Resources for Fostering Construc�ve Debate and Dialogue

Across Differences at Academic Ins�tu�ons

• The Better Arguments Project

“The Better Arguments Project, a collaboration by the Aspen Institute Citizenship and American Identity Program, Allstate, and Facing History and Ourselves. It is a national civic initiative created to help bridge divides—not by papering over those divides but by helping people have Better Arguments… In partnership with communities and advisers around the country, we have synthesized three dimensions and five principles of a Better Argument… Better Arguments trainings are live, interactive webinars designed to teach the public about the Better Arguments Project’s approach to constructive disagreement. Our team offers two types of trainings – Better Arguments 101 and Better Arguments: Principles to Practice.”

“Join us for a one-hour introduction to the Better Arguments Project. Together, we will reflect on the role of arguments in a healthy democracy, and we will introduce the Three Dimensions and Five Principles of a Better Argument. If you are new to the Better Arguments Project or know someone who is interested in the program, this session is a perfect way to get started. Register or share today! Tuesday, May 23, 3 – 4 pm ET – Click here to RSVP .

• Facing History and Ourselves.

Facing History and Ourselves is a global non-profit organization founded in 1976. The organization's mission is to "use lessons of history to challenge teachers and their students to stand up to bigotry and hate… It is an active and continuous process that calls on each of us to connect the choices of the past to those we face today. To build a more just and equitable future, we must face our history in all its complexity. Our programs are designed and led by experienced former school leaders and teachers. We understand your school community’s strengths and challenges. Together we will work with you to identify and advance your school’s goals, nurture teachers' growth, and motivate young people to recognize their own agency and responsibility.”

• R.E.A.L.® Discussion skills for grades 6-12.

“Conversation is mission-critical for schools. It is at the heart of learning, belonging, well-being, and leadership. It’s how work gets done and relationships get built, in and beyond the classroom. At R.E.A.L.® we partner with future-focused school leaders to build mission - aligned programs for teaching and celebrating conversation skills on campus… For teachers facing a tech-centric world, in-class learning which relies on conversation – is becoming even more important. In an AI era, teachers need new tools for explicitly teaching – and equitably assessing – the human skills that robots can’t replace. At the top of the list? The oral and social skills students learn through live discussion.”

- NEW CASE STUDY, featuring work at Girls' Prep in TN

• Heterodox Academy: Great Minds don’t Always Think Alike. J. Haidt and N. Quinn Rosenkrans, co-founders, 2015.

- What is Viewpoint Diversity? * You Tube Video

Strategic School Leadership: Serving school leaders so their schools may thrive.

- Compendium of Resources for High School Educators

- Tools and Resources

- Constructive Dialogue Institute (J. Haidt)

• The Discussion Project: Learn to Discuss, Discuss to Learn School of Education, University of Wisconsin-Madison

The Discussion Project provides highly interactive in-person professional learning for institutions, educational leaders, and instructors. Through expert instruction, the course provides researchbased techniques to design and implement equitable, inclusive, and engaging classroom discussion. 7 Modules, 7 Learning Objectives.

- In-Person series in August 2023

- Free online workshop

• Bipartisan Policy Center. (2021). Campus Free Expression: A New Roadmap. Academic Leaders Task Force on Campus Free Expression.

• The Aspen Institute. (2023, February 22). Transforming Conflict on College Campuses. In partnership with our friends at the Constructive Dialogue Institute, our team co-authored an important new report called “Transforming Conflict on College Campuses.” In recent years, many college and university leaders have found it increasingly challenging to advance the mission of higher education in the context of a hyperpolarized national climate. We wrote this report to describe the undercurrent of conflict on campus and provide recommendations for moving forward. This report is intended as a peer-informed resource for higher education administrators, faculty, and staff by diagnosing the conflict and surfacing promising directions for addressing conflict on campus. It is already being used at colleges and universities around the country. Click here to read the full report.

• Citizen University, Eric Liu, CEO, non-profit organization. “We all have the power to make change happen in our communities — and the responsibility to try. Here at Citizen University, we equip civic catalysts with the ideas, strategies, and spirit to build a culture of powerful, responsible citizenship in cities across the country. In the Youth Collaboratory Program, high school students dive deep into how power works and who has it. This program brings together passionate students from all across the country for a year of insights, connections, and practice — learning how to build civic power for good. You’ll travel to cities across the nation, meet leading civic innovators from all corners of the country, and use what you learn to develop a personal Power Project.”

