Date of Award

2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy

College

College of Education and International Services

Program

Educational Leadership PhD

First Advisor

Bordes Henry-Saturné

Second Advisor

Pardon K. Mwansa

Third Advisor

Alayne Thorpe

Abstract

Problem

Despite the landmark 1954 US Supreme Court decision in Brown v. Board of Education that rules segregated schools unconstitutional, the Seventh-day Adventist Church in North America continues to operate segregated schools in close proximity, a practice rooted in a 1944 General Conference vote that allowed the establishment of separate regional (predominantly Black) and state (predominantly White) conferences within the same geographical regions (a conference is a group of churches, schools, and other institutions within a specified geographic region with one central administrative body). This dual system persists even as declining enrollments and frequent school closures prompt consideration of school consolidation to sustain Adventist education. While there has been research on school consolidation and racial integration, there is a noticeable gap in the literature regarding the unique challenges and implications of merging historically segregated Seventh-day Adventist schools from different conferences operating in close proximity.

Purpose

The purpose of this study was to understand the triggers, chronological process, benefits, challenges, and solutions navigated by individuals who were directly involved in the merger and joint operation of two historically segregated Seventh-day Adventist junior academies in North America during the first two years of the school’s operation under a temporary memorandum of understanding (MOU) – one from a predominantly black conference and the other from a predominantly white conference. The central question that drove this study was: How do individuals directly involved in the merger and joint operation of two formerly segregated SDA junior academies in North America perceive and experience this process?

Method

This study used a qualitative case study approach to explore the perceptions and experiences of three key individuals involved in the merger and joint operation of two historically segregated Seventh-day Adventist junior academies in North America by a regional and a state conference. These individuals were purposefully selected based on their direct involvement in the partnership formation process during the first two years of the merged school’s operation under a temporary memorandum of understanding (MOU) to obtain rich and detailed information. The purposeful sampling, guided by a knowledge-based criterion, included one individual from the regional conference, one from the state conference, and one from a neutral third-party team that mediated the partnership formation process.

Findings

The three key leaders interviewed who were directly involved in the partnership formation process expressed their perspectives and experiences of the triggers, positive outcomes, chronological process, challenges, solutions, and significance associated with the partnership formation process. Among the triggers emerged the themes of struggling schools, a desire to preserve quality Adventist education, reduced racial tensions, a desire to align faith and action more closely, pastors taking initiatives, and financial stewardship. The positive outcomes observed fall into three themes: educational excellence, greater synergy between the conferences, and personal growth. The partnership formation process was initiated by two pastors having a conversation and is yet to be finalized after two years. The challenges cited covered five themes: overcoming racial and cultural barriers, building trust, putting faith into action, forging an equitable and sustainable future for Adventist education, and a protracted process. Solutions to the challenges include five themes: taking new approaches, incorporating trust-building elements, appealing to biblical principles, mobilizing pastoral leadership, and, surprisingly, prolonging the process, a theme that emerged as both a challenge and solution. This pioneering initiative bears significance outside of the two schools involved. It falls into four themes: providing a sustainable model to emulate, reflecting spiritual growth and biblical ideals, spurring interracial cooperation beyond education, and offering valuable lessons even if it eventually fails. Three super-themes emerged from the twenty-three themes answering Research Questions 1 – 6, illustrating a sequential progression where personal spiritual growth becomes the foundation for putting faith into action, leading to a successful cross-conference interracial school partnership formation process to establish a sustainable future for Adventist education.

Subject Area

Seventh-day Adventist high schools--North America; Multicultural education--North America;

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