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The Impact of Faith-Based Schools on Lives and on Society: Policy Implications

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International Handbook of Learning, Teaching and Leading in Faith-Based Schools

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Abstract

A large-scale study of the effects of different types of schooling upon the subsequent attitudes and behaviors of adults, holding constant background factors, found that those who had attended Catholic and Evangelical schools differed in significant ways, not only from those who attended public schools, but also from each other. This chapter offers a possible historical explanation of these differences, and some very preliminary suggestions about what we might expect to find as the effects of attendance at Islamic schools in the American context. The second part of the chapter explores implications for public policy in North America and Western Europe, where policy-makers are struggling with the role of educational systems in turning the children of Muslim immigrants into citizens of the host societies. One conclusion is that there is no reason for panic about the desire of many Muslim parents to provide a distinctive schooling for their children; another is that wise public policy responses can increase the beneficent effect of such schooling.

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Notes

  1. 1.

    Cardus (2011), 12.

  2. 2.

    Cardus (2011), 13.

  3. 3.

    Cardus (2011), 13.

  4. 4.

    Coleman and Hoffer (1987).

  5. 5.

    Bryk et al. (1993).

  6. 6.

    Campbell (2001), 224.

  7. 7.

    Peshkin (1986), 336.

  8. 8.

    Glenn (1988), chapter 6: ‘The Common School as a Religious Institution.’

  9. 9.

    Mann (1849), 102.

  10. 10.

    Mann (1847), 233.

  11. 11.

    Mann (1848), 9.

  12. 12.

    Mann (1849), 98–99.

  13. 13.

    Mann (1849), 103, 113.

  14. 14.

    Dunn (1958), 207, 211.

  15. 15.

    See Glenn (2011) for a detailed discussion.

  16. 16.

    See Akenson (1970) for a detailed discussion.

  17. 17.

    See Dufour (1997).

  18. 18.

    Spear (1876), 28.

  19. 19.

    Bushnell (1880), 299–303.

  20. 20.

    Higham (1955), 29.

  21. 21.

    Ross (1994), 24, 68.

  22. 22.

    Weiss (1982), xvii.

  23. 23.

    Cardus (2011), 31.

  24. 24.

    Fessenden (2005), 807.

  25. 25.

    Vitz (1986).

  26. 26.

    Dwyer (1998), 164–5, 179.

  27. 27.

    Cardus (2011), 20.

  28. 28.

    See Council on Educational standards and Accountability www.cesaschools.org.

  29. 29.

    Baran and Touhy (2011), 195.

  30. 30.

    Mandavile (2007), 226.

  31. 31.

    Vermeulen (2004), 49.

  32. 32.

    Haddad and Smith (2009), 3.

  33. 33.

    Zine (2009), 39; see also Zine (2008).

  34. 34.

    Zine (2009), 48.

  35. 35.

    Zine (2009), 62.

  36. 36.

    Cristillo (2009), 79.

  37. 37.

    Onderwijsraad (2012).

  38. 38.

    Maritain (1998), 27. For contemporary applications to a variety of social domains, see Colombo 2012 and the chapter therein on education in Lombardy by Glenn.

  39. 39.

    Carter (1998), 27.

  40. 40.

    Roy (2007), 94.

  41. 41.

    Habermas (2006), 51.

  42. 42.

    Spotts (1973), 284.

  43. 43.

    See Glenn (1995) for a discussion of schooling under communist regimes.

  44. 44.

    Braster (1996).

  45. 45.

    Coleman and White (2011), ix.

  46. 46.

    Arons (1986), 71.

  47. 47.

    Legrand (1981), 78.

  48. 48.

    McLaughlin (2003), 131.

  49. 49.

    Galston (1991), 253–4.

  50. 50.

    Appiah (2003), 71–2.

  51. 51.

    Nussbaum (2012), 128.

  52. 52.

    Burtt (2003), 190.

  53. 53.

    Roy (2004), 6.

  54. 54.

    Berger et al. (2008), 105.

  55. 55.

    Berger et al. (2008), 81.

  56. 56.

    See Glenn and De Groof (2012) for details on more than 60 national systems of schooling.

  57. 57.

    Klausen (2005), 209.

  58. 58.

    Laurence and Vaisse (2006), 95, 167.

  59. 59.

    Shannon (2001), 134, 136.

  60. 60.

    Cardus (2011), 23.

  61. 61.

    Zine (2009), 43.

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Author information

Authors and Affiliations

  1. Education Leadership and Policy, Boston University, Boston, MA, 2215, USA

    Charles L. Glenn

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  1. Charles L. Glenn
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Correspondence to Charles L. Glenn .

Editor information

Editors and Affiliations

  1. Faculty of Education, Australian Catholic University, Melbourne, Victoria, Australia

    Judith D. Chapman

  2. Faculty of Education, Australian Catholic University, Melbourne, Victoria, Australia

    Sue McNamara

  3. Institute of Education, University of London, London, United Kingdom

    Michael J. Reiss

  4. Faculty of Education, Stellenbosch University, Stellenbosch, South Africa

    Yusef Waghid

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Glenn, C.L. (2014). The Impact of Faith-Based Schools on Lives and on Society: Policy Implications. In: Chapman, J., McNamara, S., Reiss, M., Waghid, Y. (eds) International Handbook of Learning, Teaching and Leading in Faith-Based Schools. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8972-1_2

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