our founder
Danielle A. Stewart, Ed.D. founded this organization after writing her dissertation on the Former Minority Students Perceptions of Self-esteem from an Atlanta K-12 Private School Experience. The quantitative research revealed that the the experiences of Black and Latino(a) students proved to be perceived similarly. Further confirming that the challenges that minority students face in private schools could be more minority driven opposed to ethnically driven.
From her personal experience as a graduate of a predominantly white private school in addition to her more recent work with iChange Collaborative and her continued research on topics of minority students in private school experiences, Danielle is passionate about her vision to further support minority students in private schools both emotionally and intellectually by creating an extension of the academic environment in order to meet the needs of these amazing students. The work as expanded beyond the independent population, into initiating programs that meet the needs of students of color in various academic settings. By doing so, In School Spirit has been created to connect the communities of minority students together so that students can have a renewed school spirit that is nurtured by our three "IN" principles: involved, inspired and included. Furthermore, ensuring that our children do not feel alone but can feel empowered and connected to their own academic communities (private or public). Danielle is a proud member of the Georgia School Counselor Association. Recently, Danielle has been recognized by YouCan as an advocate for families, schools and community businesses in DeKalb County, to encourage community cohesiveness. Click here for more information.
From her personal experience as a graduate of a predominantly white private school in addition to her more recent work with iChange Collaborative and her continued research on topics of minority students in private school experiences, Danielle is passionate about her vision to further support minority students in private schools both emotionally and intellectually by creating an extension of the academic environment in order to meet the needs of these amazing students. The work as expanded beyond the independent population, into initiating programs that meet the needs of students of color in various academic settings. By doing so, In School Spirit has been created to connect the communities of minority students together so that students can have a renewed school spirit that is nurtured by our three "IN" principles: involved, inspired and included. Furthermore, ensuring that our children do not feel alone but can feel empowered and connected to their own academic communities (private or public). Danielle is a proud member of the Georgia School Counselor Association. Recently, Danielle has been recognized by YouCan as an advocate for families, schools and community businesses in DeKalb County, to encourage community cohesiveness. Click here for more information.
we are DEFINING "SCHOOL SPIRIT" FOR STUDENTS OF COLORThe definition of the concept "school spirit" is typically expressed by the display of loud cheers and the enormous attendance at a school event. However, how does that translate into understanding the connection which students of color have (especially) to their predominantly white institutions, especially when their presence is not so dominant? In order to address the challenges that students of color have faced and continue to face during their overall academic experience, we must first explore some of the factors that influence and give a more vivid example of what school spirit looks like for students. We have narrowed down and continue to dedicate our research in exploring these three areas: Involvement, inspiration and inclusion in order to better make a connection between schools and students of color in order to ensure a more positive overall academic experience. How we define the 3 key elements of school spirit:
1. INVOLVEDIt is the myth and the stereotype that students of color do not wish to be involved in the culture of independent schools. There are many factors as to why this assumption exists. Involvement is sometimes limited due to where students live, cultural difference and cultural cycles that have been in existence for many years. In exploring the culture of the level of involvement students have in their schools, we have conducted research of students of color who are graduates of independent schools.
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WHAT WE BELIEVEObtaining a good education does not necessarily equate to having an overall pleasant academic experience. Contrary to the myths of students of color in predominantly white schools, the challenges are not necessarily academic. The challenges stem from a lack of a connection to the community. When a person envisions what an overall pleasant academic experience should look like, it typically is not translated into a place where one does not feel connected (especially in a place where one spends the majority of their time as a child). Check out one of our networking groups.
OUR INITIATVEIn School Spirit was to initially offer support and resources to the current and former minority student body who are affiliated with but not limited to private schools. However, we know that all students can benefit from the supplemental support that we are committed to providing. We believe that students in independent schools who are in the minority need the additional reassurance that they can feel: "Included", "Inspired" and "Involved". Being able to connect students of color from different academic settings, allows for resources to be shared, communities to be challenged and for students to grow and to be more well rounded.
For minority students especially, it can sometimes be a challenge to feel connected to your educational environments. Independent School Spirit's goal as an organization is to help support all students emotionally and intellectually via networking initiatives to ensure a more well-rounded overall academic experience. |
2. INSPIRED
Platforms which promote inspiration within students of color can be established through those who have had the authentic experience themselves. Whether it is being able to socially identify to an individual based upon race, academic experiences according to race or familiarity with the a particular environment (in this case independent schools), it is quite essential in order for students of color have an external resource to refer to. This journey as a student of color is underestimated and the stories are often not fully told However, there is so much appreciation for the lessons learned that transfer into real life experiences beyond the educational world.
3. INCLUDED
Often the challenge of students of color in independent schools is the disconnect that is already prone to exist. This assumption is accompanied with the anxiety of feeling a lack of inclusion. The make up of the school does not necessarily display a familiar setting therefore, finding it necessary to gravitate to those who are identifiable. Isolation is a means of survival and provides the comfort while adjusting to this setting. Being able to connect current students of color with those who understand and can introduce them to a world with a mind set that will reduce the level of social anxiety so that the level of isolation to can be reduce and opportunity and inclusion can be explored and considered are ways that we have identified as a means for our students to thrive.
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