• New Pluralists

Many Voices, One Future: Building a Nation of Belonging for All. A project sponsored by the Rockefeller Philanthropy Advisors. “New Pluralists invests in strengthening the growing field that is addressing our nation’s crisis of division, distrust, dehumanization, and disconnection. We are focused on culture change — on shifting the norms, values, skills, and behaviors that shape the way we see each other and ourselves. This work advances a larger vision for change. Strengthening a pluralist culture complements the important structural change others are undertaking to enact policies and reform institutions.”

Strategic School Leadership: Serving school leaders so their schools may thrive.

• Foundation for Individual Rights and Expression (FIRE).

“Formerly known as the Foundation for Individual Rights in Education, is a non-profit civil liberties group founded in 1999 with the aim of protecting free speech rights on college campuses in the United States. [1][2][3] FIRE was renamed in June 2022, with its focus broadened to speech rights in American society in general.[4] Mission: FIRE defends and promotes the value of free speech for all Americans in our courtrooms, on our campuses, and in our culture.”

• The Sustained Dialogue Institute

“SDI works to improve community capacity to engage differences as strengths while helping people move from dialogue to action…We define dialogue as ‘listening deeply enough to be changed by what you learn.’ SDI provides workshops and educational trainings tailored to your institution’s needs.”

• Institute for Citizens and Scholars, Rajiv Vinnakota, President

“We’re on a mission to ensure that young people gain a deep understanding of our history, culture, government, institutions, and current affairs from diverse sources and perspectives. They vote, think critically, and have concern for the welfare of people of all backgrounds in their communities and across the nation. They debate and learn from each other, and work across difference to form a more perfect union. Now is the time to create an effective citizenry that strengthens democracy together…. The Civic Network is a New digital portal of self-directed learning experiences for American middle and high school-age learners from leading civic learning content providers. The Civic Network’s digital platform will be available to schools, libraries, afterschool programs, and other channels.”

• Harvard University Resources Democratic Knowledge Project,

“The Democratic Knowledge Project (DKP) is a K-16 civic education that offers curriculum development resources, professional development workshops for educators, and assessment tools and services all in support of education for democracy. Katie Giles, Strategic Initiatives Project Officer for the Democratic Knowledge Project, broadly oversees the DKP work areas in curriculum development, professional development, assessment and evaluation and strategy and policy.”

• Intercollegiate Civil Disagreement Partnership Fellowship, Edmond and Lily Safra Center for Ethics

“The intercollegiate Civil Disagreement Fellowship (ICDP) is our most recent fellowship opportunity for Harvard College undergraduates. The Intercollegiate Civil Disagreement Partnership (ICDP) is a consortium of five colleges and universities located throughout the United States. The mission of the ICDP is to advance fundamental democratic commitments to freedom of expression, equality, and agency; develop students’ skills to facilitate conversations across political difference; and create spaces for civil disagreement to flourish on college campuses. The core of the ICDP is a cross-institutional fellowship that brings together students from a range of public, private, two-year, and four-year institutions. The fellowship develops students' abilities to engage in and lead conversations about difficult, important topics across political difference at their respective universities and beyond.”

Leadership: Serving school leaders so their schools may thrive.

• Elizabeth Block, Ethics, Harvard Graduate School of Education.

• IQ Squared - America's Debate Series

“Let's restore critical thinking, facts, reason, and civility to American public discourse. Watch or listen to Intelligence Squared debates on a variety of different topics. Hear From Both Sides. Balanced & Intelligent. Debate Research. Foster Critical Thinking.”

• P.T. Coleman, Professor of Psychology and Education, Columbia University, 2023 NAIS Annual Conference Speaker. Author of The Way Out: How to Overcome Toxic Polarization. Columbia University Press. 2020

“How can Americans loosen the grip of polarization and concentrate instead on solving the country’s most pressing problems? That’s the question Columbia University social psychologist Peter Coleman raises in The Way Out. He explores the ways that conflict resolution and complexity science can guide citizens who want to deal with seemingly intractable differences. He also goes into detail about principles and practices to help navigate and heal divides in homes, workplaces, and communities. Through a blend of personal accounts from his years of working on entrenched conflicts and the lessons Coleman has learned from research, The Way Out shares ways to break out of deeply rooted opposition and improve lives, relationships, and country.”

