critical theory, education, race, racial isolation


Students of color in predominantly white school systems face significant challenges in their path to positive racial identity development due to racial isolation. Their journeys through the education system are impacted by a lack of same-race peers and educators, and the challenges they face are amplified by neighborhoods that are equally devoid of same-race community members. This paper explores the experiences of self-identified members of the African diaspora in predominantly white schools in Portland, Oregon. Their stories were collected through semi-structured qualitative interviews. Analysis is informed by critical, feminist and constructivist perspectives, and utilizes a narrative approach. The experiences shared by these students offers teachers and educators in predominantly white schools useful context in understanding the viewpoints, challenges and unique journeys of their underrepresented students.



Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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