African American students experiences attending a predominantly White suburban high school A comparison of the perspectives of homegrown and transfer students

The purpose of this study was to explore the school experiences of African American students attending a predominantly White suburban high school. The study aimed to determine if those African American students attending school in the district since elementary school perceived their high school experiences differently than those African American students transferring into the school district at the secondary level. Various instruments were used to explore this research question. District data collected from a survey about students\u27 school experiences were utilized. Interviews were also used to further explore these topics. Six African American homegrown high school students and six African American transfer students were interviewed for the study. In addition, 10 of these twelve students selected a parent and friend to be interviewed in order to provide additional insight into their school experiences. A total of 32 interviews were conducted. Results indicate homegrown and transfer students have very similar experiences as African American students at a predominantly White suburban high school. Homegrown students seem more in tune with their racial experiences at the school, however. Both homegrown and transfer students engage in relationships with peers and adults and are involved in extracurricular activities, impacting their sense of belonging to the school community in a positive manner. However, at times they experience racial microaggression from their teachers and peers resulting in feelings of frustration, isolation and disconnect from the school environment. Participants\u27 relationships, in particular, with Black adults provide them allies within this sometimes hostile environment