Sustaining Catholic Education in and for the Black Community
By Lois J. Carson, Sr. Roberta Fulton, S.S.M.N., Dorothy Gupton, Veronica Morgan-Lee, Freida D. McCray, Mary Crowley McDonald, Kathleen A. Merritt, Sr. Jamie T. Phelps, O.P., Ph.D., Brother Gary Sawyer, ECSA, Deacon Marvin Threatt, PhD.
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Case Study #2
The University of San Diego High School (now Cathedral High School) initiated the international baccalaureate in 1989 to prepare students for participation in the evolving global market, which at the time was dominated by Japan's emerging economy.
David Tellers, an African American student, signed up for the program. After studying Japanese for two semesters, David lived with a family in Japan for three months during his Senior year, and was totally immersed in the language and culture.
David continued to study Japanese in college, and upon graduation from Loyola Mary Mount University in Los Angeles, he applied for a job with an international company based in Japan. He was readily accepted and hired.
Today, David speaks fluent Japanese and is regional manager of an international banking firm owned by a Japanese firm. David rightfully attributes his success as an international businessman to his roots in Catholic education, and in particular, to the international baccalaureate.
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Case Study #3
St. Rita's Catholic School is the largest elementary school in the Diocese of San Diego, with around 400 students. St. Rita's is a particularly diverse school with Hispanics, Filipinos, Samoans, and African American as primary attendees.
Due to the school's proximity to Mexico, Spanish is taught as a second language as early as fourth grade. Additionally, the school embraces the students' diversity by enhancing the geography and social studies curricula to include the art, music, and culture from each of the cultures represented in the school.
As a result, students are taught from an early age to appreciate diversity. Early introduction of a second language and an international focus on diversity and world cultures is an excellent, affordable, and practical approach to teach our students to participate in the world of global diversity and interdependence.
To be successful, schools must seek to upgrade their curriculum in areas of technology, math, and science; these tools are crucial for participation in the new global order. Early introduction of technology into the curriculum is essential. Second graders at Sojourner Truth Learning academy in San Diego study math and science two hours weekly using computerized individual learning programs. As a result, second graders at this school scored higher in math and language arts than any other second grade class within the community on the Sat-9 state mandated testing. Their achievement demonstrates that it is never too early to introduce technology into the curriculum.
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