Institutional Factors Impacting Black Students' Success at an Elite Private Elementary School

• In Event: Roundtable Session 57
  In Roundtable Session: Educational Slavery and White Supremacy

Abstract

Drawing from critical race theory, this ethnographic case study examines the institutional factors related to Black students’ social and academic success in a predominantly White, independent school. We conclude that a culture of silence and politeness interfered with meeting the students’ academic and social needs; and a lack of transparency kept parents and faculty from understanding or impacting on barriers to the students’ success. The implications of this research are useful for elite schools and other predominantly White institutions wanting to become fully inclusive of historically underrepresented groups.

Authors

• Jane Bolgatz, Fordham University

• Tamar Brown, Fordham University

• Sara Skluzacek, New York Department of Education

• Ryan M. Crowley, University of Kentucky

• Susan J Chambre, Fordham University

• Enrique Figueroa, Fordham University