This mixed-methods study examines the experiences of academically talented students of color (ATSOC) who attend or have recently graduated from predominantly white independent schools. The participants of the study who were enrolled in independent schools at the time of this study were in grades 6 through 12. Participants who recently graduated from independent schools ranged from first-year college students to students one year out of college. This study focuses on three domains of ATSOC independent school experiences: sense of belonging, racial coping self-efficacy, and emotional wellbeing. This study also examines the relationships between these conceptual frames. As a proxy for ATSOC, this study collected data from participants who are students or alumni of a highly selective educational access and leadership development program in New York City (The Program). The Program identifies talented students of color from low to moderate socioeconomic backgrounds in the New York City area and places them in highly regarded independent schools in the Northeast. As of December 2017, The Program had 720 students (in 7th through 12th grade) at nearly 80 different independent day and boarding schools in the Northeast as well as close to 4000 alumni. The study collected data through surveys, individual interviews, and focus groups. The study adds to the current literature on the experiences of students of color at independent schools. In particular, the findings identify and examine the relationships between ATSOC sense of belonging, racial coping self-efficacy, and emotional wellbeing. This study also examines implications of these relationships for independent schools and other predominantly white institutions that serve students of color.
|Advisor:||Stevenson, Howard C.|
|Commitee:||Ball, Earl, Coleman, Sherry|
|School:||University of Pennsylvania|
|Department:||Educational and Organizational Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 80/01(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education, Educational psychology|
|Keywords:||Diversity and inclusion, Independent school, Racial identity expression, Racial self-efficacy, Sense of belonging, Students of color|
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