• Heather K. Gerken, Dean of Yale Law School

“Under Gerken’s leadership, the Law School admitted the five most diverse classes in its history with some of the highest yields ever, bringing in talented students from around the world with a strong record of academic performance and exceptional accomplishments. In the 10 years prior to 2016, an average of 32 percent of the student body were students of color. In the Class of 2024, approximately 54 percent are students of color and just over half are women. More than a quarter of the class is the first in their family to attend graduate or professional school and approximately one in six is the first in their family to graduate from college. Gerken and her administration have worked diligently to provide financial, professional, and mentoring support to students who come to the Law School without existing networks or financial support. She also helped nearly triple the number of veterans attending Yale Law School by expanding recruitment efforts and participation in the Yellow Ribbon Program. In addition, Gerken remains steadfast in her commitment to increasing faculty diversity, often partnering with other parts of the University to bring in renowned scholars from a diverse array of fields.”

• Jonathan Haidt, Thomas Cooley Professor of Ethical Leadership at the New York University Stern School of Business

“Haidt has attracted both support and criticism for his critique of the current state of universities and his interpretation of progressive values. He has been named one of the "top global thinkers" by Foreign Policy magazine, and one of the "top world thinkers" by Prospect magazine. He is among the most cited researchers in political and moral psychology, and is considered among the top 25 most influential living psychologists.”

• Diana Hess, Dean of the School of Education, University of Wisconsin, Madison

“Since 1997, Hess has been researching how teachers engage their students in discussions of highly controversial political and constitutional issues, and what impact this approach to civic education has on what young people learn. Her first book on this topic, “Controversy in the Classroom: The Democratic Power of Discussion,” won the National Council for the Social Studies’ Exemplary Research Award in 2009. Her most recent book, “The Political Classroom: Evidence and Ethics in Democratic Education,” co-authored with Paula McAvoy, won the American Educational Research Association’s Outstanding Book Award in 2016 and the prestigious Grawemeyer Award in 2017.”

• Van Jones, CNN political contributor, host of the Van Jones Show and The Redemption Project, 2023 NAIS Annual Conference Speaker

Beyond the Messy Truth: How We Came Apart, How We Come Together. Ballantine Books. 2018

“As a progressive activist with roots in the conservative South, CNN commentator Van Jones wants to challenge citizens to disagree constructively while transforming collective anxiety into meaningful change. Beyond the Messy Truth is a call to individuals in both political parties to abandon the politics of accusation. A better way is “bipartisanship from below” a means to find practical answers to problems such as poverty and addiction that affect all Americans, regardless of region or ideology. The goal is to prompt Americans to abandon old ways of thinking about politics and instead come together and help those most in need. Throughout the book, Jones shares inspiring memories of his activism on behalf of working people, stories of ordinary citizens who became champions of their communities, and examples of cooperation amid partisan conflict”

• John Sexton. President Emeritus, and Benjamin F. Butler Professor of Law New York University. Author of Standing for reason: The university in a dogmatic age. Yale University Press. 2020

A powerful case for the importance of universities as an antidote to the “secular dogmatism” that increasingly infects political discourse. John Sexton argues that over six decades, a “secular dogmatism,” impenetrable by dialogue or reason, has come to dominate political discourse in America. Political positions, elevated to the status of doctrinal truths, now simply are “revealed.” Our leaders and our citizens suffer from an allergy to nuance and complexity, and the enterprise of thought is in danger. Sexton sees our universities, the engines of knowledge and stewards of thought, as the antidote, and he describes the policies university leaders must embrace if their institutions are to serve this role. Acknowledging the reality of our increasingly interconnected world and drawing on his experience as president of New York University when it opened campuses in Abu Dhabi and Shanghai Sexton advocates for “global network universities” as a core aspect of a new educational landscape and as the crucial foundation-blocks of an interlocking world characterized by “secular ecumenism.”

School Leadership: Serving school leaders so their schools may thrive.

Margarita Cur�s, PhD mcur�s1159@gmail.com

Immigra�ng from Cali, Colombia at age 12, Margarita O’Byrne Cur�s atended Ursuline Academy of New Orleans, then earned a B.A. (French) at Tulane and a B.S. (Educa�on) at Minnesota State University Mankato. She pursued her masters and Ph.D. in Romance Languages and Literatures at Harvard University.

