Ravens Accept “Ongoing Invitation” to Build an Inclusive Community

Janice Lewine
April 15, 2022

In December 2020, Ravenscroft’s Board of Trustees adopted a Statement of Diversity, Equity, Inclusion and Belonging, affirming that the institution is committed to fostering a strong sense of community in which all members feel seen and respected.

At Ravenscroft, we believe it is the responsibility of each person in our community to embrace diversity, equity and inclusion in every aspect of school life — from our classrooms to our boardroom, from the arts to athletics.

We listen to, empathize with, learn from and value our differences, both visible and invisible. We are committed to fostering an atmosphere of unyielding curiosity where students, faculty, staff, alumni and families are respected, feel safe and have a sense of belonging.

In turn, we build citizen leaders equipped to thrive in a complex and interdependent world and change it for the better.

— Ravenscroft’s Statement of Diversity, Equity, Inclusion and Belonging

As Head of School Doreen Kelly explained, the charge that the board statement confers has become “the anchor” for all work in this space moving forward. It’s an imperative that is deeply connected to the school’s guiding framework, Lead From Here, and the commitment to imbue Ravenscroft students with character, service and leadership and equip them to take their place as citizen leaders in a complex and interdependent world.

“This evidence-based work is an ongoing invitation to be curious about other people,” she said. “We’re not a community built on sameness. This is not a journey of perfection; it’s a journey of self-awareness and connection.”

Building on foundational work done over the last several years, the school has kicked off a number of programs and initiatives built around faculty, student and parent/guardian commitment to these goals — deepening the impact of Lead From Here and empowering members of the community to change their world. Here, we explore three recent initiatives that support this vision.

Building Empathy: The Dialogic Classroom and Dialogue Across Difference

Through intensive work with Essential Partners, Ravenscroft has initiated training for teachers to become facilitators of conversations that respect differences and work toward understanding. This model, known as The Dialogic Classroom, focuses on “connection before content” and facilitates ways for teachers to fold into their curriculum dialogues that open students up to varying perspectives and help them better understand their own views and values.

As Lisa Horton, Assistant Head of School for Human Resources and Diversity, Equity & Inclusion, explained, “We want to ensure students can have conversations around differences and not be at odds. The goal for our DE&I work is for students to express empathy with each other and also be curious about another person’s thoughts, beliefs and values.”

Middle School teacher Christina Frazier and Jaden Colson ’26 participate in an activity as part of her Dialogic Classroom practice.

Sheila Awasthi ’26 and Middle School teacher Sarah Baker listen as another student shares during a Dialogic Classroom exercise.

Last August, an initial cohort of 22 faculty members in the Middle School and Upper School took part in training to learn how to bring about these conversations among their students through the use of “connecting questions.” Structured to engage each student, these thought-provoking questions are designed to humanize fellow students and cut across, rather than reinforce, preconceived categories. Students discuss what’s meaningful to them and share personal experiences in the way they want them to be known. The dialogues also lay the groundwork for more difficult conversations in the future.

READ MORE: How Ravenscroft Teachers Created Dialogic Classrooms

 

Here are some examples of how Middle and Upper School teachers created dialogic classrooms this year.

• Leading up to their yearlong Ravens in Action project, eighth-grade students read books about how young people have engaged in community service or leadership projects. This enabled Middle School Language Arts teacher and DE&I Coordinator Christina Frazier to facilitate a classroom dialogue about global issues that young people can influence. “Having had the time and the space to listen to each other and having felt heard in the classroom, students were far more creative and courageous in choosing projects that were real to their own experience,” she said.

  Frazier also asked students to talk about a time they witnessed something that wasn’t fair and to describe what that injustice felt like as well as what their greatest hopes are for the future of the world. “In a dialogic classroom, students are much more engaged and empowered because they’re appreciating each other’s perspectives,” she said.

• Middle School Language Arts teacher Sarah Baker posed questions that allowed students to connect with course material based on a lived experience. For example, as students read George Orwell’s “Animal Farm,” Baker prefaced a lesson on herd mentality by asking them to discuss a time when they followed the crowd. “It’s important for everyone to feel like they can share their truth in response to a question and for us to hear each other before diving into the content,” she said.

