Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 1988. / Includes bibliographical references (leaves 736-740).

Faith-based schools have become a growing phenomenon in Canada in recent decades and a cause of public concern in the context of a pluralistic society, where immigrants are increasingly likely to create educational institutions that reflect their culture and faith. This thesis presents a case study of Canadian Reformed schools in Ontario established by Dutch post-war immigrants who are members of the Federation of Canadian Reformed Churches (CanRC). Most children in this community have gone through this school system, an important feature of this long-standing, ethno-religious, immigrant-origin community. This thesis aims to examine how Canadian Reformed schools in the Province of Ontario have prepared their graduates for living in a diverse and pluralist Canadian society and their role in preserving the community’s ethnic and religious identities. The research is based on the theories of retention of immigrant ethno-religious identity as well as the role of religious schools in promoting immigrant-origin students’ ethical autonomy. Qualitative case study methodology was applied. The results are based on the analysis of sixty-four interviews with current and former members of the Reformed communities. Where possible, the results were triangulated by the content analysis of documents and mass media. This thesis concludes that Canadian Reformed schools have had a significant impact on the preservation of the community’s religious and ethnic identities. While Canadian Reformed schools have retained some level of self-isolation and a strict policy on the religious identity of both students and teachers, the findings reveal that the Ontario Canadian Reformed schools have evolved significantly in their five decades of existence. The tendency to shelter children is still present but principals and teachers generally aim to introduce current teaching strategies and develop standardized curriculum plans across the schools. Since their establishment, Canadian Reformed schools have encouraged students to discuss topical issues and develop their own solutions to enhance critical thinking skills. Tolerance and compassion to individuals with a different worldview are being promoted. Several respondents identified areas for schools’ improvement, including the need for a more inclusive and up-to-date curriculum, comprehensive school-based sex-education, a more profound level of understanding of religious tradition, reducing identity strain when exposed to the outside world, and high educational costs. This thesis addresses a gap in the study of how Christian schools in Canada prepare their graduates for socio-political engagement and in scholarly knowledge about Dutch Reformed community. This study also aims to contribute to policy making because the findings identify the challenges that religious schools’ graduates face and highlight the roles these schools play in bridging religious communities and the broader society.