FORTY ACRES AND A SCHOOL: HOW BLACK CHARTER SCHOOL FOUNDERS CAN DISRUPT THE IMPACT OF SEGREGATION ON BLACK CHILDREN

School segregation remains deeply embedded in the U.S. K–12 education system despite decades of reform efforts. Black students have continued to face restricted access to equitable learning opportunities and resources. As alternatives to traditional public schools, charter schools can allow for more autonomy and flexibility in serving students. This dissertation explored how Black charter school founders (BCSFs) have leveraged their distinct perspectives to establish racially affirming institutions that actively combat enduring systemic racism. Through in-depth narrative interviews with six founders, key motivations emerged, including transforming their own negative educational experiences into positive change and providing options for disadvantaged communities. These founders had confronted historical inequities through practices that center cultural pride and high expectations among marginalized students. Representation also matters, with intentional staff diversity helping reinforce students’ identities. Although limitations around quantitative data linking specific leaders to outcomes exist, the qualitative narratives revealed charter schools can be vehicles for empowerment when they are crafted purposefully around racial advancement. Centering these Black leaders’ wisdom fuels counter-narratives where educational spaces foster belonging for communities long excluded. Their visions materialize through practices intentionally designed to shatter deeply embedded systemic barriers. This research highlighted how charter schools can make an impact when led by cultural architects focused on liberation. The findings support future scholarship solidifying the connection between the racial backgrounds of leaders and their unique capacity to erode racial disparities. The lived experience of these BCSFs provides a roadmap for organizing schools as sites promoting social justice.