Upper School teacher Shelley Brown gives directions to students — clockwise from left, Garrett Hill ’23, Christina Graham ’23, Ava Kate Wall ’23 and Helena Yang ’23 — for a small-group dialogue.

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• Upper School students in Shelley Brown’s English classes respond to dialogic questions in small groups as a way to develop a better understanding of one another. For example, Ravens discussed their own experiences with the themes of “nests and cages,” referring to that which can nurture an individual (nests) but also be viewed as oppositional by society (cages); and “windows and mirrors,” which can provide insight into the identities, experiences and motivations of others (windows) but also enable people to see reflections of themselves (mirrors).

  As they further explored how the characters in their reading experience and react to these dichotomies, students also developed more nuanced perceptions about one another. “We’re listening patiently and attentively in an equitable space,” Brown said. “Not only have I seen growth in their connections with each other, I’ve seen them take care of one another in ways that I didn’t expect.”

• Connecting to something most teenagers feel passionate about, Upper School physics teacher and DE&I coordinator Lorre Gifford led several dialogues based on song lyrics. Students picked a song that described a past experience, a dream for the future or a personality trait. She then compiled a playlist that students listened to in class. “They got to know each other better and thought of the person when their song was played,” Gifford said.

  For another playlist, Ravens chose a song describing “where they are in their life right now,” which, for most juniors and seniors, related to feelings of stress about college applications and acceptances. “That led to a whole conversation about stress, knowing that everyone was going through it and being more understanding to the person sitting next to them,” she added.

As Upper School teacher Lorre Gifford looks on, students including Yogin Patel ’23, Skyler Riley ’23 and Jacob Margraf ’23 search for songs whose lyrics capture a growth experience from the year.

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Teachers aren’t the only ones fostering a more inclusive and empathetic school community. Last summer, 24 Upper School students were selected to receive training from Essential Partners to facilitate Dialogue Across Difference, conversations with their peers about challenging topics that are critical to the Upper School’s sense of community. They have since led several discussions with fellow students during a Day of Dialogue. Spring topics included Meaningful Conversations, Giving and Receiving Support, and Building a Stronger Community.

Peer facilitators include: (front) Sophia Hopper ’24, Grace Petrov ’24, Kennedy Cousar ’22, Davis Anderson ’22; (back) Tul Cherukuri ’24, Nyla Moore ’24, Lindsey Carter ’22, Jairus Cook ’22, Jenna Taylor ’22.

Dialogue Across Difference peer facilitators Jenna Taylor ’22 and Beixi Gu ’25, at far left, lead a dialogue with ninth-graders to support their transition to the Upper School.

Jane McNeill ’24 said she trained to be a peer facilitator because she wanted to help address concerns affecting the student body. “I work to create a space where participants can safely discuss issues they may disagree about without judgment. The goal isn’t to persuade each other but to find common ground,” she said. “Having a space for discussion allows for authentic exchanges.”

“I think that an extremely important skill for everyone’s life is knowing how to talk to other people in an effective way and how to communicate your own opinion effectively,” fellow peer facilitator Carter Anderson ’23 added. “There are some very difficult and uncomfortable conversations that need to be held at some point, and this [program] is a great first step in that direction.”

“This is important work connected to Lead From Here and our ongoing invitation to build a stronger community,” Kelly said. “Young people are exercising leadership development around how to change the world. This is an environment that allows them to practice that, and we as adults to be supportive. It helps us fulfill the mission of preparing kids for the complexities ahead and feel confident in their desire to be both curious and kind.”

Above, members of the Student Diversity Advisory Committee gather outside the Olander Center for Student Life at the A.E. Finley Activity Center following a lunchtime meeting.

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Advancing Inclusion and Belonging: Upper School Student Diversity Advisory Council

The Student Diversity Advisory Council, also new this year, works with Upper School leadership to share insights and further understanding in matters related to diversity, equity and inclusion. The group, which held its first meeting in January, comprises 16 Upper School students (four students per grade) who are representative of the student body with regard to race, color, religion, sexual orientation and gender identity. They’ve discussed topics such as increasing diversity in admissions and hiring, creating more inclusive course content, bolstering campus affinity groups and understanding how the Upper School responds to incidents of bias.

