An Exemplary American Education with an International Perspective

By TOM BOASBERG, Superintendent

As about 60 faculty and staff colleagues sat together in the library earlier this year, we were all impressed and deeply moved by what we were hearing. For two hours, we listened to students from our Black Student Union and our PRISM and SAGA clubs of LGBTQIA+ students talk about their experiences at Singapore American School and what advice they had for teachers about their teaching on issues of race, ethnicity, gender, and sexual orientation. It was a remarkably honest and thoughtful conversation. I think all of us emerged grateful for our students’ candor, impressed by their deep thinking on issues, and committed to learning more about how we best teach the vital issues of diversity, equity, and inclusion (DEI) at SAS.

The sessions with our students were just two of over 30 different sessions that we offered our educators on our DEI Exchange days this year. Each of the DEI sessions was hosted by SAS students, SAS educators, or outside practitioners who responded to a schoolwide request for proposals and volunteered to lead sessions on topics of their expertise and passion. These sessions were attended by all SAS employees: faculty, staff, and school leaders. Each person chose which sessions to attend and shared their perspective with their colleagues. Sessions included conversations on a wide range of topics, including age discrimination, perceptions of ability and disability, the experience of Asian Americans, concerns of Singaporean LGBTQIA+ leaders, and methods to diversify elementary school reading material (conducted in both English and Chinese).

At the heart of these conversations is our commitment to ensuring that equity and inclusion at SAS are as strong as our extraordinary diversity. The diversity here at SAS has been a hallmark since our founding in 1956, when 98 students and seven faculty members came together in a seven-bedroom colonial-style bungalow on 15 Rochalie Drive. Fifty-eight of those original students were American and the remaining 40 hailed from different nations. Today that ratio is similar, with slightly over half of our students being US citizens and the rest holding over 60 other passports.

As we celebrate our 65th anniversary, I am struck by how this original commitment to a diverse student body continues in our mission today to provide an exemplary American educational experience with an international perspective. We are like a rich tapestry composed of many different, unique, and beautiful threads. We are stronger when we recognize both the uniqueness and beauty of each of our threads and the remarkable strength we have in coming together as one social fabric. We want to do all we can to prepare our students to understand, thrive in, and improve the diverse world in which they will live.

This work is not about a political agenda— instead, its aim is to bring people together, to build bridges of understanding, and to encourage an appreciation for a diversity of perspectives. Our aim is to ensure our community is one where each individual member feels valued, cared for, and included. We are committed to this goal and to learn how we can do better when we are not meeting it.

SAS has shown multiple advisory lessons about DEI topics (i.e., racism, transgender awareness) and facilitated conversations with students on increasing DEI in school. High school clubs have also tackled this problem, for example the clubs PRISM and SAGA presented to faculty on LGBTQ+ inclusion.

— AUDREY WAHKING, PRESIDENT OF PRISM

SAS has taken a deep dive into what is truly needed to ensure diversity, equity, and inclusion, and that work is often messy. It has to be messy to get to the point of being unapologetic about providing a safe environment for all members of our community. That messy work has meant uncomfortable conversations and educating all members of our community from faculty and staff, students and parents, and all those involved in the SAS experience. It will take time and courage to continue to build DEI as a norm but I believe we are ready to do it. It is truly messy, uncomfortable, and exhausting work but it's at the heart of what we need to be about if we are truly preparing our students for the future.

— BARBARA HARVEY, HIGH SCHOOL VISUAL ARTS

Singapore American School claims to be a community that promotes cultural competence and inclusion. This, regrettably, has not always been the case. We claim to be diverse, but our student body does not emulate the nuances in class, race, and other forms of identity present in the real world today. This has only exacerbated our problems with self-awareness, political correctness, and discrimination on the basis of identity. We must do better and focus on diversity, equity, and inclusion in order to uphold our promises for a more inclusive, educated community.

— DANIEL KWON (CLASS OF 2019)

We are living in a time when many people are trying to better the wrongs of the past. We need to know how to properly do that which is where DEI comes in. Not only that, but many people aren’t aware of their subconscious biases, something DEI activities bring to light.

— INARA ARORA, ELEVENTH GRADE

Our professional development this year has focused on learning around DEI. All faculty and staff have been invited into these conversations and done work around DEI. We have been working to ensure that our policies and practices are carefully examined through a DEI lens.

— RYAN BRUCE, MIDDLE SCHOOL DEAN OF STUDENT LIFE

Stereotypes and the labels we attach to people carry the power to influence how we perceive them in terms of their competence, their behavior and capability. These stereotypes are growing stronger and choking the global community spirit. DEI initiatives are imperative to create a welcoming community where everyone can be successful, where people feel valued for who they are. The DEI initiative at SAS is encouraging conversations about topics that we may have previously taken for granted. The community is curious to recognize and understand the effects of conscious (and unconscious) biases and that is a great start!

— SHRUTHI RAMESH, HUMAN RESOURCES ASSISTANT MANAGER

DEI has been, is, and will continue to be essential. It is a proactive commitment to live by just values as we proactively ensure each person’s rights are protected: the right to be constantly valued as an individual, through (inter) actions, and in systemic decisions. As educators, while safety and comfort in the community are important— through the celebration of diversity— disruption, discomfort, and tension are equally necessary and healthy towards the un/relearning of actions towards equity and inclusion.

— HANAKO SAWADA, ELEMENTARY MUSIC

DEI is an integral part of SAS. Understanding the importance of our faculty and staff’s identities, while honoring differences, lifts our morale and overall attitudes in our respective roles to support and help one another. SAS provides a robust DEI program that engages every member of our community with professional development allowing for open and honest discussions. We are currently learning from one another through insightful stories and varying degrees of perspective. As we challenge ourselves along this new journey, we continue to learn.

— JULIE ZHANG, THIRD GRADE CHINESE IMMERSION TEACHER

SAS has begun facing DEI issues head on. As a student who has suffered from poor DEI at SAS, I feel validated seeing these issues being prioritized. SAS has done tremendous work, with teachers, faculty, and students, giving lessons grounded in DEI. SAS has valued student voices and feedback on their own experiences, and I’ve been treated with the opportunity to present at one of the many workshops letting my voice be heard.

— MARISSA M., EIGHTH GRADE

SAS is a school where diversity is often celebrated in an entertaining way; however, everyone should also shoulder the responsibility that comes with being in a diverse environment by addressing the systemic issues that can lead to discrimination and micro-aggressions. Our community needs to recognize that diversity deserves not only to be celebrated but acknowledged and understood.

— ALEXANDRA BUCKNALL-STARKER (CLASS OF 2018)

One exciting piece of work that took place this year was work led by the SAS school board to formalize a schoolwide DEI Commitment Statement that sets forth our vision and beliefs.

That statement reads:

As a school, the diversity of our community is one of our greatest strengths. That diversity offers extraordinary learning opportunities for our students as well as opportunities to build lasting friendships and relationships across cultures, nationalities, and other aspects of identity. For our diversity to reach its full potential as a strength, it is important that our commitment to equity and inclusion for all members of our community be as strong as it is to diversity. Every student at SAS should feel valued, cared for, and included. Differences in culture, backgrou nd, ability, identity, and perspective should be respected and celebrated; SAS has no place for racism or any other type of discrimination. It is only by creating a positive climate and inclusive culture that we will meet our vision to cultivate exceptional thinkers who are prepared for the future.

We are excited about this statement and our work going forward. We look forward to sharing with you our next steps along this journey.