148 16% 20% 11% 15% 62%
Fall 1997 110 4% 41% 16% 2% 63%
Fall 1996 97 5% 43% 17% 2% 67%
Fall 1995 119 12% 45% 9% 0% 66%
Fall 1994 128 11% 27% 16% 0% 54%
INTERPROGRAM TRANSFERS (New freshman or transfer from Associate Program)
2-Year Graduation and Success Rates
Started Currently Success
BA_________Number Graduated Enrolled___________ Rate
Fall 2002 72 43% 40% 83%
Fall 2001 73 36% 33% 69%
Fall 2000 63 40% 38% 78%
Fall 1999 64 55% 27% 82%
Fall 1998 61 40% 41% 81%
Fall 1997 64 61% 11% 72%
Fall 1996 66 59% 3% 62%
Fall 1995 62 64% 3% 67%
*Fall 1994 53 67% 0% 67%
* Students that switched to HOPE or Weekend are not included. [Source: MSMC Fact Book, 2004]
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Appendix B: Catholic Colleges from 1786 to 19571
138
Catholic Men’s Colleges Established between 1786 and 1849 42
Continue as colleges 11
Closed as colleges 31
Continued as high schools 1
Continued as seminaries 5
Catholic Men’s Colleges Established between 1850 and 1899 152
Continue as colleges 45
Merged with other colleges 3
Became coeducational 2
Became junior colleges 3
Closed as colleges 107
Continued as high schools 18
Continued as seminaries 5
Catholic Men’s Colleges Established between 1900 and 1957 73
Continue as colleges 28
Became coeducational 7
Became junior colleges 1
Closed as colleges 45
Continued as high schools 7
Continued as seminaries 2
'The information for Appendix A (Catholic Colleges from 1786 to 1957 and Catholic Colleges and
Universities as o f 1955) was gathered from Power, 1958. The listing o f the men’s institutions included
the date o f founding and a brief annotation for each institution. The listing by state o f the women’s
institutions included only those extant in 1955, with no date o f founding and no annotations.)
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139
Catholic Colleges and Universities as of 1955
Catholic Women’s Colleges Catholic M m’s Colleges
California 8
Alabama
Arkansas
2
3
14
Colorado 1 4
Connecticut 3 3
District o f Columbia 2
Delaware 1
4
Florida 1 2
Illinois 5
Georgia 4
19
Indiana 4 6
Iowa 3 4
Kansas 4 6
Kentucky 5 9
Louisiana 3 19
Maine 1 3
Maryland 3 1 1
Massachusetts 6 7
Michigan 6 6
Minnesota 4 4
Missouri 4
Mississippi 6
8
Montana 1 3
Nebraska 1 3
New Hampshire 2
1
New Jersey 3 4
New Mexico 1 2
New York 14 23
Ohio 6
North Carolina
North Dakota
1
2
15
Oklahoma 1 3
Oregon 1 6
Pennsylvania 9 14
Rhode Island 1 2
South Dakota 1
South Carolina 3
1
Tennessee 1 1
Texas 4 13
Utah 1 1
Vermont 1 2
Washington 1
Virginia 3
7
Wisconsin 5
West Virginia 2
11
TOTAL States 35 45
TOTAL Colleges 117 268
GRAND TOTAL 385
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140
Appendix C: Mount St. Mary’s College, Mission Statements
First written Statement o f the Purpose and Aim o f the College, 1941
Mount St. Mary’s College, holding that a solid broad liberal arts program,
offers to our youth an asset which will be its greatest boon through all the years of
life, has planned its curriculum accordingly.
Throughout the entire field upon which each department concentrates, culture
and the refining of the students’ tastes and interests are stressed, while a philosophy
of life is developed, which founded on the religious principles of morality, justice
and loyalty to God and our fellowmen, trains young women to become useful
members of society.
For this end, religion occupies an honored place in the course of studies.
Likewise, philosophy and sociology are stressed.
The study of history, as well as classical and modem languages is encouraged
for the better understanding of present and future needs, through a knowledge of
world civilizations.
An intense study of English aims toward creating an interest in good
literature, and toward acquiring correctness in speech and writing, which marks the
educated man and woman. Creative effort also receives every stimulus of
encouragement.
Music and art are fostered as refining influences in an educational system,
and invaluable aids toward directing youth toward a wholesome choice of enjoyment
for leisure hours.
Mathematics, the sciences and other vocational courses are carefiilly planned
to equip young women with skills which insure success in the business world.
Comparatively small classes make possible personal contact with instructors
and advisers, insuring an atmosphere of friendly cooperation, most helpful in the
intellectual and social development of the student.
(Mount St. M ary’ s College Bulletin, 1941-1943:5-6, as cited in McNeil, 1985:45.)
Aims o f the College redefined, 1946
Initial statement: The aim of Mount St. Mary’s College is to offer its students an
instructional program in the liberal arts that is Christian in its tradition and Catholic
in its philosophy. Through the educational program the college endeavors to develop
the student’s whole personality—intellectually, spiritually, socially, and physically.
(Mount St. Mary’s College Bulletin, 1946-1947:10-11, as cited in McNeil, 1985:74.)
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141
Statement o f the Purpose and Aims of the College, 1951
Mount St. Mary’s College aims to give its students that culture which will
enable them to think, judge, and act constantly and consistently in accordance with
right reason illumined by the supernatural light of the example and teaching of
Christ. It seeks to realize this aim by instilling into the minds and hearts of its young
women students a thoroughly Catholic philosophy of life based on the liberal arts
tradition which is essentially Christian.
In addition to emphasizing those branches of knowledge which give the
richest and most complete view of truth, and which impart the cultural background
for worthy leisure-time pursuits, Mount St. Mary’s offers a vocational program
designed to prepare its students for those areas of service most in harmony with
Christian womanhood.
With Catholic philosophy as the integrating principle, the college seeks to
develop the total personality of the student:
Spiritually, by a consistent and thorough instruction in the principles of
Catholic theology and by making available the means of applying those principles
through participation in the corporate worship of the liturgy—
Intellectually, by a correlated program of study that will contribute to the
student’s growing knowledge of the material world, of man, and of God; by
deepening her cultural heritage; by encouraging creative effort and research to enrich
her heritage; and by stimulating her toward continuing self-education.—
By stressing participation in curricular and extra-curricular activities, the
college strives to develop in its students a sense of social responsibility as well as to
provide for their physical welfare.
Thus, Mount St. Mary’s College, by creating conditions necessary for the
development of the entire personality, seeks to graduate young women who are
already living foil, purposeful lives.
Spiritual lives, bearing witness to the reality of their membership in the
Mystical Body of Christ—
Responsible lives, demonstrating awareness of their duties as members of
contemporary society with a consciousness of the problems that this society poses
and with readiness to assume responsibility in particular fields of service within that
society; giving evidence of a deep and abiding respect for authority in Church and
State, and for the democratic principles upon which this Government was founded—
Fruitful lives, pursuing intellectual and aesthetic interests that are enduring,
leisure-time activities that are satisfying and profitable.
