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From exclusive to inclusive: One in...

Milliman, Rosemary C.

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From exclusive to inclusive: One independent school's journey towards diversity. An examination beyond the "numbers".

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From exclusive to inclusive: One independent school's journey towards diversity. An examination beyond the "numbers"./
作者:	Milliman, Rosemary C.
面頁冊數:	285 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0038.
Contained By:	Dissertation Abstracts International65-01A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120502

From exclusive to inclusive: One independent school's journey towards diversity. An examination beyond the "numbers".
Milliman, Rosemary C.

From exclusive to inclusive: One independent school's journey towards diversity. An examination beyond the "numbers". - 285 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0038.

Thesis (Ph.D.)--University of Minnesota, 2004.

Since their inception, independent schools were designed to be homogeneous institutions for the wealthy. Early in the 20th century, these schools opened their doors to students they deemed desirable and closed their doors to others. As a direct result of this exclusivity, independent schools experienced both criticism and isolation. In response to Brown vs. Board of Education and the civil rights movement, independent schools began to rethink policies of excluding minorities. Whether inspired by the pursuit of justice or the fear of a governmental mandate, the nation's elite educational institutions began to admit small numbers of Black students.Subjects--Topical Terms:

626645
Education, Administration.

From exclusive to inclusive: One independent school's journey towards diversity. An examination beyond the "numbers".
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500 $a Adviser: Neal C. Nickerson, Jr.
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520 $a Since their inception, independent schools were designed to be homogeneous institutions for the wealthy. Early in the 20th century, these schools opened their doors to students they deemed desirable and closed their doors to others. As a direct result of this exclusivity, independent schools experienced both criticism and isolation. In response to Brown vs. Board of Education and the civil rights movement, independent schools began to rethink policies of excluding minorities. Whether inspired by the pursuit of justice or the fear of a governmental mandate, the nation's elite educational institutions began to admit small numbers of Black students.
520 $a After four decades of increasing minority enrollment, few studies have evaluated diversity initiatives in independent schools other than reporting minority enrollment statistics to assess commitment and measure success; few studies have looked more deeply at substantive change necessary for real integration. This study aims to do just that by assessing the attitudes of students, faculty, and parents at Trinity School, a nearly 300 year-old independent school committed to diversifying the student body and faculty for the past 12 years. Utilizing both qualitative data from focus groups and quantitative data from surveys, this researcher tried to assess the school's commitment to diversity and measure the success of its diversity efforts through the eyes of its constituents: students, faculty, and parents. Focus groups conducted with these constituents identified common themes and generated survey questions. Analysis of focus group transcripts and survey results illuminate both successes achieved and challenges remaining.
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