This paper investigates the current meaning of “Diversity” in elite, predominantly white, independent schools in the U.S. The author collected data from in-depth interviews with a variety of school personnel. This data was supported by student enrollment data from the National Association of Independent Schools. Findings indicate that current “Diversity” work centers around inclusion and cultural fluency and not racial equity. Simultaneously, while the representation of students of color increased in the last several decades, the representation of Black students at the same time has remained virtually stagnant. Using Critical Race Theory, the author concludes that “Diversity” is a façade of progress and there is no indication of true racial equity to support it.
"Diversity: Words, Meaning and Race at Predominantly White, Independent Schools,"
Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 2
, Article 2.
Available at: http://soundideas.pugetsound.edu/rpj/vol2/iss2/2