A Commitment to Progress: Choate Rosemary Hall's 2021 DEI Task Force Report

A Commitment to Progress

Choate Rosemary Hall’s 2021 DEI Task Force Report

by the DEI Task Force

In the wake of George Floyd’s murder and the subsequent protests across the nation, Dr. Alex D. Curtis wrote to the entire Choate Rosemary Hall community on June 4, 2020. In this letter, he wrote:

“We did not begin as a school that welcomed students of all backgrounds, identities, and beliefs. While we have made significant progress throughout the history of our School, there is more to be done. We must recommit ourselves to examining our past and present in order to ensure that we create in the future the most just, inclusive, and equitable Choate Rosemary Hall that we can.”

This articulation of Choate Rosemary Hall’s values and commitment to justice and equity was an important first step in the process that ultimately led to the formation of the Diversity, Equity, and Inclusion Task Force. In the immediate weeks that followed, groups of current students and recent alumni reached out to the School to share their experiences and to offer specific institutional and systemic recommendations that they felt would allow Choate to achieve its stated goal “to do better.” These groups went on to meet with representatives from the School, including the Head of School and Senior Officers, department heads, and the Office of Development and Alumni Relations.

Toward the end of June, as part of a nationwide movement of Black-identifying students and alumni sharing experiences and perspectives from their time at secondary and collegiate private institutions, Choate heard from its own. Says Task Force member Kelly Lorraine ’99, P ’24, “I was distressed and appalled that hurts were still being perpetuated in our community in the present time. It forced me to reflect on my own experiences as a student (now over twenty years ago!), investigate my identity as a Person of Color, and learn more about how structural racism truly is.”

At that time, Dr. Curtis, in consultation with school leadership, determined that there was a clear and demonstrated need for a more systematic and holistic approach to responding to the many concerns raised, while also evaluating areas of growth for the Choate community. Says Task Force member Mike Velez ’00, “If Choate is always striving to be the best version of itself, it needs to be committed to ongoing and applicable diversity, equity, and inclusion work and initiatives.”

The Work of the Task Force

In order to demonstrate that very commitment, the Diversity, Equity, and Inclusion Task Force was assembled and given its charge. Members for the Task Force included faculty and staff who represent multiple areas of school life and hold a variety of identifiers. The Task Force’s original time frame estimated that its review would be complete by the end of October 2020. As the group began to examine practice, consider policy, and meet with various constituents, it became clear that in order to offer recommendations that aligned with the charge of “creating deliberate, meaningful, and lasting change,” a more thorough and complete process was required. At that time, Dr. Curtis immediately approved a request from the Task Force to extend their work through the full 2020-21 academic year.

A Personal Connection to Institutional Initiatives

Choate’s commitment to equity and justice encompasses far-reaching initiatives that span both personal and professional development, alongside structural changes within the institution. With the community sharing common goals, the question became how to reach those goals while recognizing that each department would have its own needs and resources.

The answer was not found in a one-size-fits-all model. Rather, the Task Force gave a broad range of suggestions, allowing for departments to find more tailored solutions for implementation. The Task Force offered long-term goals, and each department has been empowered to pursue individualized training and implementation necessary for their staff. As the report states:

“The purpose and function of this DEI Task Force was to conduct a comprehensive review of systems, practices, and policies as well as consult many constituencies of the Choate Rosemary Hall community in order to better understand perceived strengths and areas of growth for this community regarding diversity, equity, and inclusion. That comprehensive review and the recommendations that emerged from that work is where the work of the Task Force ends.” (DEI Task Force Final Report, p. 9.)

This approach allows departments to work toward long-term equity and inclusion goals while also having the freedom to pursue unique solutions for each department that are thoughtful and informative, not just to support the institution, but to create an atmosphere and culture of true care and desire to improve.

In introducing these initiatives to the School, the Task Force’s approach was not to offer only one specific set of programming or training, but to allow for thoughtful engagement and conversation. In giving recommendations, individuals have the freedom to explore a wealth of new training under the Task Force’s guidance, bringing a personal feel to an institutional commitment.

Four Pillars of Progress

The Task Force offered four main pillars of action, each with its own list of goals. These four pillars give an organized plan for addressing equity and justice on campus while also providing recommendations for department-based changes. Full descriptions of these initiatives, as well as the Task Force’s full report, can be viewed on the Equity and Inclusion page of the Choate Rosemary Hall website.

Individuals and Community

The Individuals and Community pillar seeks to increase representation within the School, ensuring that the campus community reflects the global perspectives that make Choate such a unique place. Hiring practices, access to alumni networks, and empowering curricula that allow students to explore their identities and build empathy are all taken into account, as are cultural competency, physical accessibility, and sustainable partnerships with social justice organizations.

Curriculum and Academic Opportunity

Choate Rosemary Hall has a longstanding belief that learning extends far beyond the classroom, and that what does take place in the classroom should not be confined to a simple exchange of information. With this mindset, a deeper look at the Choate curriculum becomes necessary. This pillar calls for a review of current courses, looking at inclusivity and representation and adapting to the needs of the entire community. It also emphasizes the importance of the student experience, promoting equitable and inclusive advising practices, recruitment and admission practices, and graduation requirements.

Commitment and Accountability

This pillar aims to lay the groundwork for putting shared campus-wide goals into action, ensuring that the systems at work within the School support these goals long-term. This includes the creation and implementation of policies like the Policy Regarding Derogatory and Dehumanizing Content and Language, the Institutional Statement on DEI philosophy, and the Bias Incident Reporting form. The goal of this initiative is to give the community a common language with which to pursue change and a clear, united structure to which to adhere.

Knowledge and Action

The Knowledge and Action pillar focuses on institutional research and faculty development. By collecting and sharing data about historical and current trends, the School can better identify future initiatives and recommendations to increase individual and institutional understanding of diversity, equity, and inclusion, while positively impacting those experiences for constituents on campus.

Looking Ahead: Fostering and Guiding the Strategic Plan

Working alongside the Task Force’s report, the School’s new Strategic Plan was approved by the Board of Trustees in April. Working separately and in tandem, these documents contain the maps that will guide Choate into the future as a more thoughtful and equitable institution. The goals contained in these documents allow Choate to evaluate not just who we are as an institution, but what we value. Says Task Force member Ellen Devine, “By openly facing our past, our failures, our successes, and our potential for growth, we have the most genuine opportunity to foster and sustain a community based on dignity and respect.”

With this final report, the Task Force completes ten months of discussion, research, investigation, reflection, presentations, revision, crafting of policy, and creation of documents and systems. The publication of this report marks the end of the Task Force’s work and the completion of its charge, but the work of making Choate Rosemary Hall an institution that promotes “hope, justice, equality, and peace” remains a central project for all members of this community.

Choate Rosemary Hall is thankful to the entire community for its participation in the process of informing, discussing, and implementing the Task Force’s work.

With special thanks to the DEI Task Force members who developed this report:

Ellen Devine, English Department Faculty

Roney Eford, Director of Athletics

Charlie Fuentes, Language Department Head and Co-Chair of the Faculty Committee

Raynetta Gibbs, Assistant Director of Counseling

Will Gilyard ’98, Dean of the Class of 2023 and Associate for Alumni Engagement

Edrik Lopez, English Department Faculty

Kelly Lorraine ’99, P’24, Arts Department Staff

Rachel Myers (Chair), Dean of Equity and Inclusion and English Department Faculty

Cindy Okrah, HPRSS Department Faculty

Mike Velez ’00, Dean of Students

Yuxin Xie Science, Department Faculty