A teacher at heart, Margarita won numerous accolades for her classroom work, rising to department chair and then Dean of Studies at Phillips Academy, Andover. During this �me she earned five Kenan Research Grants, published a book and several ar�cles on Spanish and La�n American literature, and par�cipated in over a dozen na�onal and interna�onal literary conferences.

Former Modern Language Department Chair and Dean of Studies at Phillips Academy Andover and Head of School at Deerfield Academy. During Margarita’s thirteen-year tenure as Head of School, Deerfield’s endowment grew by $250 million, financial aid doubled, professional development funding quadrupled, and $140 million of capital improvement projects were completed. Margarita transformed long-range planning at the Academy, delivering the school’s first-ever Strategic and Campus Master Plans and stewarding these plans through the impact of both the Great Recession and a major inves�ga�on into historical sexual misconduct. In this later challenge, Margarita established a new, higher standard for empathy and transparency with survivors and the media.

Having traveled and worked in 50+ countries, Margarita brings an inclusive, cosmopolitan ethic to her work and worldview: she believes that cultural competence drives innova�ve approaches to the world’s most pressing problems. At Deerfield, Margarita doubled the size of domes�c and interna�onal travel programs and emphasized DEI, bringing Deerfield’s first-ever Strategic Plan for Inclusion in 2016.

Margarita’s warm and energe�c nature has extended her impact. She served on several accredita�on visi�ng commitees, as the President of the Eight Schools Associa�on, and as a trustee of School Year Abroad and Global Connec�ons. She serves on the Board of Trustees of Los Nogales School in Bogotá, and of Rostro de Cristo, an organiza�on that facilitates service opportuni�es for high school and college students with marginalized popula�ons in Guayaquil, Ecuador. In the 2020-2021 school year, Margarita served as Interim President of Ursuline Academy the school she atended when first arriving in USA.

School Leadership: Serving school leaders so their schools may thrive.

Rick Melvoin spent his en�re career in the world of educa�on. A graduate of Harvard College, with an M.A. and PhD. in history from the University of Michigan, he served as a teacher, coach, theater director, dormitory resident and, in �me, History Department chair and Dean of Studies at Deerfield Academy.

A�er five years as Assistant Dean of Admissions and Financial Aid at Harvard, he became Head of School at Belmont Hill and served there for 25 years. His experience in working with schools and boards runs deep. He was elected to the Board of Overseers at Harvard; he also served on the boards of The Winsor School, The Haverford School and The Epiphany School. He also has served as president of the boards of the Interna�onal Boys Schools Coali�on and The Headmasters Associa�on.

Currently he chairs the Governance Commitee as a member of the board of Facing History and Ourselves and chairs the Program Commitee for The Steppingstone Founda�on.

Vance Wilson has been a teacher, coach, dorm supervisor, department chair, dean of faculty, division Head, associate Head, and Head of school. He worked at four independent schools before becoming the Head of St. Albans School in Washington, DC, where he served for nineteen years. He received his B.A. from Yale College, a Diploma from Trinity College, University of Dublin, and his M.A. from the University of Virginia.

He has served on a number of boards and associa�ons, most notably as the chair of the Academic Services commitee of NAIS and Independent School’s editorial board, and as the President of the Interna�onal Boys’ School Coali�on. He was the co-inves�gator of the Klingenstein Programs at Teachers College, Columbia, a professor at Madison Area Technical College and an adjunct at the University of Delaware. Services on school boards include The Asheville School, Roxbury La�n School, and Tower Hill School, and associa�ons include the Mid-South Associa�on of Independent Schools, the Associa�on of Independent Schools in Greater Washington (AISGW) and the Associa�on of Independent Schools in Maryland (AIMS).

School Leadership: Serving school leaders so their schools may thrive.

This survey was commissioned by the Trinity School Board of Trustees, collaboratively designed by consultants from Strategic School Leadership, Mission & Data, and Trinity School leaders. The aim of the survey was to understand the degree to which:

● Trinity programs and practices provide for student expression of a diversity of viewpoints and promotes principles of open inquiry in and out of the classroom;

● the School fosters and hinders these expressions;

● the instructional practices used by the faculty foster civil dialogue; and,

● students feel they can express/not express unpopular or controversial viewpoints.

