This study is a phenomenological study that explores the impacts that racial affinity groups and varsity athletic teams have on the perceived sense of belonging, social capital development, and identity development of students at one New England independent boarding school. The rationale for this study comes from the notion that many independent schools are engaging in diversity, equity, and inclusion (DEI) work in order to shift their cultures away from the White affluent culture in which they were founded. Racial affinity groups are one tool that some schools use to try to create a healthier culture for students of color but they are not widely researched nor are they widely recognized as central parts of the school programming. Because varsity athletics is a widely accepted and supported program that also brings students together around common interest, it was used as reference point to contextualize the impacts of affinity groups. This study conducted focus groups and surveys with 18 students at one New England boarding school. This study found that both programs can have positive impacts on sense of belonging, social capital, and identity development. There were key differences in the way that the programs made connections between students and adults as well as between students and the institution as a whole. This study also found that, although both programs created an environment for healthy identity development, they didn't both capitalize on that to the same extent. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]