People of Color Conference, cont.

Upper School Counselor Stefie Dominguez found particular value in a workshop that provided case studies for equity in school counseling. “We were able to, as a group, work on [the case studies] and decide what we would do and learn from people that actually went through the case,” Dominguez said.

Math teacher Coltrane Hunt attended a workshop called Developing Black Male Educators, which equipped him with tools to build intention around ancestry, navigate important conversations without fear of political backlash and succeed in professional development. “I just feel like I have more awareness about who I am on this campus and what I can do to fulfill my intended purpose,” Hunt said.

Beyond gaining interpersonal skills, teachers were inspired by courses offered by a consortium of other schools. English teacher Whitney Newton, for example, learned about Asian American Studies classes. Similarly, history teacher Carmen Borbón intends to implement a peer-topeer interview model to build trust in her Ethnic Studies class after learning about the system from a fellow history teacher. As part of this model, students will ask each other questions about their families’ histories and cultures. “I feel like that would be a good thing for Ethnic Studies, to help kids learn from each other’s backgrounds and experiences,” Borbón said. “[PoCC] feels kind of liberating. I come back refreshed and full of new ideas.”

For Borbón, it was affirming to work with other educators of color. “I think that being in a space where you’re one of very few people can be really taxing at times,” Borbón said. “It’s just really nice to go to a space where I look around and everybody sort of looks like me. I don’t feel like I’m the odd one out, which is nice.” faculty who attended appreciated the connection they were able to build with fellow Menlo employees. Ferrell, who alongside Wheeler, helped organize the experience, made sure to incorporate fun activities like joint dinners and a karaoke night. “We had a fantastic group,” Hunt said. “We’re very vulnerable and really open with listening and validating people’s experiences and insights about what’s been happening on campus.”

Ferrell believes that this positive group experience helps faculty work together better at school. “I got to know them on a more personal level, so I feel like I’m able to work with them in a different capacity,” Ferrell said.

Another important aspect of the PoCC were the affinity groups, which met once a day and were intended to create a supportive place for people in the same racial or ethnic group, according to the PoCC website. Some affinity groups consisted of subsections, such as Latinx educators who were also queer, an affinity group that Dominguez engaged in. “I came back to Menlo refreshed, like I’m not alone in my mission of belonging,” Dominguez said.

There was also a White Accountability and Awareness Affinity Group, which Newton and Student Activities Coordinator Frances Ferrell attended. Newton valued the opportunity to be an ally and exist in a space occupied by a majority of people of color. “It was definitely a different experience because, for most of us living in a predominantly white area, you don’t have that sense of being a minority ever,” Newton said.

Outside the conference itself, the

Overall, the Menlo attendees came away with a desire to promote conversation about racial justice on campus and further the equity, diversity, belonging and inclusion efforts already in place. “I came back with a mindset of, ‘I really do want to try and make Menlo a space where truly everyone belongs,’”

Dominguez said.

This aspiration is supported by Wheeler’s survey data: of the 13 staff who responded, 11 indicated that they strongly agreed that PoCC made a meaningful difference in their work with students, faculty, staff and parents, while the remaining two agreed. All 13 respondents concurred that PoCC gave them time to build and bond with colleagues. 11 indicated “yes” when asked whether the conference provided them with resources/ learning materials they can apply immediately to their role at Menlo, while two indicated “somewhat.”

Hunt explained how the faculty who attended can bring their knowledge back to Menlo and be stewards of equity on campus. “I think it will bring greater enthusiasm for diversity and belonging on this campus, by us coming back and being almost the [teacher’s assistants], if you will, so that others who are venturing into this new experience feel supported,” he said.