Equity and Inclusion

With a campus as diverse as Maret’s, issues of equity and inclusion are of paramount importance. These issues are celebrated through numerous school initiatives that foster ongoing dialogue and self-reflection essential to a healthy campus.

Deepening the Discussion About Race


At the beginning of each school year, new faculty participate in the Deepening the Discussion About Race workshop designed to develop a greater awareness of how race shapes their leadership at Maret. They examine the history and context of race and racism in our country, our city, and on our campus. Together, faculty develops a common language, a shared framework, and a set of tools to benefit their students. At Maret, 100% of our teachers have completed the workshop.


During the week participants develop a greater awareness of how race shapes their leadership at Maret as well as an understanding of the history and context around race and racism in our country, in Washington, and at Maret. Participants examine definitions of racism, oppression, and white privilege and explore how this is ingrained at Maret. Together, faculty develops common language, a shared framework, and set of tools that will positively impact their students.


This institute began in 2012; to date, 100% of faculty members have completed this seminar.

Faculty Reflection

"We asked ourselves how can we rethink the School, its assumptions, and the important experiences lived by the most important part of our jobs: the students."

"It was the first time that I've been to a conference where everyone in the room, except for two of the facilitators, were colleagues; that had a very intense effect on the week, but a promising one. I realized this work about race is part head and part heart, and without both you're not completing the picture."

"I always assumed and feared [that] white people would dismiss my concerns as me being too “sensitive”. I was surprised, elated, and moved to know that my white colleague and I could have this conversation and it wouldn’t end with me in tears."

"It’s one thing to pay lip service to the idea of being an inclusive and equitable community. It's another to be in a room with people for eight hours daily for five days with people from different backgrounds working towards that end. It's empowering.

It’s scary. It’s emotionally exhausting. It’s a great way to start having thought-provoking, tough conversations about race, difference, what we want for ourselves professionally, personally, and for our students."

Mixed Forum

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

Upper School Day of Dialogue

Maret’s annual Upper School Day of Dialogue is an opportunity for
students and faculty to engage as a community around issues of
identity and equity through presentations and workshops. These
conversations are central to our Mission and critical for students’
personal growth.

Lower School Culture Club

Each session of the Culture Club is taught by Maret parent volunteers who represent a variety of cultures and who share their personal stories and traditions. Students enjoy food, games, music, dance, crafts, and other activities to celebrate each culture.

Student Programs

Upper School Diversity at Maret

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.

K-12 National Coming Out Day

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.

Upper School Queer-Straight Alliance

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.

Middle School Human Development


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.


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.


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.


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.

Middle School Affinity Groups

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.

Lower School Identity Curriculum

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.

Upper School Human Sexuality, Respect, and Consent

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.

Beyond the Classroom

NAIS People of Color Conference and the Student Diversity Leadership Conference

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.

Horizons Greater Washington

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

Meet, Eat, and Greet

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

Davies Scholars and DEEP

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.

Learn more

Mixed Forum

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

Committee on Equity and Inclusion


  • to have a forum in which equity issues in the community (i.e., parents, faculty, and students) are processed,
  • to plan for equity and inclusion programming in each division,
  • to ensure substantive professional development related to equity and inclusion for Maret faculty,
  • to provide programming for our parents on equity and inclusion,
  • to support forums for open and sustained dialogue on equity and inclusion in the Maret community,
  • to chart a future course for the School, based on the Task Force on Equity and Inclusion’s 2015 recommendations, regarding equity and inclusion programming and initiatives.

2019-2020 Members

  • Courtney Fenner, Humanities Teacher, Co-Chair
  • Marjo Talbott, Head of School, Co-Chair
  • Berook Alemayeha, Math Department Chair
  • Dana Krein, Humanities Teacher
  • Jung Lee, Third Grade Homeroom Teacher
  • Krystle Merchant, Director of Community Engagement &  Partnerships
  • Jessica Samowitz, Lower School Librarian
  • Patrick Scott, Director of Middle School Admissions & Social Media
  • Steven Tejada, Director of Upper School

2017-2018 Goals

Over the past few years, there have been many prongs that have continued to build our “collective muscles” in doing this important work on Equity and Inclusion. The coming year is a year of transition at Maret with many new “players.” We want to build on the foundation and shared understandings from Deepening the Discussion about Race, Deepening Reconvenes, and the Lower School Identity Curriculum. During the 2017-2018 school year, we will focus on new classroom-based work to strengthen equitable and inclusive teaching practice. We will also gather data and define our objectives moving forward in this work.

