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Striving and thriving: Students of color activating agency to negotiate place, position, and relevance at an elite U.S. independent school

Research output: Thesis › Doctoral Thesis

Published

Standard

Striving and thriving: Students of color activating agency to negotiate place, position, and relevance at an elite U.S. independent school. / Mayikana, Lusanda.
Lancaster University, 2023. 180 p.

Research output: Thesis › Doctoral Thesis

Harvard

Mayikana, L 2023, 'Striving and thriving: Students of color activating agency to negotiate place, position, and relevance at an elite U.S. independent school', PhD, Lancaster University.

APA

Mayikana, L. (2023). Striving and thriving: Students of color activating agency to negotiate place, position, and relevance at an elite U.S. independent school. [Doctoral Thesis, Lancaster University]. Lancaster University.

Vancouver

Mayikana L. Striving and thriving: Students of color activating agency to negotiate place, position, and relevance at an elite U.S. independent school. Lancaster University, 2023. 180 p.

Author

Mayikana, Lusanda. / Striving and thriving : Students of color activating agency to negotiate place, position, and relevance at an elite U.S. independent school. Lancaster University, 2023. 180 p.

Bibtex

@phdthesis{b77723485b9d4068863c7d4505bcee40,
title = "Striving and thriving: Students of color activating agency to negotiate place, position, and relevance at an elite U.S. independent school",
abstract = "This thesis documents the self-perceptions of students of colour in their attempts to claim agency and navigate academic and social discourse in dominated spaces at a U.S. independent school. The study investigated the role played by racial and ethnic socialization as a form of cultural capital embodied by the students of colour in predominantly White U.S. independent schools. It is practitioner research that examines the capacity of students of colour to summon a complement of constructs to actualize their academic potential, navigate new social boundaries, and negotiate a sense of belonging. It argues that the students{\textquoteright} understanding of self as a socialised subjectivity allows them to engage in counter-storytelling and resistance to affirm the value of their voices and self-identity. This thesis seeks to contribute knowledge toward interrogating the colour-blind ideology embedded within the social structures of the American education system and sustains systemic racism and asymmetrical power dynamics. The study concludes by emphasizing the salience of an anti-racist framework in policy discussions to dismantle systemic inequalities in education.",
author = "Lusanda Mayikana",
year = "2023",
month = jun,
day = "12",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - BOOK

T1 - Striving and thriving

T2 - Students of color activating agency to negotiate place, position, and relevance at an elite U.S. independent school

AU - Mayikana, Lusanda

PY - 2023/6/12

Y1 - 2023/6/12

N2 - This thesis documents the self-perceptions of students of colour in their attempts to claim agency and navigate academic and social discourse in dominated spaces at a U.S. independent school. The study investigated the role played by racial and ethnic socialization as a form of cultural capital embodied by the students of colour in predominantly White U.S. independent schools. It is practitioner research that examines the capacity of students of colour to summon a complement of constructs to actualize their academic potential, navigate new social boundaries, and negotiate a sense of belonging. It argues that the students’ understanding of self as a socialised subjectivity allows them to engage in counter-storytelling and resistance to affirm the value of their voices and self-identity. This thesis seeks to contribute knowledge toward interrogating the colour-blind ideology embedded within the social structures of the American education system and sustains systemic racism and asymmetrical power dynamics. The study concludes by emphasizing the salience of an anti-racist framework in policy discussions to dismantle systemic inequalities in education.

AB - This thesis documents the self-perceptions of students of colour in their attempts to claim agency and navigate academic and social discourse in dominated spaces at a U.S. independent school. The study investigated the role played by racial and ethnic socialization as a form of cultural capital embodied by the students of colour in predominantly White U.S. independent schools. It is practitioner research that examines the capacity of students of colour to summon a complement of constructs to actualize their academic potential, navigate new social boundaries, and negotiate a sense of belonging. It argues that the students’ understanding of self as a socialised subjectivity allows them to engage in counter-storytelling and resistance to affirm the value of their voices and self-identity. This thesis seeks to contribute knowledge toward interrogating the colour-blind ideology embedded within the social structures of the American education system and sustains systemic racism and asymmetrical power dynamics. The study concludes by emphasizing the salience of an anti-racist framework in policy discussions to dismantle systemic inequalities in education.

M3 - Doctoral Thesis

PB - Lancaster University

ER -