Exploring Belonging and Identity Development Among BIPOC Alumni in Charter Schools

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: The Role of Belonging for Marginalized Students and Alumni (Table 7)

Abstract

This study examines the lived experiences of BIPOC student alumni in California’s Central Valley charter schools, focusing on perceptions of belonging and identity development. Framed within Critical Theory and Critical Race Theory (CRT), it analyzes power dynamics and racial hierarchies in educational settings to promote equity and understand how racial and social identities shape educational experiences. Using phenomenological inquiry, this study investigates these perceptions through structured interviews and strategic participant recruitment. Findings reveal a spectrum of experiences, from strong connections to marginalization. The study highlights how time spent in charter schools influenced identity development and belonging perceptions, emphasizing the role of supportive networks in fostering positive educational experiences for alumni.

Author

• Liana Pellegrino, California State University - Fresno