{Mount St. M ary’ s College Bulletin, 1951-1952:14-15, as cited in McNeil, 1985:115
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Statement o f the Purpose and Aims of the College, 1964
142
Foundation:
.... True to the spirit of their founder, the Sisters of St. Joseph endeavor to
incorporate the finest traditions of their congregation into the program of education
established at Mount St. Mary’s College.
Aims:
Mount St. Mary’s College is a Catholic liberal arts college for women. The
primary aim of Mount St. Mary’s College is to contribute to the development of the
whole person by offering opportunity for a liberal arts education in a context which
is Christian and which embodies that respect for the individual necessary for living
in a democratic society. At the same time the College stresses high scholastic and
intellectual standards, and prepares students for a number of professions and for
continued education on the graduate level.
With regard to the primary aims of the College, the liberal arts setting
stresses the humanities studies for all students, endeavoring to foster self-initiated
learning through personal insight and critical thinking. Accordingly, students are
prepared in oral and written communications and literary appreciation in English and
other languages; in philosophy; in history; in social, behavioral, physical, biological
and mathematical sciences; and they are given opportunity for creative participation
in music, drama, and the visual arts.
The Christian context offers instruction in theology and opportunities for
corporate Catholic worship, and encourages exploration of the meaning of traditional
values for a life of service in the modem world.
The College aims to meet individual needs through small classes where
discussion and close student-teacher relationships are possible, and through co-
curricular activities. Opportunities for students to develop social awareness and
responsible judgment are given through experience in self-government and through
faculty-student discussion on matters of common concern.
Within the environment described Mount St. Mary’s College endeavors to
recognize and develop the unique potential of the student and faculty member, to
integrate learning, and to graduate dedicated, sensitive Christian persons with an
awareness of social responsibility in whatever vocation they choose to follow.
(Mount St. Mary’s College Course Catalog, 1964-1966, pp. 11-12)
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143
Statement o f the Purpose and Aims o f the College, 1972
Bachelor Degree Programs:
Mount St. Mary’s College is concerned with the search for knowledge, value,
wisdom. Because it is Catholic, because it is a women’s college and because its
curriculum is primarily directed toward the liberal arts, it aims toward:
A developing intellectual curiosity, the continuing search for truth both in
order to fulfill personal capacity and to contribute to the growing sum of
human knowledge.
Christian conviction through deep and honest inquiry. Such convictions
should help prepare those who hold them for lives of commitment in an open,
secular, constantly evolving society.
Growing freedom from the ignorance of narrow space-time concerns, from
the prejudice arising from ignorance, from the selfishness arising from
prejudice; development of respect for the importance of tradition, of the
contemporary, of the future, to a hilly human life.
Increasing power to choose wisely, through the maturing exercise of
responsible choice and acceptance of its consequences.
Awareness of women’s special approach to the three important areas of life:
work, leisure, worship; work as both service and fulfillment, involving
imaginative thought and creative action; leisure as restoration,
communication, creativity, joy; worship as total creaturely engagement with
and before the Creator. These three areas are not separate but act upon and
fructify each other.
A sense of community among those concerned for truth and value: students,
faculty, administration. This spirit grows from the interaction and dialogue
among and within disciplines possible in a small college, from the mutual
respect and growth in power to communicate inherent in a residential college,
from the communal act of worship available for those who wish to unite
themselves to it.
(Mount St. Mary’s College Course Catalog, 1972-1974, p. 19)
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144
Statement o f the Purpose and Aims o f the College, 1982
Characterization of Mount St. Mary’s College
Academic Focus
Mount St. Mary’s College is an academic community devoted to continuing
exploration of our relation to God, other persons, and nature. This exploration takes
the form of programs designed to provide experience in the principal modes of
thought by which we reach understanding, and the strengths and limitations of these
modes. The objectives are to assist the student to develop a disciplined and
continuing curiosity, a receptivity to new ideas, and a base for evaluation of these
ideas.
Within the framework of these same major objectives, the College also offers
programs, undergraduate and graduate, in which the student engages in more
intensive study appropriate to a specific career. In this way the College ensures that
it will not only directly serve the society that supports it, but will also enhance the
student’s awareness of an ever-changing context within which values of the
individual must operate. It is in this latter context of a dynamic society that
programs of continuing education will find and play their role.
The Religious Commitment
The Catholic commitment of the College manifests itself in many ways. It is
found in opportunities for worship. It is found in academic programs. It is found in
the way the College functions. Above all, it is found in the whole environment in
which inquiry and learning take place. Thus, the College embodies Christian
convictions supportive of lives of commitment and Christian concern in a secular
society.
Distinctive Services
Several factors emerge from the history and environment of the College that
create a distinctive community. A true academic community becomes possible: the
total college--not just the classroom, the academic major or the course--is a learning
environment. Historically, the College is a liberal arts institution with a special
concern for the education of women; however, men are admitted to undergraduate
music and nursing, to graduate programs, and to summer session. It is a small
college of about 1000 students on two campuses.
(Mount St. Mary’s College Course Catalog, 1982-1984, pp. 11-12)
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145
Statement o f the Purpose and Aims of the College, 1994
Characterization of Mount St. Mary’s College
Mission Statement
Mount St. Mary’s College is an academic community committed to
continuing exploration of relationship to God, other persons, and nature. This
exploration takes the form of programs devoted to excellence in the liberal arts and
sciences and career preparation at the associate, baccalaureate, and master’s degree
levels, with a special focus on education of women for participation and leadership
in our society and our times. The Catholic tradition of the College offers a value
orientation for the student’s personal and professional life, giving the motivation for
a Christian commitment that views professional life as service.
The College encourages its students to actualize their gifts and talents, and to
develop the intellectual and professional competence necessary for intelligent and
concerned citizenship. The purpose of a Mount St. Mary’s education, therefore,
encompasses the development of a disciplined and continuing curiosity, a receptivity
to new ideas, and the acquisition of the knowledge, skills, and values, both personal
and communal, necessary to evaluate these ideas and live them in society.
The Religious Commitment (Same as for 1984)
Distinctive Services
Several factors emerge from the history and environment of the College that
create a distinctive community. A true academic community becomes possible: the
total college— not just the classroom, the academic major or the course— is a learning
environment. Historically, the College is a liberal arts institution with a special
concern for the education of women. However, men are admitted to undergraduate
Music, Nursing, Physical Therapist Assistant majors, the HOPE Program and
Weekend College as well as our graduate programs, and to summer session. The
current enrollment at the college is approximately 1800 students.
(Mount St. Mary’s College Course Catalog, 1994-1996, pp. 9-10)
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146
Statement o f the Purpose and Aims of the College, 2000
History of the Mount St. Mary’s College (pertinent excerpts)
Mount St. Mary’s College offers a values-based liberal arts education for women, as
well as innovative programs for professional men and women on two historical Los
Angeles campuses....