The survey was fielded in February, 2023 to all parents/caregivers with known and valid email addresses, to all current faculty and staff, and to all middle and upper school students. Survey results guided onsite work in March 13-16, 2023, facilitated by Strategic School Leadership and is here shared in summary form with the Board of Trustees and school leaders.

Viewpoint Expression - For most community members, Trinity is viewed favorably with regard to its promotion of open inquiry and fostering student experiences that reflect a diversity of viewpoints. Most community members believe that Trinity encourages students to be open to explore new ideas and that most classrooms are socially and emotionally safe spaces. However, political views and orientations (usually termed “conservative” and “liberal”) can cause discomfort, and many community members note a climate that is not open to those with more conservative political or social viewpoints. This concern was shared by some members of all three constituencies: students, faculty, and parents

Educational Beliefs - The viewpoints of Trinity community members are strongly on the side of endorsing teaching and learning that includes examination of individual attitudes and bias, openly discusses issues related to racism and inequity, incorporates diverse cultures and experiences, challenges school arrangements that maintain societal inequities, and dispels meritocratic views of success. Community members who endorse these beliefs are likely to have more favorable perceptions and experiences within the School, feel more comfortable expressing their viewpoints, and are less likely to withhold because of a worry of negative consequences. Community members who do not endorse these beliefs are likely to find themselves in the minority.

Constituency Group Differences - In many cases, the perceptions and experiences of parents/caregivers differ significantly from those of faculty, staff, and students. Parents are less likely to endorse the educational beliefs stated above, hold less favorable attitudes toward school practices, are less comfortable expressing controversial viewpoints, and are more likely to hold back from sharing controversial views because they see a climate that is not open or encouraging or see no benefit to participating.

Gender and Ethnic Group Experiences – Students who identify as male are less likely to endorse the educational beliefs outlined above, view Trinity as less tolerant and welcoming of multiple viewpoints, yet are more likely to express a controversial viewpoint because they feel it is important to express their view; male community members are also more likely to hold back for fear of negative consequences. Community members who identify as people of color are more likely to find Trinity to be tolerant and welcoming of diverse viewpoints; however, community members who identify as Middle Eastern are less likely to share their opinions, and Trinity’s students, faculty and parents of color are hardly monolithic in their view.

Instructional Practices - Classroom teachers and Middle and Upper School students identified a variety of practices currently employed across many disciplines where teachers engage students in civil dialogue across diverse and divergent points of view. There is a clear pedagogical distinction between Lower School classrooms and Middle/Upper School classrooms. Students cite several examples of purposeful discussions where they are asked to role-play, research, and debate different views on a topic. Community Time experiences vary, particularly between Middle School and Upper School.

Consistent with Trinity’s aim of ensuring that all students feel a full sense of belonging, this survey was commissioned by the Board of Trustees, which identified a need to review institutional practices at Trinity that promote or inhibit student expression of a diverse range of viewpoints. The survey is also a response to an Anti-Racism Task Force (June 2021) recommendation to undertake more robust survey practices.

The survey aimed to understand the practices and processes used by Trinity School to foster open inquiry in its educational spaces. As the school’s mission statement makes clear, within the vibrant educational conversations at the heart of the Trinity experience, one of the school’s primary educational obligations is to “ask our young people what they believe in so they can know themselves in the world.” This survey sought feedback from the community in assessing how well the school provides students with the “tools of rigorous and passionate intellectual inquiry and self-expression” as students explore, question, and develop. In this way, Trinity strives to educate “thoughtful and persuasive citizens” able to engage in civil dialogue across diverse and divergent points of view.

The survey was collaboratively designed by the consultant teams at Strategic School Leadership and Mission & Data in partnership with John Allman, Head of School, David Perez, Chair of the Board of Trustees, and members of the Advisory Committee set up to support this work. The survey contained questions related to seven areas.

1. Respondent Demographics

2. Educational Beliefs

3. Individual Perceptions and Experiences

4. Instructional Practices

5. Comfort with Controversial

6. Reasons for Expressing a Controversial Viewpoint

7. Reasons for Withholding a Controversial Viewpoint

Survey responses were anonymous. The instrument was built and distributed via Qualtrics and data collection and analysis was overseen by Mission & Data. Survey findings in this report are provided to the consultants from Strategic School Leadership who are charged with both summarizing the results in their recommendations to the Board of Trustees and using the results to guide their work with the larger school community. Consultants from Strategic School Leadership will host focus groups and listening sessions with students, faculty, staff and parents to both review the survey data and seek input from the community regarding strategies and approaches that will allow Trinity to respond constructively to the survey results. In so doing, the consultants will seek to learn the ways that community members think the institutional response to the survey data can be informed by the recommendations of the Anti-Racism Task Force and Trinity Vision 2028.

