Description
Daniel W. Love
Abstract Doctoral Defense
An abstract of the dissertation of Daniel W. Love for the degree of Doctor of Education
in Leadership, Learning, and Community
Presented on Date: November 15, 2022
Title: Perceptions of Belonging in Secondary Independent School: A Retrospective
Case Study Comparing Experiences of Former Scholarship and Non-Scholarship
Students
Abstract approved:
Name: Suzanne Gaulocher
Dissertation Committee Chair
The purpose of this study was to determine the sense of belonging between low-income
scholarship students and non-scholarship students in the independent school setting by
examining stories of their lived experience. This study builds on previous research in
higher education that examined students’ struggles to belong, which are particularly
reported by minorities and other historically marginalized groups. The study aimed to
reveal assets and barriers related to equity and access at secondary private schools
through personal stories of students’ experiences. Recently matriculated participants
aged 18-21 from the same independent school in central New Hampshire were recruited
through a snowball sampling method. Through this recruitment approach, 26 individuals
participated. Participants recounted their experiences during their time at the secondary
independent school. Using a narrative inquiry approach with semi-structured interviews,
data were analyzed through an ongoing and iterative process. All data were aggregated
and analyzed using hand coding by transcribing each interview, coding the data, and
determining interrelated themes for each of the different groups of codes. Findings from
this study confirm four integrated concepts: competencies, opportunities, motivations,
and perceptions. Each of these concepts may impact an individual’s ability to feel
accepted, respected, included, and supported by others in the school social environment.
Results address a gap in the literature, specifically how students perceive a sense of
belonging compared between low-income scholarship students and non-scholarship
independent school students. In contrast to previous research, results from this study
indicate that a sense of belonging, as determined by the individual storyteller, was not
significantly different between the two groups of students. Results from this study
determine this was due to a concerted effort on behalf of the secondary independent
school to promote a sense of community. Findings from this study have the potential to
inform independent schools’ equitable practices, especially among diverse groups.
