Dissertation
The lived experiences of low-income, high-achieving, African American students in predominantly White, independent schools: an exploration of belonging, identity, and independent school culture
Doctor of Education (Ed.D.), Drexel University
Jun 2020
DOI:
https://doi.org/10.17918/00000143
Abstract
Low-income, high-achieving, African American students who gain admittance to predominantly White, independent schools balance their lives between home and school. This study examined the lived experiences of low-income, high-achieving, African American students in these independent schools in an attempt to understand their experiences. This study explored: How do low-income, high-achieving, African American students describe their sense of belonging in predominantly White, independent schools? How do low-income, high-achieving, African American students describe the effect of school climate on their sense of belonging? What practices and policies would students suggest to improve the school culture and sense of belonging students like them might feel? The study used semi-structured interviews of low-income, high-achieving, African American students who attended a mentoring program that supports and places students in independent schools, faculty who worked with them and leadership and staff from the mentoring program to understand the school climate and the student sense of belonging. In Vivo coding was used to analyze the themes as they emerged. The results revealed that opportunities for students to express their voices, positive relationships with faculty members, affinity groups, and faculty members of color contribute to a positive sense of belonging among low-income, high-achieving, African American students. A lack of students of color, a lack of faculty of color, experiences with racism, and difficulties with transportation and access to equipment contribute to a negative sense of belonging for the students. The study offers suggestions from the students and recommendations based on the data to improve the experiences of low-income, high-achieving, African American students.
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Details
- Title
- The lived experiences of low-income, high-achieving, African American students in predominantly White, independent schools
- Creators
- Matthew Newcomb
- Contributors
- Erin M. Horvat (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 173 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991014695236104721