Culturally Affirming Independent School Board Governance: Centering the Experiences of Independent School Board Members of Color
type: CreativeWork
description: As schools become more diverse, K–12 independent school boards benefit from diversity (Jernigan et al., 2010; Tolbert Smith, 2022). This study examined the narratives of independent school board members of color (BMOC) across the United States’ racialized history of education (Anderson, 1988; Omi & Winant, 2014). The study used a survey (n = 23) and interviews (n = 9) based on Helms’s (1996) racial identity theory and Booth-Bell et al.’s (2021) board governance theory. This multiple case study examined survey responses of BMOC from 17 schools governed by the National Association of Independent Schools (NAIS). Nine respondents were selected for semistructured interviews about personal experiences, racial identity, and board governance. The results from the quantitative survey were analyzed using Qualtrics, and the qualitative data from the semistructured interview were analyzed using Dedoose. The findings informed the creation of a conceptual framework termed culturally affirming independent school board governance (CAISBG). CAISBG seeks to improve board dynamics, ensuring the incorporation and recognition of assets to repair disparities in governance and amplify the significance of the racial socialization of board members to guide governance structures in independent schools (Bolgatz et al., 2020; Fredette & Sessler Bernstein, 2021; Land, 2002). This research aimed to illuminate the challenges facing BMOC, advocate for an asset-based approach, and offer actionable strategies for school governance. Findings affirmed the value of centering narratives of BMOC in K–12 independent school boards. Recommendations include developing a vision for inclusive leadership, empowering the voice in the community, and authentically representing all the identities in the board.
abstract: As schools become more diverse, K–12 independent school boards benefit from diversity (Jernigan et al., 2010; Tolbert Smith, 2022). This study examined the narratives of independent school board members of color (BMOC) across the United States’ racialized history of education (Anderson, 1988; Omi & Winant, 2014). The study used a survey (n = 23) and interviews (n = 9) based on Helms’s (1996) racial identity theory and Booth-Bell et al.’s (2021) board governance theory. This multiple case study examined survey responses of BMOC from 17 schools governed by the National Association of Independent Schools (NAIS). Nine respondents were selected for semistructured interviews about personal experiences, racial identity, and board governance. The results from the quantitative survey were analyzed using Qualtrics, and the qualitative data from the semistructured interview were analyzed using Dedoose. The findings informed the creation of a conceptual framework termed culturally affirming independent school board governance (CAISBG). CAISBG seeks to improve board dynamics, ensuring the incorporation and recognition of assets to repair disparities in governance and amplify the significance of the racial socialization of board members to guide governance structures in independent schools (Bolgatz et al., 2020; Fredette & Sessler Bernstein, 2021; Land, 2002). This research aimed to illuminate the challenges facing BMOC, advocate for an asset-based approach, and offer actionable strategies for school governance. Findings affirmed the value of centering narratives of BMOC in K–12 independent school boards. Recommendations include developing a vision for inclusive leadership, empowering the voice in the community, and authentically representing all the identities in the board.
author: Dennis, Christopher S, PhD
keywords: Independent schools, Board governance, Board members of color, Culturally affirming, Racial identity theory, Community cultural wealth, Critical race theory, Institutional racism, Governance theory, agency theory, stewardship theory, stakeholder theory, resource dependency theory, Diversity equity and inclusion, DEI, Counter-narratives, School board effectiveness, Education Policy, Race and Ethnicity, Social Justice
date published: 2025-05-18T07:00:00Z
date modified: 2026-07-24T05:41:55Z
provider: University of San Diego
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of San Diego