Exploring the Experiences of a Sense of Belonging of African American Students Who Attended a Predominantly White Seventh- day Adventist Academy: A Retrospective Study

Abstract

Purpose: The purpose of this qualitative study is to understand the lived experiences of African American students relative to the development of their sense of belonging while attending predominantly White Seventh-day Adventist academies for their secondary education. The Theoretical Framework: This study was informed by educational Critical Race Theory (CRT), which intersects racial justice in education and educational inequities. The CRT framework also argues that there is a historical pattern of racism ingrained in our society and that it is an institutional problem. In addition, this study is grounded in Bronfenbrenner's Ecological Systems Theory. Methodology. This qualitative study collected data through semi-structured interviews with 14 African American participants. Interviews were conducted via Zoom, lasted 60-90 minutes, and allowed participants to reflect on their experiences attending a predominantly White Seventh-day Adventist academy. The analysis was conducted according to the literature on qualitative studies, and triangulation for credibility was utilized. Findings. The findings revealed four major themes. African American students who attended a predominantly White Seventh-day Adventist academy felt they received quality education from their academy but experienced bias, microaggressions, and discrimination. Their home environment helped them maintain their identity and self-esteem. All participants perceived their home and church as their “village.” Cultural pedagogy is essential for creating a positive experience for African American students attending predominantly White Seventh-day Adventist academies. Conclusion & Recommendations. Three recommendations will encourage a new culture that facilitates a sense of belonging for African American students who attend predominantly White Seventh-day Adventist academies. Administrators, principals, teachers, and staff must follow a Transformational Leadership Model. Leaders must help teachers and staff apply the HEAL model in their personal lives, thereby continuously demonstrating the HEAL model to the African American students who attend predominantly White Seventh-day Adventist academies. Demonstrating humility, empathy, acceptance, and love will encourage a school culture of belonging and well-being. Second, implementing a cultural pedagogy is recommended, and there must be intentional hiring of African American teachers and other teachers representing the diversity of the student body. Applying these organizational changes can bring a sense of belonging to African-American students who attend predominantly White Seventh-day Adventist academies.