Navigating the path: DEI practitioners’ experiences in independent schools and the impact on black student mattering

Abstract:

Independent schools were initially established to serve white, affluent students seeking alternatives to desegregated public education. However, as of today, only 7.6% of students enrolled in the National Association of Independent Schools (NAIS) are Black or African American. Additionally, only half of independent schools have Diversity, Equity, and Inclusion (DEI) practitioners, with significant variation in the scope of their roles across institutions. This hermeneutic phenomenological study examined the lived experiences of Black DEI practitioners in independent schools, with a focus on their perspectives on supporting Black students' academic success. Using the conceptual frameworks of repressive tolerance and mattering, the study explored how these practitioners navigated predominantly white institutional environments, systems, and behaviors to create supportive structures and programs for Black students’ experiences and self-efficacy. Eight Black DEI practitioners from independent schools in three states participated in the study. Data collection methods included semi-structured interviews, reflective journals, and artifact submissions. An iterative data analysis process led to five key findings: Black DEI practitioners employed strategic approaches to implement initiatives, prioritized increasing Black representation among faculty and students, perceived institutional structures as often performative, experienced significant emotional labor and burnout, and believed that achieving success in their roles required systemic changes in position, collaboration, and communication to center Black students' and teachers' experiences in independent schools. Supporting Black students in independent schools necessitates more than superficial diversity initiatives—it requires structural transformation that redistributes power and increases Black representation at all levels of educational institutions. These findings carry important implications for independent schools and all educational institutions seeking to foster genuinely inclusive environments where marginalized populations can thrive, particularly amid ongoing challenges to DEI in the current U.S. climate. Limitations and recommendations for future research will be discussed.

ZOOM LINK: https://zoom.us/j/4023055471