We will re-examine our curriculum to incorporate a social justice lens, de-center Anglo-European voices, and elevate all voices. This will also include a race and representation audit in our English and History Departments. Additionally, we will create a new interdisciplinary course on social justice.
- The English Department is conducting a two-phased audit. English faculty are reviewing every course and text taught through the Department in order to comprehensively understand authorial representation in our curriculum. In the second phase, the English Department will evaluate representation of the texts' protagonists, the stories our authors tell, and differences/ commonalities in the ways we teach our texts. The information collected will guide text choices and proposals for new courses for subsequent academic years.
- An outside facilitator is leading the English Department in three sessions of professional development centered on our curriculum and culturally relevant pedagogy.
- All English teachers read Toni Morrison's Playing in the Dark: Whiteness and the Literary Imagination over the summer. This served as a starting point as we began our audit work and also allows us to continue conversations about the role of literary criticism in the English curriculum.
- In the History Department, faculty members are examining the Atlantic Communities curriculum and our electives, as well as conducting a representation audit of the Middle School offerings. The data collected will inform changes to the curriculum across grade levels.
We will continue to invest in financial aid so we can enhance the socio-economic diversity on our campus. We commit to awarding a minimum of $5 million in aid in the coming school year, and increase that aid each year moving forward.
We will establish a Fund for Social Justice, which will provide annual grants to projects in four broad categories: student research, activism and internships, campus-wide events and speakers, and long-term programs with community partners.
- The Fund for Social Justice is helping to expand Hopkins’ programming. Anti-racism, equity and social justice work are critical to understanding ourselves and the world in which we live. The Fund is supporting a broad range of efforts in our community this year, including curriculum and pedagogy development, affinity groups, social justice programs, assembly speakers, and travel to and participation in conferences and workshops.
- To donate directly to the Fund for Social Justice in support of this work, please click here.
We will implement the recommendations outlined in a comprehensive report produced this year to improve the recruitment and retention of faculty of color. Key objectives of the report include Diversity, Equity, and Inclusion training for hiring committees, an equity audit, and utilizing new recruitment networks.
- We have begun an equity audit, which includes an examination of both our hiring processes and our engagement with candidates of color.
- We have engaged a consultant to lead training on bias and cultural competency for employees involved in faculty and staff recruitment ahead of our hiring season.
We will provide training and professional development to all employees (administrators, faculty, staff, and coaches) on cultural competency and culturally responsive teaching practices. We will also evolve our disciplinary process to include restorative justice practices.
- Professional development for faculty during school-opening meetings was led by local educators of color and focused on anti-racist teaching practices and pedagogy. This collaboration is continuing throughout the school year.
- All faculty and staff read and were asked to actively reflect on Why Are All the Black Kids Sitting Together in the Cafeteria? by Beverly Daniel Tatum before the start of the school year.
- The Teachers' Enrichment Cohort Professional Development Program has been expanded to include more faculty and will focus on Culturally Responsive Teaching Pedagogy for the 20-21 school year. The program, which includes two different cohorts of teachers across grades and disciplines, is focusing on developing a foundation of cultural competency in the Fall of 2020 and will transition to one-on-one coaching with a trained facilitator in the Spring of 2021.
We will encourage and support our Student Diversity Board, along with our affinity groups on campus (Black Latinx Student Union, Asian American Association, Students United for Racial Equity, Sexuality and Gender Advocates, and the Multi-ethnic Student Association) to create more spaces for association, affirmation and connection. We will also support our Employees of Color Affinity Group, as well as our faculty and staff Coalition for Anti-Racist Educators.
- Student interest in joining the Student Diversity Board (DivBo) has increased, and the group is growing. Student leaders from DivBo helped facilitate discussions with student athletes on the topics of homophobia and racism in the sport of soccer.
- The Asian American Student Association hosted a three-day Virtual Campus Summit around the theme of colorism.
- The School is supporting faculty and student participation in the National Association of Independent School’s People of Color Conference.
- The Hopkins Coalition of Anti-Racist Educators (CARE) has organized meetings with faculty to discuss and support each other in implementing anti-racist pedagogy.
We will more publicly and explicitly recognize the history surrounding the founding of the School, including the role slavery played in that history. We will examine this history and include our findings at hopkins.edu.
- Our work in researching and recognizing our own institution's connection to slavery is currently underway. Real progress will require both personal and institutional honesty and humility, as change will only come when we confront our own foundational truth. While we cannot erase this history, we can continually confront it and learn from it. At this moment, our preliminary research tells us this:
Our school was founded amidst the beginnings of a great paradox in American history — one in which liberty and slavery were intertwined. Slavery in Connecticut was practiced until 1848. Hopkins School's relationship with slavery can be traced back to its benefactor, Edward Hopkins. Upon his death in 1657, his estate listed an enslaved person as property. At this point of research, it is unclear if this enslaved person was of Pequot or African descent. Reverend John Davenport, who was also instrumental in the founding Hopkins School, is also believed to have been a slaveholder.
- To further this research, a subcommittee will work with several historians outside Hopkins who can provide an inclusive lens to this project.
We will work with the Hopkins Black Alumni Network (HBAN) to create more spaces for alumni to connect, promote mission-focused programs for the school, and deepen the mentor relationships with our current students.
- The Hopkins Black Alumni Network will expand their networking capacity by using an online platform. The group will host online gatherings to bring the HBAN community and current students together.
- In addition to HBAN, the Development Office has also established two new affinity groups in which alums can engage: LGBTQ+ and Alums of Color.
We will work with our Director of Community Engagement to strengthen Hopkins’ partnerships and relationships with the City of New Haven through targeted educational enrichment programs and community outreach.
We will expand Pathfinder, our after-school and summer outreach and educational enrichment program focused in New Haven and Bridgeport, so we can broaden our impact on the children in the greater New Haven area. The four-year, tuition-free program currently serves 120 students. We will devise a plan to fund a minimum of 200 students within five years.
- We have hired Errol Saunders, a longtime Hopkins History teacher and New Haven resident, as Executive Director of Pathfinder. Under his leadership, the Pathfinder program will focus on four areas aligned with our expansion efforts: Organizational Structure, Programming, Donor Relations, and New Haven Partnerships.
- The Pathfinder staff has begun reviewing and revamping the program with an eye for increasing instructional quality for Pathfinder students, enhancing the experiences of Summer Teaching Fellows and school year volunteers, and supporting program faculty, staff, and volunteers in understanding and enacting the program's equity-focused mission. Additionally, the program is reevaluating how it recruits new students, tells the stories of its alumni successes, and partners with other organizations around the City in order to be a greater force for educational equity in our communities.
Through our Office of Diversity and Equity, we will design and launch educational and community-based workshops for current Hopkins parents, which will focus on race, identity, and diversity.
- The School hosted the first in a series of four Parent CommUnity Conversations on Diversity, Race, and Inclusion at Hopkins this year. The first session was led by Lynn Sullivan, the Director of Community Equity at Yale Divinity School.