Since its start, the College has granted more than 13,950 degrees.
While tradition remains a key component of the Mount St. Mary’s College
experience, educating new generations of women for the next millennium is a major
College priority.
The new Sister Magdalen Coughlin Learning Center Complex on the Doheny
Campus serves as one example of the efforts the College is taking to provide
facilities to meet the growing needs of its students.... [T]he complex houses a
library, the Cultural Fluency Center, an academic building and a learning resource
center.
Mission Statement (Same as for 1994)
The Religious Commitment (Same as for 1984 and 1994)
Distinctive Services (Not listed in 1998 or 2000)
(Mount St. Mary’s College Course Catalog, 2000-2002, pp. 5-6)
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Statement o f the Purpose and Aims of the College, 2002
147
History o f the Mount St. M ary’ s College (pertinent excerpts)
. . . Mount St. Mary’s College offers associate, baccalaureate, and graduate
degree programs in the arts, sciences and selected professions [T]he College
serves one of the most diverse student bodies in the nation.. . . Today, Mount St.
Mary’s is the only Catholic women’s college west of the Mississippi.
At Mount St. Mary’s, education is a transforming experience. Students
explore a world of ideas while immersed in a richly diverse, close-knit community
that supports and inspires them to discover their place in a world of challenge and
opportunity. Mount students are encouraged to understand themselves as leaders
with a responsibility to the common good and to view their professional lives as a
means of service to others.
A strong liberal arts focus informs every course of study. The College is
distinguished for its integration of curricular and co-curricular programs that foster
intellectual, spiritual, social, and civic development. The College responds to
societal and educational needs through innovative academic programs such as the
Alternative Access two-year program for many first-generation college students and
the Weekend College program for working adults.
The College takes great pride in its more than 12,000 graduates who have
become exemplary citizen-leaders in their churches, neighborhoods, professions, and
families. Carrying on the commitment to compassion, involvement, and justice
which are at the heart of the mission, these graduates testify to the ideals of the
College through their lives of generous service to their communities and to the
world.
Mission Statement
Mount St. Mary’s College offers a dynamic learning experience in the liberal
arts and sciences to a diverse student body. As a Catholic college primarily for
women, we are dedicated to providing a superior education enhanced by an emphasis
on building leadership skills and fostering a spirit to serve others. Our measure of
success is graduates who are committed to using their knowledge and skills to better
themselves, their environments, and the world.
The Religious Commitment (Same as for 1984,1994,2000)
(Mount St. Maiy’s College Course Catalog, 2002-2004, pp. 5-6)
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148
Appendix C: Mount St. Mary’s College, Accreditations
Mount St. Mary’s College
Chartered by the State of California in 1925
Accreditation Agencies (1925-1975)
Northwestern Association of Secondary and Higher Schools (1933)
Western College Association (1948)
Western Association of Schools and Colleges (1964)
California State Board of Education (1943)
(for general elementary, general junior high, and special secondary in music
credentials; for general secondary credentials in 1947;
for specialized preparation in mental retardation and for standard supervision
credentials in 1971)
Accrediting Services of National League of Nursing (1952)
Teacher Education Assessment Program (1976, “external assessment”)
Commission for Teacher Preparation and Licensing (1976)
(Data gathered from McNeil, 1985)
Accreditation Agencies (2002)
The California State Board of Education Commission on Teacher Credentialing
The California Board of Registered Nursing
The National League of Nursing
The National Association of Schools of Music
Commission on Accreditation in Physical Therapy Education
Accreditation Council for Occupational Therapy Education
(Mount St. Mary’s College Course Catalog, 2002-2004, p.2)
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149
Mount St. Mary’s College, Associations and Honor Societies
Mount St. Mary’s College
Chartered by the State of California in 1925
Associations (1925-1975)
The Catholic University of America (affiliate, 1930)
Association of American Colleges (1931)
Association of Universities and Colleges of the Pacific Southwest (1931)
National Federation of Catholic College Students (1945)
National Students Association (1948)
National Catholic Education Association, Southwest Regional Unit (1950)
American Home Economics Association (1950)
National League of Nursing (1952)
Independent Colleges of Southern California (1953)
National Cooperative Undergraduate Research Program (NaCUR, 1953)
National Association of Schools of Music (1957)
American Association of Colleges for Teacher Education (1958)
American Association of University Women (1959)
American Chemical Society (1959, affiliate student chapter in 1964)
Association of College and Research Libraries (1962)
Association of American University Professors (1963)
Student Nurses Association of California (1965, reorganized)
National Catholic Council on Home Economics (1965)
National Council for Accreditation of Teacher Education
California Nurses Association
Catholic Economic Association (Allied Social Science Association)
Association of Independent California Colleges and Universities
American Alumni Council
(Data gathered from McNeil, 1985)
Honor Societies (1925-1975)
Kappa Gamma Pi (1930)
Delta Epsilon Sigma (1930)
Alpha Mu Gamma (1953)
Lambda Iota Tau (1954)
Sigma Alpha Iota (1955)
Pi Lambda Theta (1961)
Phi Alpha Theta (1964)
(modem language)
(English)
(music)
(association for women in education)
(history)
(Data gathered from McNeil, 1985)
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150
Appendix E: Mount St. Mary’s College, Strategic Plan 2001-2006
Mission Statement
Mount St. Mary’s College offers a dynamic learning experience in the liberal
arts and sciences to a diverse student body. As a Catholic college primarily for
women, we are dedicated to providing a superior education enhanced by an emphasis
on building leadership skills and fostering a spirit to serve others. Our measure of
success is graduates who are committed to using their knowledge and skills to better
themselves, their environments, and the world.
Mission in Context
Founded in 1925 by the Sisters of St. Joseph of Carondelet, Mount St. Mary’s
College offers associate, baccalaureate, and graduate degree programs in the arts,
sciences and selected professions. Housed on two beautiful campuses, the college
serves one of the most diverse student bodies in the nation. Baccalaureate programs
are offered on the Chalon Campus in west Los Angeles. Associate and graduate
programs are offered at the Doheny Campus on the historic Doheny estate near
downtown Los Angeles. Today, Mount St. Mary’s is the only Catholic women’s
college west of the Mississippi.
At Mount St. Mary’s education is a transforming experience. Students
explore a world of ideas while immersed in a richly diverse, close-knit
community that supports and inspires them to discover their place in a world of
challenge and opportunity. Mount students are encouraged to understand themselves
as leaders with a responsibility to the common good and to view their
professional lives as a means of service to others.
A strong liberal arts focus informs every course of study. The college is
distinguished for its integration of curricular and co-curricular programs that foster
intellectual, spiritual, social, and civic development. The college responds to societal
and educational needs through innovative academic programs such as the Alternative
Access two-year program for many first generation college students and the
Weekend College program for working adults.