Our ongoing work should complement the set of recommendations from the Board’s Equity Task Force Report (2015) and the new Strategic Directions document (to be voted by the Board by September, 2017). We want to ensure that there is good coordination going forward, especially with the shifting of players. CEI will take the lead in this oversight with Department Chairs/Division Directors team (D2). There will be a number of different but connected initiatives:

  • Those just hired will attend a 3-day version of Deepening prior to starting in August.
  • The new Equity Learning Groups (ELG) will incorporate the ideas of the Reconvenes; they will meet 4 times during the year to build trust and work on our practices especially in the classrooms. We will still have a series, Professional Learning Circles, that could meet on 3 consecutive Wednesdays that tackle specific issues (design thinking or spelling in the LS).
  • The Equity and Excellent Teaching Document will determine a set of equity and excellence principles in the classroom – and will inform some of the conversations for the ELG and Classroom Observations
  • This summer, CEI members Jua Fluellen, Maria Lopez, Courtney Cothran-Fenner, and Jaime Estrada will attend the 3-day conference, the Equity Design Lab, featuring Zaretta Hammond; we hope that she will also come to Maret later in the year for a 1½ days of training of the D2, CEI, and others.
  • The Classroom Observation Team worked on a process that promotes classroom observation, including peer to peer and other forms.
  • Have some Powerful Speakers (and a Community Read) that furthers all of our work on Diversity – bring in periodically the Glossary of Diversity Terms with the Deepening Protocols
  • Data Collection: Statistics teacher Eric Heilman will work with Department Chairs to define areas of research related to equity and inclusion and share findings back to the CEI and Department Chairs to help identify and refine equity and inclusion goals.

Note: One other change is that there will no longer be a sub-committee of the MPA called the MPAD; rather there will be a member of the Maret Parent Association Executive Committee who will be MPA Equity and Inclusion Liaison who will work with Susan Epps on parent programs and initiatives.

Ongoing Programs

Many programs are now integral to Maret school life:

  • Committee on Equity & Inclusion (monthly)
  • Admission Outreach (throughout the year)
  • Faculty of Color Recruitment (second semester)
  • Deepening Discussion About Race (summer 2016 and ongoing discussions throughout the year)
  • Davies Scholars (US) (admission season)
    • Davies Exposure and Enrichment Program (summer, advising throughout the year)
  • Faculty Meeting Focus on Equity and Inclusion (numerous times a year)
  • Meet, Eat, & Greet for Parents/Guardians with Students of Color (September)
  • Other Maret Parents Association Diversity Committee Events (Spring)
  • Coming Out Day, K-12 (October)
  • Day of Silence, Middle and Upper Schools (April)
  • Different Kinds of Families, Lower School
  • Culture Club, Lower School (monthly)
  • Faculty Affinity Groups (periodic)
    • WARA (White Anti-Racist Allies)
    • Black Faculty Affinity
    • Faculty of Color Affinity
    • LGBTQ Faculty Affinity
    • Asian Affinity
  • Affinity Groups – Student Periodic
    • Black Student Union
    • Asian Affinity
    • LGBTQ Affinity
  • Parent Coffees across difference
  • Diversity at Maret Student Group (weekly)
  • Queer-Straight Alliance (weekly)
  • Day of Dialogue (annually)
  • Mixed Forum (annually)
  • LGBTQ Family Gathering
  • NAIS People of Color Conference and Student Diversity Leadership Conference (annually)
  • Achievement Gap Review
  • Exit Interviews with African American students (May)
  • Hispanic Heritage Month (September)
  • Quantitative and Qualitative Review

2016-2017 Initiatives

  • By the end of August, 2016, basically all of Maret teaching and non-teaching faculty completed Deepening Discussion about Race.
  • CEI created and presented Glossary of Diversity Terms.
  • The Lower School rolled out the new Identity Curriculum.
  • Department Chairs expanded evaluation process which includes clear objectives that incorporate equity and inclusion as part of everyone’s annual review process.
  • Debbie Irving, the author of Waking Up White, presented, and the faculty who “wake up white” returned to her messages separately.
  • Faculty workshop was created around Ta-Nehisi Coates’ book, Between the World and Me.
  • Rosetta Lee, a nationally respected diversity trainer, returned to Maret to discuss the gender identity spectrum.
  • A number of teachers orchestrated other faculty meetings on ways to create more equitable and inclusive learning environments.
  • Reconvenes of all previous Deepening Discussion about Race cohorts were conducted.
  • World Languages Department Chair worked with a group to create Equity and Excellence objectives for teaching.

2015-2016 Initiatives

  • Began to implement the Equity Task Force’s plan, joining CSBGL and Penn to do more quantitative and qualitative research. Eric Heilman’s (US Mathematics Teachers) advanced Statistics students conducted research and presented their findings of Maret students’ experiences of race and gender. The research findings were reported in an impressive set of presentations to students and faculty in the Spring.
  • Created a two hour “Deepening” experience with our Board of Trustees.
  • The Board changed the Bylaws to rename the Education Committee to the Education & Equity Committee.
    Continued to hold Deepening Reconvenes and ensured that all the rest of the Faculty attend Deepening during the Summer of 2016.
  • Ongoing training and outside speakers: Rosetta Lee in December, Ta’Nehisi Coates in March; the Race Card Project in April
  • Given the national dialogue, faculty, students and parents developed an upper school assembly about Islamaphobia and the Muslim experience at Maret.
  • Worked on our Glossary of Equity and Inclusion Terms and began to plan the Fall faculty meetings.
    Lower School worked on a more comprehensive Identity Curriculum through the June ICIE.
  • Determined that all faculty would read Between the World and Me by Mr. Coates this summer.

Community Snapshot

  • 38% of the faculty self-identify as people of color
  • 24% of enrolled families receive financial aid
  • Maret families hail from 50 different nations
  • 62% of our students reside in DC, 30% in Maryland, and 8% in Virginia
  • 48% of our students self-identify as people of color

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