Listening to the Lived Experiences of Black Students in a Suburban, Open Enrollment Public High School

Abstract

Black students often experience unique challenges marked by race in suburban schools. This qualitative study documented the lived experiences of Black students who attended a suburban, open enrollment public high school, focusing on the challenges (social, academic, personal, structural) participants faced, what factors contributed to participants’ sense of belonging, perseverance, and success, and how suburban schools can better serve students of color. Semi-structured interviews were conducted with nine participants in grades 10-12. Participants shared counterstories revealing that their school experiences were marked by regular and ongoing encounters with racism and cultural insensitivity, which impacted their academic, social, personal, and extracurricular lives. Participants responded by developing deep social connections to other Black students, regulating or minimizing aspects of their identities, and maintaining hope for the future. They were consciously aware that they tolerated racial aggression in order to access an educational space that they strongly believed would yield future benefits for them. A discussion of how suburban schools can better serve students of color is included, focusing on culturally responsive practices. This study has implications for students, teachers, and school leaders in suburban schools and schools with high open enrollment.