The college takes great pride in its more than 12,000 graduates who have
become exemplary citizen-leaders in their churches, neighborhoods, professions and
families. Carrying on the commitment to compassion, involvement and justice which
are at the heart of the mission, these graduates testify to the ideals of the college
through their lives of generous service to their communities and to the world.
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151
Goals in Context
Our Strategic Plan for the next five years is set in the context of our mission
and the resources needed to live our mission to the fullest extent possible.
“We will formally and intentionally articulate the central values of our
mission so that each one of us serves as a catalyst for the other in keeping vibrant
and fresh our contribution to the academy, to the city, and to the world” (President’s
Inaugural Address, October 13,2000).
A robust enrollment and financial vitality will undergird our four goals. By
2006 we will have doubled the endowment to a minimum of 85 million dollars. We
will have maintained an overall enrollment o f2000 to 2500 students composed of a
strong core undergraduate arts and sciences college (1100-1400), and successful
adult undergraduate and graduate programs (900-1100). These resources will enable
us to demonstrate our strength as a college with a superior academic program.
Goals and Guiding Strategies
Goal 1. Raise the bar fo r student performance.
Students will demonstrate they can effectively communicate, engage in reasoned
thinking, pursue life long learning, and have quantitative skills to function effectively
in the workplace and society.
Guiding Strategies fo r Goal 1:
- Implement an integrated plan for measuring student performance
- Improve student quantitative and science skills
- Provide a systematic program of faculty development
- Assess the success of our graduates
Goal 2. Foster beauty in the environment.
The college will cultivate beauty in our physical, aesthetic and spiritual environment
in order to nourish wholeness in our lives.
Guiding Strategies fo r Goal 2:
- Engage the community in dialogue on beauty, imagination, and wholeness
- Develop a master plan for improving the two campuses
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152
Goal 3. Become a culture o f remarkable service.
The college community will demonstrate exemplary service to one another and to all
those we serve through respectful, attentive communication and a timely response to
the needs of all.
Guiding Strategies fo r Goal 3:
- Invite a college wide approach to a culture of service
- Train and develop college community to support continuous quality
improvement efforts
- Implement and evaluate continuous quality improvement
Goal 4. Advance the effective use o f technology.
The college will integrate technology as a tool to further strengthen academic and
administrative services in support of the strategic direction of the college.
Guiding Strategies fo r Goal 4:
- Expand access to learning and research resources
- Implement online/distance learning
- Improve administrative processes
- Develop a program on the right use of technology
- Expand use of technology in teaching and learning
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153
Appendix F: Mount St. Mary’s College, WASC Self Study Themes, 2002-2003
Theme 1
Structuring an effective learning community—to assure that the administrative and
student services of the College facilitate and support effective education, that
policies are well-articulated, that avenues of communication between all community
members are recognized and utilized, and that utilized, and that we have an effective
way to critique our practice. That MSMC personnel act as a team to facilitate and
ensure opportunities for all of our students to achieve an excellent education.
Discussions leading to this theme were an important basis for developing Strategic
Goals 2 and 3: Foster beauty in our environment, and Become a culture of
remarkable service.
Theme 2
Sustaining institutional viability—to assure that we maintain a distribution of
students among programs that will permit us to fulfill our mission, decrease the
dependence of operating expenses on tuition income through building the
endowment; coordinate grant proposals around identified college needs; advance our
current technological base; plan strategically for new programs. To assure that
resources (personnel, maintenance, etc.) are distributed effectively across campuses,
and that financial information to the college is useful (e.g., budget reports and
cost/income ratios). Discussions surrounding this theme pervaded our strategic
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154
planning; the strategic plan sets the goals in context: Double the endowment by 2006
and envision an enrollment o f2000-2500 students with specified distributions among
programs. In addition, Goal 4 of the 2001-2006 Strategic Plan addresses technology
and its role in academic and administrative services directly: Advance the effective
use of technology.
Theme 3
Educating the whole person—to assure that our programs provide students with a
deep knowledge base that allows them to “see” across disciplines through assessment
of the liberal arts core of our academic programs, including those leading to
professional certification; college skills courses; and writing and quantitative
reasoning across the curriculum. To examine the effectiveness of our leadership
program, and our experiences which foster a spirit to serve. College discussion
providing input into this theme were an important part of the background used in
setting Goal 1: Raise the bar for student performance.
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155
Appendix G: The Irvine Campus Diversity Initiative Grant
Goal 1
To increase the academic success, GPA, and graduation rates of all MSMC students,
and of traditionally underrepresented students in particular, through the use of
increased student services and faculty development.
Goal 1A
To increase the academic success, GPA, and graduation rates of all MSMC students,
and of traditionally underrepresented students in particular, through the use of
increased student services.
Objective 1: Design and pilot a one-semester, one-unit, graded skills-based
“Introduction to Academic Life” course for incoming freshmen
(approximately 50 students the first year).
Objective 2: Develop a student-to-student mentoring program, with a
minimum of six meetings per year, for incoming students from traditionally
underrepresented minority groups (approximately 60 the first year), and for
Doheny students transferring to Chalon (approximately 65 students).
Objective 3: Increase the on-campus presence of ethnically-diverse faculty by
five and professional, technical, or managerial staff by 1 0 , as part of efforts to
reflect the diverse student population at MSMC.
Objective 4: Hire four academic coaches from masters or doctoral programs
at USC and UCLA to facilitate learning in specific classes and provide
coaching and mentoring.
Objective 5: Hire a V z time graduate school advisor to develop a graduate
advising program with a minimum of four informational events per year.
Objective 6 : Revitalize library services that will increase student access to its
facilities by 2 0 %.
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156
Goal IB
To increase the academic success, GPA, and graduation rates of all MSMC students,
and of traditionally underrepresented students in particular, through the use of
faculty, administration, and staff development.
Objective 1: Hold two seminars each semester on pedagogical techniques
yielding high achievement for underrepresented minority students.
Objective 2: Award a minimum of two mini-grants in the first year, five
mini-grants the second year and 1 0 mini-grants in subsequent years for
projects related to high achievement for underrepresented students (e.g.,
curriculum revision, conference attendance, and travel to “best practice”
sites).
Goal 2
To improve the quantitative skills of all MSMC students.
Objective 1: A Quantitative Literacy Committee will meet six times a year to
promote quantitative literacy across the curriculum.
Objective 2: Mathematics and science faculty will assess the current
mathematics curriculum with regard to fundamentals, content and pedagogy,
emphasizing a hands-on, real world approach to problem solving, and
substantially revise four of the fundamental mathematics courses.
Objective 3: MSMC Mathematics faculty will hold one seminar each summer
with the math faculty of our five largest feeder high schools, particularly
those having a large population of traditionally underrepresented minority
students, to work out curriculum alignment and discuss pedagogical
strategies effective in reducing math anxiety and promoting quantitative
literacy.
Objective 4: Strengthen MSMC’s relationships with the above feeder
schools, which includes St. Mary’s Academy in Inglewood, Queen of Angels
High School, and St. Bernard’s High School, by expanding our peer
mentoring/ tutoring programs.
