UCLA

With the backdrop of an increase in hiring of Educators of Color in predominantly white independent schools (PWIS) yet also a trend of these educators leaving PWIS at a quicker rate than their white peers because they encounter additional challenges, this mixed methods study explored the experiences of Educators of Color in the Los Angeles area. The study was guided by three goals: (1) to explore the divergent experiences of support and belonging of Teachers of Color and white teachers in PWIS; (2) to understand the extent to which the experiences of Teachers of Color contribute to their sense of belonging and feelings of support; and (3) to build on the scant literature on the experiences of Teachers of Color in PWIS.I constructed a survey that questioned all teachers about their sense of belonging, professional treatment, and level of leadership and institutional support. An additional twelve questions asked Teachers of Color about their racial sense of belonging and experiences of discrimination. I collected 133 completed responses, 78 from white teachers and 55 from Teachers of Color, allowing me to develop several pieces of statistically significant data. Further, I interviewed 21 of the survey respondents who identified as Persons of Color in order to more deeply understand their experiences at their schools. The merger of the data led to several notable findings. Generally, Teachers of Color experienced less of a sense of belonging than white teachers, and this was often exacerbated by being questioned and monitored more by adults in the school community, resulting in the pressure to prove themselves. Developing a connection with other Faculty of Color, staff, and students, as well as pursuing one’s sense of purpose, often promoted the sense of belonging for Teachers of Color. Additionally, Teachers of Color often experienced microaggressions and challenges related to adjusting to and fitting in at a PWIS. My findings also reflected varying levels of satisfaction and frustration by Teachers of Color when it comes to commitment to diversity work and institutional responses to racist incidents. The study suggests investment in building relationships with Teachers of Color and hiring more Teachers of Color may positively impact their sense of belonging. Recommendations based on the findings share directions for future research and implications for leadership practice and institutional change to better support and promote the belonging of Educators of Color in PWIS.