Experiences of former suburban high school students who self-identify as members of racial and ethnic minority groups
Abstract
The experiences of students of color in predominantly White suburban schools have gone overlooked both in these schools as well as in sociological literature. This study is a qualitative investigation of the experiences and outcomes of former suburban students of color who attended predominantly White Oklahoma high schools. Using in-depth interview data from a sample of 26 former students of various racial and ethnic backgrounds, participants addressed their high school academic and social environments, as well as their experiences with White student peers and teachers. The final component of this study is for participant reflection, in which they addressed if they have succeeded academically, professionally, or personally in their post-high school lives by their own definitions. Participants also revealed the overall impacts their high schools had upon them. Findings show that these predominantly White high school environments were affluent, exclusive, and well-resourced, but students of color did not necessarily reap the benefits of these qualities. Participants recalled experiences of overt racism from White student peers, such as in the forms of discrimination and racial slurs. Participants also recalled experiences of more covert racism, such as through microaggressions and colorblind racism, from both peers and teachers. With teachers, participants also recalled themes of invalidation. Despite their negative or racist experiences with White peers and teachers during high school, most participants claimed to be, or are on the path to being, academically, professionally, or personally successful. Overall impacts of their high school experiences included the ability to navigate predominantly White or diverse spaces and academic success or pathways to higher education.
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- OSU Theses [15752]