Date of Graduation
Project/Capstone - Global access
Master of Arts in Human Rights Education (HRE)
School of Education
International and Multicultural Education (IME)
Education in the United States is inequitable. Independent schools in particular add to this inequity because of limited access and affordability. This creates a situation in which educators who are fighting for more diversity, equity, and inclusion have to reconcile working in an institution that is part of an inequitable system. This research-based field project, through the method of focus groups, sought to examine the ways in which educators in an independent school in San Francisco are utilizing counter-hegemonic strategies in their classrooms to support the diverse and intersecting identities of their students. The focus group also provided a space in which participants could express their feedback and recommendations for the institution to better support their students and faculty of color in a predominantly white and wealthy space. The findings of this research-based field project indicate that more needs to be done in order to retain and sustain students and faculty of color in independent schools. Working in collective collaboration, participants provided recommendations that could be valuable to similar institutions seeking to create a more humanizing and liberatory environment for the people within their community.
Albavera, Jessica, "“I want them to see me as a complete person”: Sustaining people of color in predominantly white institutions through counter-hegemony" (2022). Master's Projects and Capstones. 1318.