Equity and Inclusion

Dear Maret Community,

As I acknowledged in a letter in early June, our nation has been struggling with persistent violence against and murder of Black people—often by the very people sworn to protect them. Black Lives Matter and Maret supports the goals of dismantling systems of institutional racism and injustice.

Our school is not immune from these ills, and too many have experienced racism and prejudice at Maret. Challenging and constructive conversations are underway about more deliberate and effective steps we can take to combat systemic and institutional racism and be a truly welcoming and safe community for everyone, particularly people who identify as Black.

Last week, a conversation began on Instagram (@blackatmaret), providing a forum for Black students, faculty, alumni, and families to share and discuss their experiences at Maret. Many of those experiences do not reflect what Maret – in its parts and as a whole – aspires to be, and it is evident that these wounds continue to cause pain.

I truly appreciate the honesty expressed in these postings and have spent this past week reflecting with our team on how to respond thoughtfully. While reading the messages has produced feelings of anger, profound sadness and deep regret, it is important that all of us listen carefully and recognize that we must be willing to change. We need to sit in the reality of our institutional and individual shortcomings, knowing that the harm revealed by these stories far outweighs our discomfort. This is a time of meaningful and ongoing reflection for all of us - the school leadership, faculty, students, and whole community. Creating an environment of respect, equity, and inclusion is embedded in our Mission.

The School’s leadership team, acting in partnership with the entire faculty and the Board of Trustees, has the obligation to set a higher standard of inclusion and engagement. Fulfilling that role requires us to deal directly with transgressions (both micro or macro) directed at our Black alumni, students, parents, and faculty.

Over the past decade, Maret has put in place many programs that further the work of opposing systemic racism. One example is the in-house, intensive workshop Deepening the Discussion About Race, which every teaching and non-teaching faculty member has attended. All teachers continue this work through Equity Learning Groups (ELGs) throughout the year. However, our efforts still fall short of where we should be.

We have decided to re-constitute the 2015 Task Force for Equity & Inclusion – renaming it the “Anti-Racism Task Force.” This Task Force will call upon every parent, guardian, trustee, student, and employee to affirmatively take responsibility for fostering an environment of safety and belonging for every member of the community. Some of the first steps will be to complete an institution equity audit to identify problems in our policies and practices; develop unvarnished and inclusive curricula across all subjects; and ensure that identity and equity education is explicitly taught through a variety of channels, including our newly developed Wellness classes across all thirteen grades.

Board President Ian Cameron, and Director of Equity & Inclusion, Courtney Cothran-Fenner, will co-lead this Task Force. This summer, the Task Force will set up listening groups of our alumni, student, faculty, and family communities. We hope that these frank conversations will help us heal, reflect, and grow. Our goal is to unearth our own systemic and institutional racism and to develop meaningful changes which will help us live up to our Mission and Core Values, making Maret the best it can be for each and every one of us. We will share what we learn and what we will do on a regular basis.

Please feel free to reach out to me directly (mtalbott@maret.org), Courtney Cothran-Fenner (ccothranfenner@maret.org), or Ian Cameron (ianocam61@gmail.com). Thank you for helping us continue to fight for equality and combat racial injustice.

Sincerely,
Marjo Talbott
Head of School

Dear Maret Friends,

We are seeing devastating and horrific attacks against Black people in this country. Though violent, racist acts have been occurring for centuries, the widespread dissemination of video brings an immediacy and a hurt that intensifies our feelings of anger, sadness, confusion, and anxiety. Exacerbating this grievous situation is the COVID-19 pandemic and its disproportionate impact on communities of color.

Now more than ever, we must wholeheartedly embrace Maret’s Mission and Core Values by continuing the fight against all acts of racism and bigotry. We must face and wrestle honestly with our collective history, and we must be steadfast in our commitment to goodness, decency, and respect. We, as a School, can do better.

At every major gathering over the past week, we have taken time to commemorate those who have lost their lives and honor those that are standing up against injustice. We are also learning about many of you who are showing up and speaking up in many forums, demanding that we not allow violence and racism to continue.

We have compiled resources for your family’s use on our website at this link: Supporting Our Black Community. While certainly not exhaustive, this is a place for us to continue the work of building a better, safer, and more equitable community, nation, and world. If you have other suggestions for us, please send them my way.