The group seeks to be a “change agent” in the Upper School and beyond, said SDAC president Delaney Washington ’22, who worked with Horton to form the council. Assistant Head of School for Academic Affairs Justin Brandon and Assistant Head of Upper School for Student Leadership Kat Belk serve as meeting facilitators.

Delaney and her family have long been advocates of diversity and inclusion at Ravenscroft. In 2013, her parents co-founded the Crosby-Washington Diversity and Inclusion Fund, which supports DE&I training at Ravenscroft, including efforts by the volunteer-led Parents Supporting Diversity and Inclusion. “Diversity and inclusion is about everyone, not just marginalized groups on campus,” Delaney said. “Ravenscroft isn’t afraid of big issues and conversations, because what’s happening in terms of race, gender and equality all around the world is a part of learning.”

Members of the Student Diversity Advisory Committee include (front) Olivia Rivera ’25, Simone Baldwin ’22, Savanna Gardner ’25, Lauren Hayes ’23, Rowan Thomas ’23, Ethan Silverman ’25; (middle) Tul Cherukuri ’24, Zora Mourning ’24, Delaney Washington ’22, Anthony Melvin ’22, Montana Ramakrishnan ’23, Rachel Mason ’22, Jai Gupta ’25; (back) Aryan Ghodrat ’24, Garrett Hill ’23, advisor Lisa Horton, Nyles Steele ’24, advisor Justin Brandon.

“To have a forum where students can talk about issues related to diversity, equity, inclusion and belonging — not just with themselves but with Upper School leadership — is unique,” Brandon said. “Students ask some pointed questions, but it’s important that they feel comfortable asking those in a safe space.”

“We are here to put our students first and to engage with them. Creating a space where students’ voices can be heard in sharing joys, concerns and ideas, that’s what makes this exciting,” Belk added. “There’s a lot of good and honest conversation going on.”

Supporting the School Community: Changes to Parent-Group Governance and Structure

Ravenscroft’s parent-led volunteer groups are also taking steps to embrace difference and work toward positive change.

Following the Parents’ Association’s decision last fall to provide funding for PSDI, a fellow parent organization whose mission is to promote diversity and inclusion through awareness and outreach, PA leaders are working with Ravenscroft staff to formally change the group’s structure to make it more reflective of the community’s diverse perspectives. In February, the PA voted to expand its executive committee to include the leadership of both PSDI and Global Parent Ambassadors, which through a global perspective works to nurture relationships among not just international families but all families at Ravenscroft. The leaders of the school’s two other parent groups — the Fine Arts Association and the Ravens Athletic Club, which, like the PA, are governed by the Board of Trustees — are also joining the PA’s executive committee as ex-officio members. The expansion will become official in January 2023.

Parent-group leaders Tamara Hayes, Felecia Hughey and Courtney Stafford participate in a Lead From Here workshop led by CCL and Ravenscroft faculty trainers.

Outgoing PA co-presidents Aeri Meyers and Felecia Hughey, at right, pass the ceremonial gavel to 2022-23’s leaders, Tamara Hayes and Tracey Zola.

PSDI president Tamara Hayes — who will serve as co-president of the PA in 2022-23 — applauds the move. “For PSDI to sit on the executive committee and have the input to steer things in a favorable direction is great. We can also further our reach, now that we have the funding to plan programming and activities,” she said.

“The move also allows the parent groups to streamline activities and communication so we can be more purposeful and intentional,” GPA president Valeska Redmond said.

PA co-president Felecia Hughey agreed. “It’s good for these groups to have a seat at the table and be involved in the programming that’s going to be affecting everyone community-wide. Bringing in those different perspectives will be very beneficial to the community.”

In preparation for the work ahead, leaders of these groups got together in May for a Lead From Here workshop, forging bonds and opening communication with the ultimate goal of strengthening the school community.

“All of our parent-led groups have added so much value to our community, and we’re benefiting from that,” Hughey’s co-president, Aeri Meyers, said. “It is our intention to have a shared space for our parent leaders to implement a focused framework for goals, activities and resources and to celebrate the outcomes of all of these collective efforts.”

Members of PSDI meet in the Ravenscroft Welcome Center to discuss Steve Robbins’ “What If?” as part of the group’s book club.

Read more about Ravenscroft’s volunteer-led parent groups in this story from our Fall 2020 issue, “Parent Groups: Connecting and Collaborating.”