The instrument was built and distributed via Qualtrics and data collection and analysis was overseen by Mission & Data. Each community member was emailed a unique link to the survey and up to two reminders. Unique links were single-use, meaning that they could only be used to submit one survey response.

Survey responses were anonymous. Links between community member email addresses and survey responses were removed via the survey platform. In addition, in order to maintain a high level of response anonymity, responses to close-ended questions are grouped in all analyses. Groups with less than 10 responses are not reported. However, open-response comments are reported below in several cases as they add to the narrative and understanding of the survey findings. Quotes are verbatim. Any mention of an individual person or potentially identifying information have been excluded from this report. All comments have been shared and read by the consultant teams at Strategic School Leadership and Mission & Data.

The survey fielding took place between February 8-21, 2023. Parents/Caregivers with valid email addresses were emailed the survey. Middle and Upper School students completed the survey during the school day at a designated time. Faculty and staff were emailed the survey to complete during the school day at their leisure. The median duration to complete the survey was 11 minutes, though this did differ between constituencies. Students averaged 9.3 minutes, parents/caregivers averaged 13.9 minutes, and faculty/staff averaged 14.2 minutes.

A total of 1,221 surveys were completed. Response rates were strong and reflective of a substantial effort by Trinity to ensure all community members had the opportunity to participate. In addition to the primary constituent groups surveyed, responses also reflected a small number of faculty/staff spouses, alumni, parents of alumni, and trustees who were also parents/caregivers; these individuals were included in analyses of parents.

Trustees who are not current parents were also surveyed. It is important to note that the parent group likely contains more than one response per household/family, for families with more than one parent/caregiver. Due to the survey anonymity specifications, the percentage of families represented cannot be determined, but it is likely considerably higher than the accompanying graph suggests

Demographic information was used to create respondent segments in order to analyze responses within and between groups. These segments included:

● Constituency Group;

● School Division;

● Gender; and

● Ethnicity.

*Note: 83% of responding faculty are classroom teachers

*Note: Faculty, staff, and parents/caregivers across all divisions were invited to participate, whereas only middle and upper school students participated.

*Note: 4% of chose “Prefer not to say” to gender

*Note: 38% of the respondents consider themselves a Person of Color

**Note: Less than 1% of the respondents chose Native American, North African, or Pacific Islander as their ethnicity.

Five survey questions were adapted from the Learning to Teach for Social Justice Beliefs scale (Ludlow, Enterline, Cochran-Smith, 2008) in order to ascertain the educational beliefs held by community members. Higher average scores correspond to higher endorsement (agreement) with these five items; lower average scores correspond to lower endorsement (disagreement) with these items. Items were randomly sorted by survey respondent to avoid ordering bias.

1. An important part of learning is examining one's own attitudes and beliefs about race, class, gender, abilities, sexual orientation, and other demographic differences.

2. Issues related to racism and inequity should be openly discussed in the classroom.

3. Good teaching incorporates diverse cultures and experiences into classroom lessons and discussions.

4. Part of the responsibilities of a teacher is to challenge school arrangements that maintain societal inequities.

5. Whether students succeed in school depends on many factors, not just on how hard they work.

Across the Trinity community, educational beliefs span the entire possible range. Eight community members strongly disagreed with all five items (total score = 1.00) and 198 community members strongly agreed with all five items (total score = 5). This reflects the skewed nature of educational beliefs within the Trinity community: far more community members agree with these statements than disagree.

Three demographic segments hold statistically significant differences in their educational beliefs.

● Parents/caregivers endorse these beliefs the least (while still showing strong overall support), faculty/staff endorse these beliefs the most, and students fall in between.

● Male community members endorse these beliefs less so than female community members; nonbinary/third gender endorse these beliefs the most. When broken out by students, the gap between male and female students is close to a 20% difference.

● Community members who identify as Black and Hispanic endorse these beliefs the most, Middle Eastern community members endorse these beliefs significantly less so. In this context, it is important to remember that the views of community members of color is not monolithic.