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Black Female Student's Experiences In A Predominantly White High Achieving Suburban School: Implications For Theory And Practice, Erika Raissa Nash

Dissertations

Previous literature states that Black females experience cultural discontinuity, academic and social stressors, and inequities that are associated with psychological distress and risky behaviors as a result of not fitting into the school environment. These patterns have been found to exist in low-income, underachieving, urban schools, but middle class, high-achieving, suburban, and predominantly White schools have not been examined. Primarily through semi-structured interviews, this qualitative study investigated the experiences of 12 Black females who attend a predominantly White, high achieving suburban school in a Midwestern state. Utilizing a grounded theory approach, the data collected suggests that there are two groups …