Professional, Physiological, and Psychological Experiences of BIPOC Diversity Equity and Inclusion Practitioners in Independent Schools

Abstract

In 2020, a growing number of independent schools increased efforts to hire diversity, equity and inclusion practitioners who identify as Black Indigenous or other people of color (BIPOC). This qualitative research study explores the experiences of seven BIPOC diversity, equity, and inclusion (DEI) leaders in independent schools across the country from 2020 to 2023. It was conducted by a peer practitioner with over a decade of experience in a comparable role. The findings indicate that organizational circumstances, personal identity conflicts, psychological impacts, and professional consequences can affect the health and wellness of DEI directors of color. The study also provides recommendations for Heads of School and others who support professionals in these complicated roles.