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Goal 3
To increase and sustain a diverse faculty and staff to reflect student diversity.
Objective 1: Institutional Commitment: Engage all institutional agents in the
development and implementation of Goal 3.
Objective 2: Research and learn about faculty and staff recruitment and
retention issues and strategies.
Objective 3: Increase the number of applicants of color for faculty and staff
positions.
Objective 4: Alter recruitment processes for faculty and staff (consistent,
sensitive, welcoming).
Objective 5: Address retention issues for faculty and staff.
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158
Appendix H: Interview Protocol
1. What year did you begin your studies at MSMC?
2. Why did you choose MSMC, the Doheny program?
Who recommended the Mount program?
3. Did MSMC meet your expectations? How? How not?
4. Was MSMC your first choice? To what other colleges did you apply?
5. How would your life be different if you had attended a public 2-year college?
6. How have you financed your education?
7. Where did you live while a student at MSMC? Did you work?
How many hours a week?
8. How supportive are your parents or other relatives o f your college endeavors?
9. How supportive are your lfiends o f your collegiate endeavors?
10. Did you attend the Summer Skills summer program?
11. Were you placed in skills courses?
12. In what activities did you participate?
13. Who/What were the major obstacles to your academic success?
14. Who/What helped you most to be successful at MSMC?
15. What could MSMC do to better assist you or other students?
16. Describe the type o f work/career you plan to be involved in seven or eight years
from now.
17. Would you still choose MSMC— if you were beginning college now?
18. Would you recommend MSMC to your friends, your relatives, your children?
19. Other comments, suggestions?
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159
Appendix I: General Information Sheet for Non-Medical Research
University of Southern California
Rossier School o f Education
Educational Policy and Administration
INFORMATION SHEET FOR NON-MEDICAL RESEARCH
Fulfilling the Mission to Serve the Underserved: A Case Study of a Private Catholic,
Urban College’s Two-Year Program
Dear current or former Associate Degree Student:
You are asked to participate in a research study conducted by Linda Serra Hagedom,
Ph.D., and Janet Duffy, M.S., from the Rossier School of Education at the University
of Southern California. The results will be contributed to Sr. Janet Duffy’s
dissertation. You were selected as a possible participant in this study because of
your experience as an associate degree student at Mount St. Mary’s Doheny campus.
A total of fifty current and former Associate Degree students will be selected from
the classes of 1983, 1993, 1998, and 2003.
It is important to emphasize that, although I am Dean of the Mount’s Associate in
Arts Program and a Sister of St. Joseph, I am not contacting you in either of those
capacities. I am conducting this study as a student of the University of California,
not as a Mount administrator. Your responses, both positive and negative, are
valuable to the study. Your participation is anonymous and voluntary. If you are
a current student and choose not to participate, there will be no repercussions
whatsoever.
Completion and return of the general information sheet or response to the interview
questions will constitute consent to participate in this research project.
PURPOSE OF THE STUDY
The purpose of the study is to determine, from two-year students’ perspectives,
which factors and support services enable them to succeed (graduate and/or transfer)
in college, and what are obstacles to their success. It is hoped that the information
gathered would assist college personnel to better understand and serve their associate
degree students.
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160
PROCEDURES
Your participation will consist of completing the General Information sheet and
returning it to Sr. Janet Duffy in the enclosed self-addressed envelope. The
interview, which deals with your perceptions of who or what assisted you to succeed
in the Mount’s associate degree program, and of the obstacles that you faced in
college, should take approximately one-half hour of your time. A copy of the
Interview Protocol is enclosed for your perusal. No photographs, videos, or
audiotape recordings of you will be used in this research.
POTENTIAL RISKS AND DISCOMFORTS
We do not foresee any risks, discomforts, or inconveniences to you, other than loss
of time to participate in the phone interview. You are free to respond, or not, to any
of the questions in the interview. It is important that your participation in the
research be voluntary and anonymous. No names will be used in the research. Your
responses will be summarized and presented in the aggregate. Any information that
is obtained in connection with this study and that can be identified with you will
remain confidential. It will be disclosed only with your permission or as required by
law. The general information sheet and the data you share during the interview for
this research will be locked in the investigator’s office and shredded when the study
is completed and the dissertation is submitted to the University of Southern
California. If the results of the research are published or discussed in conferences,
no information will be included that would reveal your identity.
During work on the dissertation, any personal information, research data, and related
records will be coded (e.g., 1983-1, 1983-2,). All data from the general information
sheet and the interview will be kept locked in the investigator’s office. Following
analyses of the data, individual responses will be shredded.
POTENTIAL BENEFITS TO SUBJECTS AND/OR TO SOCIETY
You will not receive any specific benefit for your participation in this research.
However, your responses W e potential benefit to future students since they will be
used to assist the Mount faculty and staff to better understand and serve its associate
degree students.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be paid for participating in this research study.
CONFIDENTIALITY
Any information that is obtained in connection with this study and that can be
identified with you will remain confidential and will be disclosed only with your
permission or as required by law.
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161
It is important that your participation in the research be voluntary and anonymous.
No names will be used in the research. Your responses will be summarized and
presented in the aggregate. Any information that is obtained in connection with this
study and that can be identified with you will remain confidential and will be
disclosed only with your permission or as required by law. Although no such
disclosures are envisioned, you will be contacted by phone for your permission
should such an occasion arise.
During work on the dissertation, any personal information, research data, and related
records will be coded (e.g., 1983-1, 1983-2, etc.). All data from the general
information sheet and the data you share during the interview for this research will
be kept locked in the investigator’s office. All data will be shredded when the study
is completed and the dissertation is submitted to the University of Southern
California. If the results of the research are published or discussed in conferences,
no information will be included that would reveal your identity.
PARTICIPATION AND WITHDRAWAL
You can choose whether to be in this study or not. If you volunteer to be in this
study, you may withdraw at any time without consequences of any kind. You may
also refuse to answer any questions you don’t want to answer and still remain in the
study. The investigator may withdraw you from this research if circumstances arise
which warrant doing so, e.g., if the investigator is unable to contact you by phone.
IDENTIFICATION OF INVESTIGATORS
If you have any questions or concerns about the research, please feel free to contact:
Principal Investigator: Janet A. Dufly, MS
Mount St. Mary’s College
10 Chester Place
Los Angeles, CA 90007-2518
(562) 930-0197 (until 8/4/03)
(213) 477-2545 (after 8/4/03)
Faculty Sponsor: Linda Serra Hagedom, PhD
University of Southern California
Waite Phillips Hall 703C
Los Angeles, CA 90089-0031
(213) 740-6772
RIGHTS OF RESEARCH SUBJECTS
You may withdraw your consent at any time and discontinue participation without
penalty. You are not waiving any legal claims, rights or remedies because of your
participation in this research study. If you have questions regarding your rights as a
research subject, contact the University Park IRB, Office of the Vice Provost for
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162
Research, Grace Ford Salvatori Building, Room 226, Los Angeles, CA 90089-1695,
(213) 821-5272 or upirb@usc.edu.
