Left, Collection of Idris Brewster; right, Monica Almeida/The New York Times
Left, Jessica Kourkounis for The New York Times; right, Ozier Muhammad/The New York Times
Monica Almeida/The New York Times
Karsten Moran for The New York Times
Ozier Muhammad/The New York Times
Ozier Muhammad/The New York Times
Idris Brewster in a Dalton class photo from 2001-2002 (front row, third from left), and as a student at Occidental College.
By JENNY ANDERSON
WHEN Ayinde Alleyne arrived at the Trinity School, an elite independent school on the Upper West Side in Manhattan, he was eager to make new friends. A brainy 14-year-old, he was the son of immigrants from Trinidad and Tobago, a teacher and an auto-body repairman, in the South Bronx. He was soon overwhelmed by the privilege he saw. Talk of fancy vacations and weekends in the Hamptons rankled — “I couldn’t handle that at that stage of my life,” said Mr. Alleyne, now a sophomore at the University of Pennsylvania — and he eventually found comfort in the school’s “minority corner,” where other minority students, of lesser means, hung out.
In 2011, when Mr. Alleyne was preparing to graduate, seniors were buzzing about the $1,300-per-student class trip to the Bahamas.
He recalls feeling stunned when some of his classmates, with whom he had spent the last four years at the school, asked him if he planned to go along.
“How do I get you to understand that going to the Bahamas is unimaginable for my family?” he said in a recent interview. “My family has never taken a vacation.”
It was a moment of disconnection, a common theme in conversations with minority students who have attended the city’s top-drawer private schools.
There is no doubt that New York City’s most prestigious private schools have made great strides in diversifying their student bodies. In classrooms where, years ago, there might have been one or two brown faces, today close to one-third of the students are of a minority. During the 2011-12 school year, 29.8 percent of children at the city’s private schools were minority students, including African-American, Hispanic and Asian children, according to the National Association of Independent Schools, up from 21.4 percent a decade ago. (Nationally, the figure was 26.6 percent for the same period, up from 18.5 percent 10 years before.)
But schools’ efforts to attract minority students haven’t always been matched by efforts to truly make their experience one of inclusion, students and school administrators say. Pervading their experience, the students say, is the gulf between those with seemingly endless wealth and resources and those whose families are struggling, a divide often reflected by race.
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