ERIC Number: EJ820417
Record Type: Journal
Publication Date: 2007
Abstractor: As Provided
Reference Count: 0
Double Jeopardy: Being African-American and "Doing Diversity" in Independent Schools
Hall, Diane M.; Stevenson, Howard C.
Teachers College Record, v109 n1 p1-23 2007
The experience and responsibility of addressing diversity issues in independent schools is the focus of this article. Open-ended interviews were conducted with diversity coordinators in independent schools in a large urban area in the Northeast. Coordinators were asked about their roles within the schools and about their participation in a study on race within the school. Five major themes emerged around the issue of racial tokenism that described the tensions that diversity coordinators face. They included the marginalized isolation of "being the only one," school system resistance toward defining diversity, marginalized perception of Blackness, intense and suppressed need for role support, and racial cognitive dissonance. Results indicate that diversity coordinators are often isolated within their schools and may face increased vulnerability due to their tokenized status and roles as diversity coordinators. Recommendations for addressing these issues in independent schools are proposed.
Descriptors: Race, Private Schools, Urban Areas, Psychological Patterns, African Americans, Interviews, Coordinators, Racial Attitudes, Racial Factors, School Culture
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: firstname.lastname@example.org; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A