CAMPUS CONNECTION
Inclusion & Equity Progress H
to a School culture that is fundamentally equitable, inclusive, and anti-racist for all members is foundational. Work to increase diversity across the School community, to correct bias in curriculum, to train faculty, and to strengthen networks of support for all community members of color has been well underway. Last summer’s nationwide demonstrations against anti-Black injustice, however, accelerated progress that spans virtually every aspect of the School. Since the pandemic began, anti-Asian and anti-Asian American violence has increased. The mass shooting in Atlanta on March 16 that killed eight people, six of whom were women of Asia descent, was yet another moment of reckoning with the enduring reality of racism. During an All-School Meeting on March 1, Head of School Craig Bradley emphasized the School’s values as a pluralistic learning community in which all are welcomed. On March 18, two days after the shooting deaths in Atlanta, more than 400 students, faculty, and staff gathered to discuss the experience of Pan Asians in the U.S. and at Hotchkiss, this time as part of a Community Conversation centered around anti-Asian xenophobia, racism, and intolerance. In the days that followed, students participated in conversations led by affinity groups including Triple A (Pan-Asian students), BaHSA (Black and Hispanic Student Alliance), and de Colores (Latinx and Hispanic students). During these and many other gatherings, students continue to come together to share grief, show support for one another, and strengthen the School’s culture of knowledge and understanding. “The engagement and maturity of our students are nothing short of remarkable,” said Director of Diversity & Inclusion Yassine Talhaoui. “I am truly in awe of the sophistication of perspective, the willingness to be vulnerable, and frankly the
10
OTCHKISS’S COMMITMENT
M AGA ZINE
commitment to drive change that students are exhibiting — not only older students, but preps and lower mids as well. It is Hotchkiss at its best.” Among a variety of other resources, the Edsel Ford Memorial Library has supplemented its existing LibGuide of antiracism resources (https://libguides.hotchkiss. org/anti-racism) with a selection of resources dedicated to racism targeting the Pan-Asian community (https://libguides.hotchkiss.org/ anti-racism/pan-asian_racism). The groundswell of public outrage at anti-Asian bigotry comes amidst substantial progress across the School in addressing inequity. The Board Committee on Diversity, Equity, and Inclusion (DEI), which was established last summer and is co-chaired by Trustees Becky van der Bogert and Annika Lescot ’06, has been active in supporting the extensive work taking place across the School.
“What students experience at Hotchkiss will help shape their roles as future leaders and changemakers. Every student should feel ‘at home’ at Hotchkiss — included in the community and appreciated for the diversity of thought, perspective, and background they bring to bear. We owe it to our students and ourselves to dedicate our time, talents, and treasures to this work.” —ANNIK A LESCOT T ’06, TRUSTEE
As a learning environment for students who will one day become leaders of an increasingly complex world, an ability
to understand and navigate varied and intersectional environments is critically important. Students perform better when learning among diverse peers and from diverse faculty. They also achieve more when they have access to teachers, advisors, and school leaders who look like they do. In the current academic year, 38 percent of Hotchkiss students from the U.S. selfidentify as students of color. Twenty years ago, this was 21 percent. International students from a variety of different racial and ethnic backgrounds account for an additional 13 percent of our diverse student body. Through a commitment to financial aid, generous gifts from alumni, outreach programs to engage talented students from all backgrounds, and other measures, the School is continuing to drive diverse enrollment.
“As a mission-driven institution, the students we teach are as important as what we teach them. Who they are very directly affects who we are as a whole, what we stand for, and the relevance of our institution.” —ERBY MITCHEL P’21, DEAN OF ADMISSION AND FINANCIAL AID
As part of ensuring that all students feel safe, seen, and supported, the bias incident reporting process has been strengthened. Using a form readily available online, students have the ability to report incidents of bias. All employees have participated in implicit bias training. In addition, a careful review and assessment of institutional policies, including the employee handbook, student handbook, and disciplinary protocols has been conducted.
