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Using a case-study design, it presents a two-year PAR project at a progressive independent school aiming to expand institutional understanding of student diversity, document historically marginalized students’ current schooling experiences, and build a responsive action plan to address issues surfaced during the PAR inquiry process. 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Action Research: A Model for Independent School Reform  \nPermalink  \n[https://escholarship.org/uc/item/51b8c9nk](https://escholarship.org/uc/item/51b8c9nk)  \nJournal  \nBerkeley Review of Education, 6(2)  \nISSN  \n1947-5578  \nAuthors  \nNelson, Joseph Derrick  \nMaloney, Tanya Hodges, Zachary  \nPublication Date  \n2017-01-01  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nAvailable online at [http://escholarship.org/uc/ucbgse_bre](http://escholarship.org/uc/ucbgse_bre)  \nEngaging Diversity and Marginalization through Participatory Action Research: A Model for Independent School Reform  \nJoseph Derrick Nelson,a1 Tanya Maloney,b and Zachary Hodgesc  \naSwarthmore College  \nbMontclair State University  \ncColumbia University  \nAbstract  \nAuthored by a university researcher, school practitioner, and high school student,2 this article examines how independent schools can utilize participatory action research (PAR) to bolster diversity and inclusion efforts. A case study approach was taken to showcase a two-year PAR project at a progressive independent school that sought to: (a) enrich institutional knowledge of student diversity, (b) capture the present-day schooling experiences of historically marginalized students in independent school settings, and (c) develop a dynamic action plan to ameliorate school issues that emerged through the PAR inquiry process. Committed to institutional research that informs school policy and practice, we argue that PAR provides a rigorous, student-centered, and democratic model for independent school reform.  \nKeywords: participatory action research, diversity and inclusion, independent schools, school reform  \nFor over two decades, independent schools in the United States have become increasingly diverse institutions (Goldman & Hausman, 2000; Horvat & Antonio, 1999; Merrill, 1967 ; Monroe, 1993 ; Slaughter & Johnson, 1988; Yoder, 1991) . Student characteristics exhibiting significant shifts include race and ethnicity, socioeconomic status, language, immigrant status, sexual orientation, and religion. Much of this diversity can be attributed to the adoption of more inclusive mission statements and enrollment policies (Macpherson & Goldman, 2002; Macpherson, McHenry, & Sweeney-Denham, 2001 ; Zweigenhaft, 1992), as well as institutional partnerships with organizations centered on providing academic enrichment to low-income students of color (Perry, 1973), which facilitates these students’ access to competitive and elite independent schools (Datnow & Cooper, 1997; Zweigenhaft & Domhoff, 2003) . Through these unprecedented efforts, more students of color from lower socioeconomic backgrounds have been admitted to these distinct learning environments (National Association of Independent Schools, 1996, n.d.) .  \n1 Correspondence concerning this article should be addressed to: Joseph Derrick Nelson, Ph.D. , 501 West 113th Street \\#504, New York, NY 10025. Email: [jnelson2@swarthmore.edu](jnelson2@swarthmore.edu) .  \n2 Roles held by authors at the time of data collection.  \nBerkeley Review of Education Vol. 6 No. 2, pp. 155–172  \n156 Nelson, Maloney & Hodges  \nPartly due to the predominantly White and affluent student populations of independent schools, Black and Latino students have historically experienced social and cultural marginalization (Cose, 1993; DeCuir-Gunby, 2007; Fine, Weis, Powell, & Wong, 1997; Hall & Arrington, 2000) . While these students of color may have improved academically when compared to Black and Latino students in public schools, their marginalization in these arguably elite settings has contributed to the persistence of an achievement gap (Kuriloff, Soto, & Garver, 2012) . The 2014–2015 SAT scores, for example, illustrate how Black/African American, Mexican/Mexican American, and Puerto Rican students ","cbCaikxuDqNmqaKa","https://ap.wps.com/l/cbCaikxuDqNmqaKa","pdf",374709,"English","# Abstract\n# Independent schools and increasing diversity\n## Drivers of inclusion-oriented change\n## Marginalization and achievement gaps\n# PAR as a model for school reform\n## Goals for the two-year PAR project\n## PAR’s contribution to policy and practice","[{\"question\":\"What purpose does participatory action research (PAR) serve in independent school reform?\",\"answer\":\"The article argues that PAR provides a rigorous, student-centered, democratic model that helps inform independent school policy and practice while improving diversity and inclusion efforts.\"},{\"question\":\"What were the main goals of the two-year PAR project described in the case study?\",\"answer\":\"The project sought to enrich institutional knowledge of student diversity, capture present-day schooling experiences of historically marginalized students, and develop a dynamic action plan to address problems identified through the PAR inquiry process.\"},{\"question\":\"How does the article describe the relationship between marginalization and academic outcomes in independent schools?\",\"answer\":\"It notes that Black and Latino students have historically experienced social and cultural marginalization, and that this marginalization contributes to the persistence of an achievement gap, even when academic performance may be strong compared with public-school peers.\"}]","Engaging Diversity and Marginalization through Participatory Action Research - A Model for Independent School Reform | PDF",1792079787,48]