This study addresses the lack of scholarly attention focused on educational contributions of Catholic women religious educators. Using a qualitative multiple case study, this research describes the academic experiences of Catholic sisters, or women religious, serving as faculty at public universities in the South. The study highlights issues related to gender, religious identity, environment, relationships, and experiences and perceptions of others as they pertain to the academic experiences of Catholic women religious. Implications of the study point to an underutilization of the outsider perspective which could potentially benefit the academy, as well as the need for diversity training in the academy. The study expands the knowledge base for subsequent research in the areas of Catholic women religious faculty members in higher education and religious identity of faculty members in higher education.
Carmen M. Mangion, Contested Identities. Catholic Women Religious in Nineteenth-Century England and Wales