EXPERIMENTAL SUBJECT’S BILL OF RIGHTS FOR PSYCHOSOCIAL
STUDIES
Any person who is requested to consent to participate as a subject in a research study
involving a psychosocial study, or who is requested to consent on behalf of another,
has the right to:
1. Be informed of the nature and purpose of the study.
2. Be given an explanation of the procedures to be followed in the study.
3. Be given a description of any attendant discomforts and risks reasonably to
be expected from your/your child’s participation in the study.
4. Be given an explanation of any benefits reasonably to be expected from
your/your child’s participation in the study.
5. Be given a disclosure of any appropriate alternatives that might be
advantageous to you/your child, and their relative risks and benefits.
6 . Be informed of avenues of resources, if any, available to you/your child after
the study procedure if complications should arise.
7. Be given an opportunity to ask any questions concerning the study or the
procedures involved.
8 . Be instructed that consent to participate in the study may be withdrawn at any
time, and that you/your child may discontinue participation in the study
without prejudice.
9. Be given a copy of this form and the signed and dated written study consent
form.
10. Be given the opportunity to decide to consent or not to consent to participate
in the study without the intervention of any element of force, fraud, deceit,
duress, coercion, or undue influence on your decision.
If you are willing to participate, please complete the General Information sheet, and
return it to me in the enclosed self-addressed envelope. The interview should take
approximately one-half hour of your time. I will phone you for an interview at a
time you indicate is convenient for you. If you wish to have someone other than me
conduct the interview, please indicate that on the General Information sheet. If you
wish to contact me before committing to participate, please phone me at (562) 930-
0197.
I sincerely hope you are able and willing to participate in this study. Your insights
would be invaluable, and would enable me and other Doheny faculty and staff to
serve our associate degree students more effectively. Thank you for your
consideration of this important endeavor.
Sincerely,
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163
Appendix J: General Information
Please check one:
1983 Doheny Associate Degree Student/Graduate
1993 Doheny Associate Degree Student/Graduate
1998 Doheny Associate Degree Student/Graduate
2003 Current 2n d Year Doheny Associate Degree Student
2003 Current Chalon (BA) Student who was a Doheny AA Student
Please enter any information that applies to you:
Degrees earned Institution
AA/AS a t_______________________________
BA/BS a t_______________________________
MA/MS a t_______________________________
PhD/EdD a t______________________________
Other at
Please indicate your ethnicity:
Please indicate your current occupation:
Please check here IF you wish to have someone other than Sr. Janet
interview you.
Phone number: (_____)_______________________
Please check best times to call: Morning
Afternoon
Evening
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Appendix K: Demographic Data
164
Participant
#
Entry
Year
Ethnicity Language
at Home
High School
Public
Catholic
High School
City
1 2 0 0 1 Latina Spanish
English
Public Montebello
2 2 0 0 1 Latina Spanish Public Huntington
Park
3 2 0 0 1 White English Public Los Angeles
4*
2 0 0 1 Latina English
Spanish
Public Los Angeles
5* 2 0 0 0 Latina English
Spanish
Public Los Angeles
6 2 0 0 0 African-
American
English Public Westchester
7 2 0 0 0 Latina Spanish Public Granada Hills
8 2 0 0 0 Latina English Catholic Torrance
9 1999 Latina English
Spanish
Catholic Alhambra
1 0 1999 Latina English
Spanish
Catholic Downey
1 1 1999 Latina Spanish
English
Public Los Angeles
1 2 1999 Latina Spanish Public Montebello
13* 1999 Bi-Racial English Catholic Westchester
14 1998 Latina Spanish Catholic Los Angeles
15 1998 Latina English Public Los Angeles
16 1996 Latina Spanish
English
Public Culver City
17 1993 Latina Spanish Public San Fernando
18 1992 Latina Spanish Public Los Angeles
19 1991 Asian-
American
Chinese Public Los Angeles
2 0 1991 Latina Spanish
English
Public Los Angeles
2 1 1981 White English Public Los Alamitos
2 2 1981 Latina Spanish Catholic Los Angeles
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165
Appendix L: Academic Data
Participant
#
High
School
GPA
SAT
ACT
Scores
Associate
Degree
Cum GPA
Bachelor
Degree
Cum GPA
Other
1
2 0 0 1
2.71 SAT-
850
12/03 - 2.61
Liberal Arts
5/05 - 2.46
Sociology
| in progress]
Interest in
Masters
degree
2
2 0 0 1
2 . 8 6 SAT-
780
5/03 - 2.95
Early Child.
Education
5/05 - 3.06
Child
Development
3
2 0 0 1
3.15 SAT-
730
5/03-3.18
Liberal Arts
5/05 - 3.14
Liberal
Studies
4 *
2 0 0 1
2 . 2 2 SAT-
830
5/02-DQ
1.50
Human
Services
12/04 - 2.84
(WLACC)
Enrolled-
SP/05 MSMC
BA program
Sociology
[in progress]
Interest in
Masters
degree
5*
2 0 0 0
2.5 SAT-
910
12/02-DQ
2.07
Pre-Health
Interest in
RN
6
2 0 0 0
3.48 SAT-
830
5/02 - 3.08
Human
Services
5/04-3.18
Sociology
(Crim.)
Interest in
Masters
degree
7
2 0 0 0
2.75 SAT-
940
5/02 - 2.98
Human
Services
5/04-2.51
Sociology
(Race, Class,
Gender)
Interest in
Masters
degree
8
2 0 0 0
2.46 SAT-
810
5/02 - 3.74
Human
Services
5/04 - 3.61
cum laude
Sociology
(Med. Soc.)
Interest in
Masters
degree
9
1999
2.94 SAT-
950
ACT-20
5/01 - 3.22
Liberal Arts
5/03 - 2.93
Mathematics
Interest in
Masters
degree
1 0
1999
2.25 SAT-
890
5/01 - 2.92
Liberal Arts
5/03 - 2.88
Liberal
Studies
MS/
MSMC
in
progress
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166
1 1
1999
3.78 SAT-
930
5/01 - 3.78
Liberal Arts
5/03 - 3.85
magna cum
laude
Psychology
MSW/
UCLA
Interest in
Doctorate
1 2
1999
3.04 SAT-
830
5/01-WD
3.95
Business
5/03 / USC
Bus. Admin./
Real Estate
Finance
13*
1999
2.76 SAT-
950
12/00-DQ
1.62
Pre-Health
Interest in
RN
14
1998
2.07 SAT-
750
5/00 - 2.78
Liberal Arts
5/02 - 2.62
Sociology
Interest in
Masters
degree
15
1998
2.77 SAT-
1030
ACT-22
12/00-2.63
Pre-Health
5/04 - 2.34
Psychology
16
1996
3.53 SAT-
830
12/98-3.47
Liberal Arts
5/00 - 3.57
Psychology
MS/
MSMC
Counsel.
