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The goal of this study is to determine how Brentwood Academy can care for minority students in ways defined by the school’s mission statement. This study argues that the school needs to be more intentional about the way it serves students of color. This can be done by rejecting a colorblind model and adopting one that treats people equally while celebrating differences. This thesis has been tested against current scholarship and in Scripture.
Through careful examination of Scripture, God’s heart for the disenfranchised is clear. It is clear in the Old Testament, Jesus’ teachings, and Paul’s writings that Christians should be active in their care for minorities. This hypothesis is tested through exploring passages from multiple biblical authors to reveal that the Bible is not silent on this issue. Care is also given not to proof text or to interpret the Bible in a way that was not intended. Clearly diversity is a part of God’s design for creation, so the differences that God created should not be ignored as in a colorblind ideology. Modern scholarship also rejects the notion of ascribing to a colorblind worldview. A critique of the practices of Brentwood Academy in regard to race are compared with the literature on diversity in schools and in Scripture to determine best practices moving forward.
The findings of this study reveal that Brentwood Academy needs to move away from a colorblind ideology in order to care for minority students at an institutional level. However, no actual research was conducted among students, parents, or faculty to ascertain how effective the school is in fulfilling its mission among minorities. This project would benefit from research done on campus but is beneficial for all independent schools that desire to care for the minorities who attend their schools.
Doctor of Ministry (DMin)
Diversity, Academy, Faith-Based, Minority students
Religious Education | Secondary Education
Material is subject to copyright.
Widmaier, Steven, "How Brentwood Academy Can Fulfill the School’s Mission for Its Minority Students" (2017). Doctor of Ministry Projects. 342.