Congratulations to Torsie Judkins who on Friday, February 13, 2026, successfully defended his dissertation proposal.
The title of Torsie’s dissertation is "RESILIENCE AND REPRESENTATION: COUNTER NARRATIVES OF AFRICAN AMERICAN STUDENTS’ ACADEMIC AND SOCIAL EXPERIENCES IN INDEPENDENT SCHOOLS: A CRITICAL QUALITATIVE STUDY."
Overview of Problem: Independent schools often portray themselves as inclusive, mission-driven communities, yet their histories, cultures, and definitions of “fit” and “belonging” are shaped by whiteness and elite norms. African American students frequently report racial isolation, microaggressions, surveillance, curricular erasure, and pressure to code-switch, making belonging conditional rather than universal.
Research Purpose: This study amplifies the counter-narratives of African American/Black alumni to understand how they experienced and made meaning of academic and social life in predominantly White independent schools, including the role of race and intersecting identities in shaping belonging, identity, support, and resistance over time.
Research Design: A critical qualitative inquiry that draws upon Critical Race Theory and aims to generate counter-storytelling regarding racialized experiences in predominantly White independent schools.
Sample: Purposeful recruitment of approximately 8–12 African American/Black alumni (18+) who graduated from NAIS-member U.S. independent schools within the past 5–7 years; current students and individuals in a direct supervisory relationship with the researcher are excluded.
Data Collection: One confidential, semi-structured 60–90 minute Zoom interview per participant, audio-recorded with consent. Transcripts will be de-identified, pseudonymized, securely stored, and participants may review their transcript or a summary for accuracy (member checking).
DISSERTATION COMMITTEE CHAIR:
Dr. Susan V. Iverson
DISSERTATION COMMITTEE MEMBERS:
Dr. Nora C. R. Broege
Dr. Nicole Joseph
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