We also want to reach out to you as members of our larger community and offer our love and support in this very difficult time.

Please take care and be safe,

Marjo Talbott
Head of School

Countering COVID-19 (Coronavirus) Stigma and Racism: Tips for Parents and Caregivers (excerpt)

Remember that at any time, should you or your children struggle with feelings of stress, please reach out to your school and community organizations for support. While many families may fear drawing attention to their diverse backgrounds, there are individuals and organizations who want to help. Talk to representatives of your school or local cultural or faith organizations. Other organizations and helpful resources include:

• American Civil Liberties Union, https://www.aclu.org/
• Asian Pacific Policy and Planning Council, http://www.asianpacificpolicyandplanningcouncil.org/
• Association of Asian Pacific Community Health Organizations, https://www.aapcho.org/
• Korean American Coalition – Los Angeles, https://www.kacla.org/
• National Association of Asian American Professionals, https://www.naaap.org/
• Southern Poverty Law Center, https://www.splcenter.org/
• Teaching Tolerance, https://www.tolerance.org/

Speaking Up Against Racism Around the New Coronavirus (excerpt)

Since the virus began to spread, people who identify as Asian American or Pacific Islander (AAPI) have been subjected to racist comments and jokes online or in person, and to isolating behavior from those who are afraid of catching the virus. 

Times like these remind us that we must continuously disrupt and address issues of hate and bias, which often find their way into schools. 

PBS Series "Asian Americans"

This PBS television series chronicles the Asian American story in the United States, premiering during Asian Pacific American Heritage Month in May 2020. Told through individual lives and personal histories, "Asian Americans" explores the impact of this group on the country’s past, present, and future.

Tragically, we are seeing rising numbers of horrific, racist attacks against African Americans. We know that for every action reported in the news, countless other incidents of racism occur daily. Each day, it becomes increasingly important that we continue to combat bigotry, racism, and hatred. To that end, we offer these resources for Supporting Our Black Community.

Upper School DAM promotes diversity awareness, focusing on the identifiers of race, religion, ethnicity, sexual orientation, ability, gender, socioeconomic status, and age. DAM provides an arena for open discussion and includes the School community in numerous activities to ensure that every voice is heard and every difference celebrated.

In the fall, Maret honors National Coming Out Day by celebrating the LGBTQIA members of our community (students, faculty, parents, alumni). The day often includes chalking the sidewalks around campus with names of famous LGBTQIA people, an assembly in which we invite members of our own community to share their stories, and a photo exhibit for members of our community to share their personal connections to the LGBTQ community.

The Queer-Straight Alliance (QSA) is a student-run club whose purpose is to build alliances between students who fall along a variety of positions on the sexual- and gender- spectrums. Our mission is to help create a well-informed, welcoming, and empowered student body. We raise awareness of current social issues, encourage cross-difference dialogue, and provide leadership for shool-sponsored events, such as National Coming Out Day and Day of Silence.

FIFTH GRADE

Fifth grade human development focuses on friendships, self-awareness, and decision making. A significant amount of time is spent teaching students about puberty, reproductive anatomy, and pregnancy, as well as gender identity and gender expression. Classes start with a “check-in,” giving students the opportunity to practice recognizing their own feelings and gain understanding as to how those feelings influence behavior. Check-in also allows students to practice empathizing with their peers. Through reflective activities, students explore and articulate their boundaries with regard to personal space, emotions, language, and behavior.

SIXTH GRADE

In sixth grade, students concentrate on friendships, peer dilemmas, self-awareness, peer pressure, and decision-making. Students continue to reflect on their feelings and gain empathy when they check in at the start of each class. The film Let’s Get Real serves as a starting off point to discuss bullying and responses to bullying behavior. Short videos and discussions about puberty, pregnancy, birth, and reproductive anatomy expand upon the curriculum learned in fifth grade.

SEVENTH GRADE

Students meet in gender-specific groups to discuss the effects of the emotional and physical changes occurring in their lives. They explore sexual growth and development as well as relationships with parents and friends. Students learn about stereotypes, body image, substance abuse, media messages, and the importance of developing clear communication skills. They learn to make decisions that show respect for themselves and others and take into account the possible consequences of their actions.