17
1993
3.29 SAT-
740
12/95-3.07
Liberal Arts
5/97 - 3.10
Sociology
MA/USC
Psych.
Interest in
Doctorate
18
1992
3.12 SAT-
550
12/94-3.08
Early Child.
Education
5/96-3.10
Child
Development
Interest in
Masters
degree or
RN
19
1991
3.82 SAT-
770
12/93-3.75
Liberal Arts
5/95 - 3.78
magna cum
laude
Psychology
MSW/
UCLA
2 0
1991
2.83 820 12/93-3.59
Business
5/95 - 3.45
Business
CPA
California
2 1
1981
no
data
no
data
5/83 - 3.08
Nursing/ADN
5/84-3.15
Nursing/BSN
2 2
1981
2 . 8 8 no
data
5/83-3.38
Liberal Arts
1985/CSULA
Social Work
MSW/UC
Berkeley
[Unless otherwise noted, degrees were received from MSMC.]
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167
Appendix M: Contributors to Student Success
Participant #
Family/Friends
Instructors
Advisement
Learning Resource
Center
Sisters
Staff/Supervisors
Library
Orientation
Computer Lab
Involvement
ISAE
Study Groups
Intercampus Transfer
1 X X X
2 X X X X
3 X X X X X X X X
4*
X X X X X X X X
5* X X X X X
6 X X X X X X X X X X X
7 X X X X X X X X
8 X X X X X X X X
9 X X X X
1 0 X X X X X X X
1 1 X X X X X X X X
1 2 X X X X X X X X
13* X X X X X X
14 X X X X X X X X X
15 X X X X X X
16 X X X X X X X X X
17 X X X X X X X X
18 X X X X X
19 X X X X X X X
2 0 X X X X X X X X
2 1 X X X X X
2 2 X X X X X X X X
i -------- -
TOTAL
2 1 19 17 15 14 13 13 1 0 9 9 7 3 3
%
95 8 6 77 6 8 64 59 59 45 41 41 32 14 14
% % % % % % % % % % % % %
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168
Appendix N: Summer Skills and Basic Skills Courses
Participant
#
Summer Skills
Skills Courses after Enrollment
1
ENG 6 A
2
ENG 6 A
SPR 57x
SPR 51x
3 Yes SPR 56x
4*
ENG 6 A
5* Yes
6 Yes ENG 6 A
7
8
9
1 0 ENG 6 A
1 1
1 2 Yes ENG 6 A
MTH 2x
13* ENG 6 A
14 Yes ENG 6 A
SPR 51x
15 MTH 2x
16 Yes
17 Yes SPR 51x
SPR 57x
MTH 2x
18 Yes SPR 50x
SPR 51x
19 SPR 98x
2 0 SPR 98x
2 1
2 2 Yes SPR 98x
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Appendix O: Involvement in Activities
169
Participant #
Clubs
Volunteer Activities
Dances
Mother Daughter
Father Daughter
Haunted Campus
ISAE
Leadership/ASB
Talent Show
Residence
Assistant/Representative
U rban Intern
Ambassador
TO TA L PER
STUDENT
1 X X X 3
2 X 1
3 X X X X X X 6
4 *
X X X X X X 6
5* X X X X X X 6
6 X X X X X X X X X 9
7 X X X X X X X X X 9
8 0
9 X X X X X X 6
1 0 X X X X X 5
1 1 X X 2
1 2 X X 2
13* X X 2
14 X X X X 4
15 0
16 X X X X X X 6
17 X X X X X X X 7
18 X X X 3
19 X X X X 4
2 0 X X 2
2 1 0
2 2 X X X 3
TOTAL
14 1 2 1 0 1 0 9 9 7 5 5 5
Per 64 55 45 45 41 41 32 23 23 23
Cent % % % % % % % % % %
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170
Appendix P: Finances, Residence, Work
Participant #
Grants
Loans
Scholarships
Transfer Award
Payment Plan
Residence
W ork Hours
p er Week
and
Location
1 X X
resident 12-15 hrs/wk, on campus
2 X X
resident 12-15 hrs/wk, on campus
3 X X X X
resident Volunteered,
vacations only
4 *
Parents Full
Pay
resident Volunteered only
5* X X
commuter 15 hrs/wk, off campus
6 X X X
resident lyr - 12-15 hrs/wk, on
campus
lyr - 10-15 hrs/wk, off
campus
7 X X X X
resident 8-10 hrs/wk, on campus
10-15 hrs/wk, off campus
8 X X X X
commuter Worked, vacations only
9 X X X
resident 12-15 hrs/wk, on campus
10 X X X X
resident 18 hrs/wk, on campus
11 X X X
commuter 30 hrs/wk, off campus
12 X X
commuter 15 hrs/wk, off campus
13* X X X
commuter 25-40 hrs/wk, off campus
14 X X X
resident 20 hrs/wk, on campus
15 X X X
resident 8-12 hrs/wk, on campus
16 X X X X
resident/
commuter
10-12 hrs/wk, on campus
8 hrs/wk, off campus
17 X X X
resident 10-15 hrs/wk, on campus
18 X X X
commuter/
resident
12 hrs/wk, cm campus
12 hrs/wk, off campus
19 X X X
Resident 12-15 hrs/wk, on campus
20 X X X
commuter 25 hrs/wk, on campus
21 X X X X
commuter 12-15 hrs/wk, on campus
22 X X X
commuter 10 hrs/wk, on campus
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171
Appendix Q: Comments
Participant
#
Comments
1 None
2 MSMC has everything students need.
I’m more self-confident.
The price is high, but it is worth it.
3 What engaged me is all the support.
Service learning was a good experience for my career.
Whites are the minority at Doheny.
The required workshops were more helpful than the Orientation class.
4 *
When I left MSMC, I hated the school. Now I realize that I loved
MSMC and was comfortable here, just not with myself.
5* The problem was myself.
6 I learned the importance of getting involved and giving back.
7 The sisters’ presence meant a lot, gave me a sense of security.
Liked the friendly atmosphere.
8 MSMC is good as it is now.
Felt “apart” as a commuter; often heard about activities after they
were over.
Loved the atmosphere and the open door policy.
9 Doheny is almost 80% Latina; can you make it more diverse?
1 0 MSMC was great for me; it is well organized and focused on
students.
Everyone is there to help you, even the shuttle drivers.
Education and psychology courses gave me great tools for teaching;
“education is a way of life.”
1 1 I still regret not participating in activities.
I’d be willing to come on campus to encourage students to take
advantage of the Mount’s opportunities and resources.
Food is very expensive on campus.
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172
1 2
MSMC should know that students are aware of the campus “politics.”
13*
I am re-applying to MSMC in the Fall. I love this school and being
away for so long has made me appreciate it even more.
