Largely centered around white privilege, upper-class tradition and affluence, boarding schools are centers of socialization that have historically catered to members of a white, elite, and exclusive community. However, there remains a complicated nexus of race, class, and gender that needs to be explored amongst all-girls boarding school culture. Previous studies have explored Black girls’ racial identities against various backdrops of middle and upper-class White America; however, there is limited research specifically within the context of all-girls boarding schools. This qualitative research project provides a multiple case study to illustrate the narratives of Black women who have attended these elite institutions. Using a thematic analysis approach, I center my inquiry around three questions: (1) how do Black girls at boarding schools negotiate their racial identity within and against predominately white spaces and frameworks? (2) how does socioeconomic status shape the ways in which Black girls experience these schools? and (3) what strategies do Black girls employ to manage their identity? Ultimately, my research inquiries beg the question regarding the cost that Black girls have to pay for social mobility.
