/lp/springer-journal/dual-identities-organizational-negotiation-in-stem-focused-catholic-IpQj00PGML
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- Publisher
- Springer Journals
- Copyright
- Copyright © 2017 by Springer Science+Business Media Dordrecht
- Subject
- Education; Science Education; Sociology of Education
- ISSN
- 1871-1502
- eISSN
- 1871-1510
- DOI
- 10.1007/s11422-017-9819-z
- Publisher site
- See Article on Publisher Site
Abstract
In the last decade, STEM-focused schools have opened their doors nationally in the hope of meeting students’ contemporary educational needs. Despite the growth of these STEM-focused institutions, minimal research exists that follows how schools make a transition toward a STEM focus and what organizational structures are most conducive to a successful transition. The adoption of a STEM focus has clear implications for a school’s organizational identity. For Catholic schools, the negotiation of a new STEM focus is especially complex, as Catholic schools have been shown to generally possess a distinct religious and cultural organizational identity. The adoption of a second, STEM-focused identity raises questions about whether and how these identities can coexist. Framed by perspectives on organizational identity and existing conceptualizations of the cultural and religious hallmarks of Catholic schools, this study utilizes a multiple-case study design to explore the organizational transition of four Catholic K-8 institutions to Catholic STEM-focused schools. These cases demonstrate the particular challenges of negotiating multiple organizational identities. While variation existed in how the four schools accommodated these identities, the most promising environments for successful transition drew upon an aggregative model of identity negotiation, that is, when schools attended to both identities, but ensured that the original Catholic identity of the school remained foundational to all decisions. The least successful identity negotiations occurred when there was a lack of common understanding about what comprised a STEM-focused school, leading to minimal buy-in from stakeholders or when a school sought to make the transition for recruitment or marketing rather than mission-driven reasons. Discussion of the more successful identity aggregation provides a framework for schools within and beyond the religious sector that desire to adopt an additional STEM-focused identity.
Journal
Cultural Studies of Science Education – Springer Journals
Published: Jun 14, 2017