EIGHTH GRADE

As they prepare to transition to Upper School, eighth graders explore sophisticated themes associated with human growth and development. Small and large group work, class assignments, and videos are used as the basis to discuss sexually transmitted diseases, substance abuse, relationships, decision making, sexual orientation, gender-based expectations, stereotypes, and digital citizenship.

Initiated by students, middle schoolers volunteer to join affinity groups based on personal racial identity. The groups meet during lunch to discuss issues and concerns that are specific to that group--both issues from the larger community, and issues students feel are important to their experiences at Maret. Students benefit from these affinity groups by having a safe place to share, connect, and collaborate with peers of a shared racial identity.

Through literature, social studies, music, and guided classroom discussions, Lower School students explore their thoughts about diversity, respectfully hear other perspectives, and work through differences to achieve a firm sense of community. Many students gather to learn about foods, games, holiday traditions, dances, and other cultural pastimes in the popular Culture Club.

The upper school program helps upper school students develop into adults who will be thoughtful, healthy, empathetic, engaged, and involved in their communities.

Faculty, administrators, and staff work to ensure that students are respectful of each other and adults; that harassing or offensive comments or acts are recognized, addressed, and corrected; that students are academically honest and understand and avoid plagiarism; that fair play and sportsmanship are encouraged in sporting events; and that open debate and differing points of view are respected.

Social-Emotional Learning

Many upper school classes embed SEL work into the curriculum. Additional activities take place in advising groups to develop intrapersonal and interpersonal skills.

Coursework and Activities Focused on Relationships, Sexuality, Respect, and Consent

• Grade 10: Human Sexuality class include lessons on sexual assault and consent.
• Annual assembly for entire Upper School, addressing sexual assault and consent, usually featuring an outside speaker, and awareness raising campaigns preceding this.
• Many student clubs focus on conversation about relationships, identity, and issues of respect/consent, including Action for Women, Diversity at Maret, Queer Straight Alliance, End Sexual Assault, Bridging the Divide, and various Affinity Groups.
• Faculty and students attended two years in a row Georgetown Day School's Summit on Sexual Assault and Consent.
• At the annual Day of Dialogue in March 2018—entitled “Relationships Build with Consent: Ending Gender Stereotypes and Sexual Violence with an Enthusiastic “Yes!”—all US students were involved in education and conversation around these issues.
• Courses that incorporate discussions about Respect and Consent include: Topics in Psychology; Civil Liberties; Contemporary American Literature, Law, Culture and Society; and Women’s History.

Each year, Maret faculty and students attended this conference, which works to effect change in schools and in the world, while promoting self-discovery and personal enrichment. The conference’s small affinity groups provide a safe place to reflect and discuss issues of race and identity, as well as networking opportunities to connect with fellow students and educators. Maret faculty attends workshops focused on curriculum, leadership, and building inclusive communities, led by expert practitioners at independent schools nationwide.

Maret is proud to have piloted the now multi-school Horizons program. Started more than a decade ago, Horizons' six-week summer enrichment program and school year Saturdays help a diverse group of K-8 children from low-income families to develop a lifelong interest in learning, advance academic gains over the summer, and improve achievement in school.

Learn more

An annual welcome reception for parent and guardians of students of color.

Davies Scholars are selected from a pool of talented new students in grades 9 and 10 and receive a thorough orientation of all aspects of our upper school.

The Davies Exposure and Enrichment Program (DEEP) introduces incoming 9th grade students to the study skills and habits needed to excel in Maret’s challenging, college-preparatory program. Students work with Maret faculty in small group settings, reviewing concepts in humanities, mathematics, and science. They learn strategies in critical thinking, self-advocacy, and technology to prepare for the coming school year.

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Co-sponsored by Diversity at Maret students and the Maret Parents Association Diversity Committee, the Mixed Forum generates discussion among Upper School students, parents, and faculty from all division on compelling topics, for example:

• The Clash of Religious Liberty and Civil RightsThe film Race to Nowhere by Vicki Abeles
• Let’s Talk Family Diversity At Maret: Creating a Welcoming School Community for Families with Gay and Lesbian Parents
• The Sexualization of Society: Pushing Boundaries or Crossing the Line
• Equality for All? Reality or Dream? Looking Critically at the Issues of Race and Sexual Orientation in America
• Free Speech vs. The Language Police: A Town Meeting on Political Correctness in American Society
• Rebuilding New Orleans