Racial Equity Task Force Update

Racial Equity Task Force Recommendations

In the spring of 2020, the Head of School announced the convening of a Racial Equity Task Force to assess the state of racial equity with special attention to the experience of Black students at CSW. While there are always ongoing diversity, equity, and inclusion initiatives at CSW, the national outcry for greater awareness of and response to racial injustice, as well as the letter written by student members of USC (United Students of Color) calling for greater care and attention to the wellbeing of our students of color, prompted more critical self-examination. The task force, a diverse group of twenty members across constituencies including students, alumni/ae, parents, faculty, staff, administrators, and board members, met every other week from October to May. The questions that drove the work of the task force were: Are Black students experiencing a sense of belonging at CSW? What barriers exist that may be keeping Black students from experiencing a sense of belonging? Are there existing inequities with regards to the educational experience of Black students at CSW?

There were two main methods of collecting information from the community:

Focus group discussions were conducted with Black-identifying students and alumni/ae, facilitated by an outside consultant, to gather the stories and experiences of those willing to participate.

Of the 12 Black-identifying students (students who self-identify as Black,

African American, Afro Latinx, Black multiracial, etc.), 8 participated in the focus group discussions. 8 Black identifying alumni/ae ranging from the graduation years of 2008 though 2019 participated in the focus groups

A racial equity audit of every department was conducted to examine departmental policies and practices, and to collect data that could inform our understanding of the experience of Black students.

Having looked at the data collected, there are some clear areas of need and improvement. One clear indication that students of color are not feeling connected and experiencing a sense of belonging is that once graduated, alumni/ae are generally not staying connected to the school. Few Black alumni/ae responded to the invitation to participate in the focus group discussions, and we don’t have updated contact information for many alumni/ae of color. Additionally, alumni/ae of color participation in reunion events is generally low.

The following are some preliminary and overarching recommendations that we believe would cultivate a greater sense of belonging for Black students and students of color in general.

I. Composition of the School

It is necessary to have a critical mass of Black students, and students of color in general, in order for the school to feel inclusive. Being the only Black student in a classroom, or any other space, is isolating and students of color feel spotlighted when race or other diversity/equity issues are discussed. It’s important that students of color have a community of peers with whom they share experiences, and that they see themselves represented in the community and not in ways that feel like tokenism. This year the admissions department implemented strategies that allowed the school to yield a significant number of students of color, doubling the number of Black and Latinx students at the school.

Recommendations:

The task force recommends that CSW continue these efforts ensuring that every year we increase the percentage of students of color so that it more closely resembles the demographics in the United States.

II. Representation of Faculty and Staff of Color

It is necessary to hire and retain Black and other faculty and staff of color so that students of color see themselves represented in the adults. These adults provide important mentoring, support, modeling, and valuable perspectives for all students, and especially for students of color.

Recommendations:

Continue to make intentional efforts to hire faculty and staff of color. Hiring strategies should include: Using consulting services that focus on diverse hiring to ensure that pools are diverse, training hiring committees on antibiased hiring practices, and offering competitive compensation and benefits.

As openings occur, proactively work to hire faculty and staff who identify as Black and other underrepresented identities in all departments.

Retention strategies should include:

Providing institutional support for the needs of faculty and staff of color, offering professional development opportunities, as well as opportunities for advancement within the school.

III. Inclusive School Culture

As a predominantly white school it’s important that white students and adults reach out to students and adults of color and invite them in. All spaces should feel welcoming to students of color, and the onus is on white students and adults to share space and be self-aware about the ways in which white culture and values dominate the environment.

Recommendations:

Create more opportunities for white students and adults to explore their identity and privilege to raise their awareness, and learn about how to be more equitable, inclusive, and anti-racist.

Create more opportunities for the parents of white students to learn about their identity and privilege to raise their awareness, and learn about how to be

more equitable, inclusive, and antiracist, so that they can support their children’s development.

IV. Inclusive Curriculum and Pedagogy

Many aspects of the school, and some departments more than others, continue to feel white-centric. Black students and students of color in general need to see themselves reflected in the curriculum, and not just in ways that highlight histories of systemic racism and oppression. Students need to see their race, ethnicities, and cultures uplifted and celebrated in the curricula of the school. Teaching pedagogies should reflect equitable practices, and a high level of cultural competency skills.

