Date of Graduation

Spring 5-16-2025

Document Type

Thesis

Degree Name

Master of Arts in Organization and Leadership (O&L)

College/School

School of Education

First Advisor

Seenae Chong

Abstract

This qualitative study explores the experiences of students of color at a private, predominantly White, Catholic high school. It analyzes how race influences how students feel a sense of belonging. The study focused on the sense of belonging at St. Rose Preparatory, a pseudonym for a Catholic, coeducational, and prestigious school in an affluent city in the Bay Area. The research is guided by three questions: (a) How do the institutional practices in a Private Catholic school impact how students of color (Black, Indigenous, LatinX, Asian, Pacific Islander) experience a sense of belonging that sustains students of color culture? To what extent do these practices that generate a sense of belonging reinforce or disrupt racial hierarchy? (b)How do the Racial dynamics within the student body influence how students feel a sense of belonging? (c) In particular, to the students of color, what influence do educators' practices intended to foster a sense of belonging challenge or reinforce racial hierarchies?

Semi-structured interviews were conducted with six alumni from the school who identify as students of color. Participants revealed how institutional practices, peer dynamics, and educator practices influenced their sense of belonging. This study's findings revealed negative and positive implications of practices supporting or hindering a sense of belonging.

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