A Message from Denise LaRosa, Director of Diversity, Equity, and Inclusion
Dear Ellis Alumnae,
I am thrilled to have stepped into the role of Director of Diversity, Equity, and Inclusion at Ellis. As I transition into this new role I want to be sure I introduce myself and connect with Ellis’ broader alumnae community, and that I share my approach to the work I will be building upon at Ellis.
But first, let me introduce my philosophy on diversity, equity, and inclusion work with a quote from Dr. Maya Angelou:
“…In diversity there is beauty and there is strength.” - Dr. Maya Angelou
As a Black woman, educator, and mother of two Black daughters, who are Ellis students, I have made it my life’s work to understand the roots of racial injustice, while seeking ways to create a diverse, equitable, and inclusive school community within my sphere of influence. With the United States’ increasingly diverse population intertwined with historical and contemporary societal injustices; it has become imperative that schools make creating a diverse, equitable, and inclusive school community a priority, not just an idea to put on paper. As alums, you may not be as familiar with the work that has been done at Ellis in recent years. There is much in place already to be built upon. However, this work is never “done” and there are specific steps, both incremental and broad, that I look forward to taking as Ellis establishes itself as “a leader in equity and justice initiatives.”
The Student Experience
Perhaps the most critical component in creating a diverse, equitable, and inclusive school community is welcoming the unique value and dignity of each student. Each student comes to school enriched with cultural capital—ways of doing, knowing, communicating, and living—that should be viewed as assets. Using a strengths-based perspective when engaging with students serves as a bridge between home and school. A school community is only limited by the collective effort put into the work necessary to ensure all students feel seen by their school community.
Faculty Development
Interacting with people who are different from you can leave one feeling vulnerable and uncomfortable, in particular when those differences are based in marginalized identities and inequality. However, I have come to discover both personally and professionally that it is in our vulnerability and discomfort that we often grow. In order for a school community to embrace diversity, equity, and inclusion, each individual community member must face his or her own biases (implicit and explicit) as a starting point for growing through the process of becoming a more culturally aware individual. Students deserve to be surrounded by adults who are doing the inner work of knowing themselves, understanding their own culture, and having a conscious self-awareness. Such individuals can facilitate authentic, meaningful, and purposeful discussions through the lens of multiple perspectives.
Home-School Relationships
Fostering authentic and reciprocal relationships with families is essential to establishing an equitable and inclusive school environment. The school community should be a place where families feel valued and heard. When serving students and families of racially, ethnically, religiously, and economically diverse backgrounds, it is crucial that administrators and educators rethink their preconceived notions and personal experiences with family roles. Being adaptable and versatile in approaches to home-school communication is a key element to creating a school environment that feels welcoming to all families.
Curriculum Evolution
A curriculum that not only responds to the diverse experiences and ways of knowing and being that students’ bring , but also sustains their culture is at the core of creating a diverse, equitable, and inclusive school community. Known as culturally sustaining pedagogy, such instruction acknowledges the value of all cultures and empowers all students to engage knowledgeably, critically, and effectively in our multicultural and multilingual society. This work requires educators to be flexible and adaptable, embracing the ambiguity that comes with engaging in this form of pedagogy. As a result, this work calls for a full and ongoing commitment of a school to ensure that administrators, faculty, and staff have the necessary resources and support in place to engage in culturally sustaining pedagogy. Such pedagogical practice reimagines schools as places that reflect our pluralistic society through valuing and sustaining the cultures of diverse groups.
My philosophy on creating a diverse, equitable, and inclusive school community is embedded in my experiences as a Black woman, student, educator, and parent. Additionally, my philosophy is steeped in research and scholarly inquiry through my doctoral studies in Language, Literacy, and Culture at the University of Pittsburgh, and our school memberships in the National Association for Independent Schools (NAIS) and the National Coalition for Girls Schools (NCGS). As a member of the Ellis community, I have witnessed the continued evolution of The Ellis School’s aim to ensure every student is seen, heard, known, feels safe, and is treated fairly through the lens of both a faculty member and a parent of two students of color. One of my favorite African proverbs is “If you want to go fast, go alone. If you want to go far, go together.” Creating a diverse, equitable, and inclusive school community takes time, intentionality, and a collective effort. It is my hope that together, we can go far and deep into the work that will affirm and sustain the identities of every girl who graces the Ellis campus. I would love to hear from you and discuss ways your voice and experiences can be heard through continued partnership and opportunities for active engagement in our continued journey to cultivating a diverse, equitable, and inclusive school community.
Best,
Denise LaRosa
Director of Diversity, Equity, and Inclusion
larosad@theellisschool.org
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