14
You’re not just a number at MSMC; instructors know you by name.
Some workstudy supervisors very good; others made me feel stupid.
Sometimes offices lost my papers; some apologized, some didn’t.
15 I had my own issues and didn’t use the assistance MSMC offered.
I wish I had studied harder, joined activities, and done study abroad.
I came “out of my shell” at MSMC. I am more open-minded, more
accepting and more tolerant than I used to be.
16 Faculty and advisors leave too much up to the students.
Require students to use of the learning resource center and form study
groups. Regarding student affairs: One team for both campuses is
great, but travel between campuses cuts down on service time.
17 I liked the pace of study at Doheny; it prepared me for Chalon.
The benefit at Doheny was that the emphasis was on studying.
Sisters’ presence and faith were very important and made a big
difference. Both campuses have warm, open atmospheres and
excellent services to assist students.
18 It was really good to have hands-on experiences in the “real” world
(i.e., student teaching for early childhood education and internship at
retirement facility for gerontology); one led to summer work and the
other to her current job.
19 I made great friendships at MSMC.
It could be more challenging for students if MSMC offered more
exposure for students to network; it leaves this up to students.
2 0 MSMC is excellent in liberal arts, teaching and nursing; business
program is too small.
2 1 MSMC was very good for me; it gave me the chance I needed.
2 2 Doheny is small. I felt like I belonged, but my sister felt intimidated.
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Appendix R: Suggestions
173
Participant
#
Suggestions
1
Get more student housing, not enough for those who want to reside.
2 None
3 Continue to offer students great academic support.
Encourage students to use the counseling services.
Most offices are pretty good, but business office needs to be better
organized.
4 *
Improve the business office; other offices good.
Be more aware of students’ cattiness and pettiness; capitalize on the
“sisterhood” of students.
Let students, especially the Latinas, know it’s not negative to talk
about problems; encourage more work with the counselors.
Look into shorter study abroad opportunities before the junior year.
5* Improve the food.
6 Keep computer labs and library open for longer hours.
Give students more help, than during Orientation, with time
management; it was an on-going challenge for me.
7 Make students more aware of financial reality; make clear how
much loan debt they will have.
The college system causes lots of stress for those not familiar with
it; try to explain it better to students and parents.
Bring MSMC into the community: Encourage internships, outreach,
service.
8 Assign mentors for freshman.
Make a “place” for commuters; offer some fitness courses earlier
for commuters.
Improve inner workings of business and financial aid offices. It’s
hard for first in family to attend college to understand the system
and the paperwork.
9 Don’t accept students who don’t qualify.
Work on moving groups into “community.”
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174
1 0 Require students to use the LRC.
Use orientation to show students how to use the college resources
better.
Students living on campus use their freedom the wrong way; find
ways to help them get their studies done while they’re having fun.
1 1 Require more use of the LRC.
Inform students of programs and opportunities at the Chalon
campus.
Encourage faculty availability; some aren’t as dedicated as others.
Don’t allow student workers to work in the business office.
Open the fitness center earlier for commuters.
1 2 Be real with students; call them on their inadequacies.
Help students develop leadership skills; empower them; enable
confidence.
Hire more faculty with networking experience and connections in
the “real” world.
Put more emphasis on networking in the career center.
Spend the money to enable more personalized relationships with
students.
13* Having more sports might bring more spirit; I missed playing
soccer.
Better financial aid information; I didn’t know I could take out a
loan so I wouldn’t have to work so much.
Use peers to give students better insights into college life; have
mentors or big sisters for more than the first few days.
14 MSMC needs to realize that for many students, family comes first;
tell instructors to have more consideration for family problems or
illnesses.
Establish an MSW program.
15 Doheny seemed too much like high school; needs to be more formal
and professional.
Show students the whole picture of how to get to graduation sooner,
like ISAE does.
16
.... ....................
The student population is more and the quality is less. Need to hire
more faculty and staff to service students better.
Encourage faculty to meet with students individually.
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175
17
Work to break down stereotype that Doheny students are “2n d
class.”
Encourage students not to work so much; find new ways to help
students with finances.
18 Give students more assistance, than in orientation, with time
management.
Help students deal with new freedom (e.g., being out of the house,
partying).
19 Upgrade the Doheny library.
2 0 Find ways to attract more students to the business program.
Cut down on the faculty turnover.
Strengthen the career center and offer more placement assistance.
2 1 Keep doing what you did for me; it gave me a chance.
2 2 Focus on students’ personal struggles with regard to money,
alienation, the “system.”
Give more information about transferring to a 4-year college.
Use orientation to deal with the intimidation felt by inner city
students.
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176
Appendix S: Current and Future Plans - Professional and Personal
Participant
#
Participant Response
1
Complete BA; become a teacher, possibly earn an MS degree
2 Complete BA; become a teacher
3 Complete BA; become an elementary school teacher
4 *
Complete a BA; earn an MA in Social Work; be a motivational
speaker who helps teenagers and young adults cope with difficult
circumstances
5* Currently a community college student; be accepted into a nursing
program
6 Currently working for a mortgage company; earn an MS in
criminology and work in probation
7 Currently a case manager and teen program coordinator in a home for
abused women and children; maybe earn an MS degree, go to law
school, or open my own group home
8 Currently in an MSW internship at USC; become an industrial social
worker and improve work environments
9 Currently a high school math instructor; has applied to an MS
program in teacher education at Claremont
1 0 Currently a junior high teacher; is working on her professional clear
elementary credential and an MS Ed./Admin. Program at MSMC
1 1 May 2005, will receive MSW with emphasis on Public Policy from
UCLA; would like to pursue PhD and teach at MSMC
1 2 Currently economic development manager for a non-profit; write
proposals, continue doing what she’s doing but on a larger scale for
bigger corporation
13* Currently a student applying to MSMC’s nursing program; become a
nurse
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177
14
Currently an instructional aide for special education children; pursue
an MSW; work in probation; be a social worker
15 Does not know, but wants to do something “active, not sedentary;”
might be interested in being a mechanic or in culinary arts
16 Continue working in student affairs on the college level
17 Currently an MFT intern; earn MFT license in two years, have
children in four years; earn PhD in psychotherapy in 10 years
18 Currently activities director in a retired sisters facility; pursue a higher
degree, possibly in nursing, to understand the physical needs of the
elderly
19 Currently a county social worker who investigates child abuse and
prepares court reports; be married with children; visit China and
possibly establish a foster care program there
20 Currently a CPA, married with a toddler; no aspirations for an MBA
21 Currently works, and expects to continue working, at home in “high
risk care management,” a hospital avoidance program; keeping up in
her field with experience in oncology and hospice care
22 Currently executive director of Latino Family Institute, a private
adoptive and foster care agency; expects to continue in this established
career
[*Non-completer]
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Duffy, Janet Ann
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Fulfilling the mission to serve the underserved: A case study of a private, Catholic, urban college's two -year program
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Education
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