BELONGING BY DESIGN: BUILDING EQUITY-DRIVEN LEADERSHIP IN INDEPENDENT SCHOOLS

Independent schools in the United States have long embodied a paradox of privilege and exclusion; while espousing ideals of character and excellence, they remain structured by the cultural norms of Whiteness that marginalize and prevent belonging for students and educators of color. This dissertation of practice investigates how independent school leaders can develop the awareness, skills, and accountability systems necessary to advance equity and belonging in historically White institutional contexts. Grounded in counter-storytelling and Critical Race Theory, and inspired by the 2020 @BlackAt Instagram movement, the study employed an action research design to explore whether a Community of Practice model could strengthen leaders’ capacity to enact systemic change. Five administrators from U.S. independent schools engaged collaboratively in reflective inquiry around leadership, policy, resistance, and accountability. Data were collected through leadership self-assessments, transcripts, and equity action plans and analyzed through iterative coding and triangulation processes. Findings indicate that in order to fulfill their missions, independent schools must embed belonging into policy, strategy, and practice. The study also affirms that sustained and collective professional learning fosters both personal transformation and institutional readiness. By positioning belonging as the measure of equitable leadership, this study offers a replicable model for cultivating courage, skill, and accountability among school leaders committed to dismantling White supremacy culture in independent schools.