Gil TalbotMathematics & Science for Minority StudentsA three-summer residential program held on the Phillips Academy campus, (MS) 2 teaches math,science, and study skills and offers college counseling to talented and motivated Latino, AfricanAmerican, and Native American students from economically disadvantaged areas around the country.College counseling has always been partof the (MS) 2 curriculum, with third-yearstudents learning about applications,financial aid, essay writing, and the art ofthe interview, but historically that has beenlimited to their time on campus. Althoughmost have guidance counselors to workwith once they’re back at their homeschools, (MS) 2 Director Dianne Cruz wasconcerned that opportunities were beingmissed and that some aspects of the processmight be falling through the cracks.“It was hard for me to get follow-upinformation as to where the studentshad applied, if they needed any help, andhow the college application process wasgoing,” says Cruz. Last summer, as theprogram was winding down, studentswere told that (MS) 2 college counselorLaShawn Springer would be availablethrough the school year to help them onan as-needed basis, gratis. And althoughnot all of the 40 third-year students tookher up on the offer, Springer says manywere interested in continuing to workwith her, on their essays in particular.“(MS) 2 is such a time of growth that bythe time summer ends, many students arestill reflecting on the experiences they’vejust had. Sometimes, at that point, anotheressay emerges,” says Springer, adding thather familiarity with the program meansshe can provide more pointed feedback onessays than a school counselor might. Inaddition, the writing portion of the (MS) 2college counseling course is largely focusedon the personal statement, so the extratime allows Springer and the students towork together on the larger essays. That’sespecially helpful for those who apply to beGates Millennium Scholars, for which theyare required to write some eight essays,and those seeking a college match throughQuestbridge, which requires differentessays altogether.Regan Allen, an (MS) 2 student fromChicago, worked with Springer inapplying to college through Questbridgethis winter—not only on improving hisessays, but also in soliciting informationon time management, the importanceof what to fill out when, and how to findscholarships.Gil TalbotAbove: (MS) 2 collegecounselor Walter Pineda(center) offers adviceto Brenda Macias andChase Warren, both(MS) 2 ’15.Regan Allen,(MS) 2 ’14,celebratesgraduationin August.College applications require a lot of organization,says Allen, but the focus paidoff. He was accepted by Georgia Tech,the University of Illinois, and Purdue,and will study engineering. Other (MS) 2students also fared well, with Brown, Yale,Bates, Smith, and Dartmouth among theschools sending acceptance letters.Sarah Zobel is a Vermont-based writer ofprofiles and features, primarily on health,wellness, and education.•1965The PA Steering Committee calls forgreater diversity in social, economic, racial,and ethnic backgrounds of Andover students.It also calls for a “more Catholic atmosphere.”| | | Trustees abolish PA’s workThe PA Steering Committee34 Andover | Spring 2015•1965system for scholarship students.•1967proposes coeducation.
WhoNeedsEquity?by Emma Staffaroni, English InstructorIt’s a typical Tuesday evening: We—adults and kids—are running fromathletics to Paresky Commons tothe library, or perhaps to a rehearsalor club meeting. I head to CAMD(Community and MulticulturalDevelopment) in Morse Hall. Itsinconspicuous door opens to a glowinginterior, filled with books, comfychairs, and excited feminists of allgenders, races, and backgrounds.It’s our weekly meeting of Women’sForum, or WoFo, a club run byand for students. I became its facultyadvisor in 2013 in the immediateaftermath of a student movementcalled Feminism=Equality (F=E), inwhich students organized awarenesscampaigns to bring feminist ideas andsocial critiques to their peers and teachers.Since that time, WoFo has operatedas nothing less than a think tank onissues of equity and inclusion. Studentspractice complex political discourse,problem solving, and mutual support.Casually seated in a large circle, theydiscuss issues ranging from womenin STEM fields to sexual violence tomedia misrepresentation of womenand people of color. It’s an opportunityto voice one’s lived experience, but alsoto listen.Since arriving on campus in 2013, I’veknown an Andover where these issuesspill out of buildings, fill the chapel atAll-School Meetings, and unfurl onlinethrough student-curated Facebookpages. As in any conversation, somevoices are louder than others; indeed,some never even make it to the table.Making equity our priority meansensuring the space for all voices in allkinds of discussions. As faculty, our partin this effort involves careful introspection:How do our various identities andsites of privilege—our races, genders,educational backgrounds, and other factors—influenceour teaching?The answer to the question “Who needsequity?” is, of course, “Everybody.”This past fall, the student LGBTQ communityinvited Alex Myers to speakduring GSA (Gender and SexualityAlliance) Weekend. A novelist, scholar,and teacher, Myers was also the firstopenly transgender student at Exeterand Harvard in the late 1990s. As hespoke of the male/female gender binariesthat permeated those schools, itdawned on many in the audience that,15 years later, we still have a long way togo with gender inclusivity and diversity.Of his high school years, Myers toldus: “I wasn’t sure what I wanted more:for myself to change or for the world tochange the way it saw me.” This sentimentresonates beyond the realm of genderequity. Arriving on our beautiful campus,many find that they’re both seeing andbeing seen—making sense of how theyfit into a large and infinitely diverse groupof “youth from every quarter.”With these ideas on his mind lastspring, Alex Tamkin ’14 createda short film called The AndoverPerspective Project. Tamkin askedfellow students about their experienceswith identity; the answersrevealed some of the work aheadof us. Many students felt that here,assumptions about their backgroundsdefined them. Some intervieweesshared the stereotypes theyheard about race, socioeconomicclass, gender, and sexual orientation—stereotypesthat made themfeel unwelcome and even unsafe oncampus. “Why do I have to fit intothis little box?” one student wondered,pain in her voice. But talking aboutit helps. As faculty and students havebecome more vocal about what a moreequitable Andover would look like, onestudent notes, “These discussions arebecoming more natural.”In the final segment of the film, Tamkinasks his subjects to complete the sentence,“I am....” One student grapples abit: “I am... I guess... a bunch of differentthings.” In teaching and learning equityat Andover, we must start by rememberingthat everybody here is “a bunch ofdifferent things,” never just one.Turn the page to see what others haveto say about equity and inclusion.•1967| | | PA students form the Afro-American Society.Abbot and PhillipsAbbot Principal Mary Crane initiatesa large increase in scholarship programsfor underprivileged students, most ofthem urban African Americans.•1967A year later, the society hosts an eight-schoolbiracial forum, attended by 50 delegates.•1968academies begin to holdjoint social activities.Andover | Spring 201535
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