Recommendations:

Departments should routinely audit their courses to ensure the curriculum is enriched with the perspectives of underrepresented groups, and a variety of races, ethnicities, and cultures are studied and referenced in the materials.

Students should both see themselves reflected in the curricula, and get exposure to other perspectives.

Content should be taught through a historical lens that is critical and challenges white supremacist ideology.

All school programming, assemblies, advisory, and the PACE program should reflect the diversity of the student body, and create opportunities to critically examine systemic racism and other forms of oppression.

The school should ensure the implementation of pedagogies that support and affirm all children by using culturally responsive, and anti-bias teaching methods/practices

V. Faculty and Staff Development

Faculty and staff professional development should include learning about the histories of underrepresented groups in the United States, as well as strategies for how to best meet the needs of students from underrepresented groups. Anti-racist teaching requires a recognition that traditional curricula centers whiteness, and making an intentional shift to center the histories and experiences of underrepresented groups.

The faculty growth and development process must include benchmarks for demonstrating cultural competencies and equity literacy in their work, including developing comfort and knowledge in discussing race and systemic racism. Teachers must be aware of and actively challenge white supremacist ideology in their teaching.

VI. Inclusive Programs and Policies

As a predominately white privileged school, the school must ask itself: What are we taking for granted? Adequately responding to the needs of Black students and students of color requires learning about and offering support based on the specific needs of individuals and groups. As the school creates programs and policies, it must consider that students and families will represent a wide range of races, ethnicities, cultures, socio-economic, and other backgrounds.

Recommendations: VI. a. Equitable Access to Opportunities

Ideally, all fees should be included in the school tuition for all students moving forward. By avoiding additional fees, all students would have access to an equitable educational experience, regardless of their socioeconomic background.

If additional fees continue to exist, funds must be earmarked for students who need additional financial support, and clear paths for accessing this support must be articulated.

Communication must be personalized and culturally appropriate, offering translated materials whenever possible.

VI. b. Student and Family Support

CSW should create more intentional onboarding opportunities for students and families of color, and continue offering spaces, events, and opportunities that specifically cater to students, families, and alumni/ae of color throughout the year.

Affinity spaces are extremely important and provide crucial support to students of color. CSW has over 15 affinity and alliance groups. This year, two additional groups were created: Black Student Union, and

Students on Financial Aid. CSW should continue to support affinity spaces with funding, staffing, infrastructure, and guidance. Affinity groups are primarily spaces for student support and should not be relied on as a source for generating programming. That being said, affinity groups are welcome and encouraged to enrich the school by sharing information that is important to them with the rest of the community. This sharing should not be viewed as educating the community, but rather an opportunity and invitation for underrepresented students to claim space in their school.

In general, clear avenues for support should be articulated to students and families so that they understand how to advocate for their needs and who they can contact.

When faculty and staff of color leave the school, students of color are especially impacted. The departure of a supportive adult can be painful and leave a void for students of color. The school can proactively offer support and help students of color process the departure of valued members of the adult community.

VI. c. Addressing bias, microaggressions, and any form of racism or discrimination

CSW should create a clear process for responding to incidents of bias, microaggressions, and any form of racism or discrimination. The process for making a report should be clear to every member of the community. The response will depend on the context and severity of the situation. Whenever possible and appropriate, a restorative justice approach will be taken to preserve relationships within the community.

Anti-bias training should be implemented for all members of the community.

VI. d. Early Academic Advising and Support

First-generation students of color may not have the generational and background knowledge to understand the details and nuance of the academic advising and college counseling processes, and may be at a disadvantage.

CSW should offer earlier orientation to bolster preparedness for engaging in these processes.

Once engaged in the college counseling process, first-generation students of color and their families may need additional support completing forms and otherwise navigating the steps.

CSW can be proactive in anticipating potential needs and offering support.

Efforts must be made to clearly advertise the role and availability of the Skills Center to all families and develop language that normalizes this form of support.

VI. e. Alumni/ae of Color Programming

Create more opportunities to engage alumni/ae of color in ways that feel meaningful to them and keep them engaged with the school.

VII. Data Collection and Accountability

It is important that the school collect and examine data regularly in order to measure progress, and hold itself accountable.

Recommendations:

Create a committee to examine how the school collects and manages data, and consider what data to collect, and how to analyze it to check for equity.

Establish a protocol for collecting culture climate data periodically from the community to examine feelings of inclusion and belonging.

Establish clear methods and lines of accountability to track progress over time.