Celebrating 5o Years of Coeducation

This fall, Westminster launched a yearlong celebration of 50 years of coeducation to showcase the important role of women in the school’s history since the first group of 12 girls arrived on campus as day students in 1971. Special programming is taking place throughout the 2021-2022 academic year, including panel discussions, guest readers and a celebratory event in April. For the most up-to-date schedule, please visit www.womenofwestminster.org/events.

The Bulletin’s coverage of this milestone year begins in this issue with reflections about coeducation from six alumnae across the decades, a timeline of firsts for women at Westminster and highlights from some of the events that have taken place.

Planning for the celebration has been spearheaded by a committee composed of alumni and faculty, and co-chaired by Trustee Renée Lynch Carrel ’84, P’19, ’21 and Director of Advancement Operations Shannon O’Shaughnessy.

By Former Trustee Gena R. Carter M.D. ’76

I had no trepidation about being one of the 39 young women to enter the student body at Westminster School in the fall of 1972, the second year of coeducation. The “Dirty Dozen” (as some fellow students “affectionately” called the first 12 young female coeducation pioneers — there was an award-winning movie with that name in 1967 — it had nothing to do with girls or coeducation) had already taken the shock out of seeing girls in the classroom or in the dining hall. In fact, I think I could have been the only female in the Westminster student body, and it would not have fazed me at all: I grew up as the only sister with four energetic and inquisitive brothers in nearby Hartford, Conn. Only six years separated the oldest sibling from the youngest. My oldest brother, Wayne ’75, was already a day student at Westminster. I think his excitement fueled my interest.

Before coming to Westminster as a female scholarship student in September 1972, I may have spent a nanosecond thinking about the coeducational experience; it was all I had known. I was just glad to have been admitted to a school where I had a greater opportunity to go to the college of my choice, if I put in the necessary time and work. I had had the privilege of attending public schools in Hartford that were rigorous and challenging, and I was looking forward to continuing serious academics after eighth grade. Once the school year began, I was singularly laser-focused on learning everything I could in the classroom. I also wanted to expand my interest in choral singing that began in elementary school and had continued since that time.

I felt accepted, welcomed and at home in my new learning environment as a Third Form student. I felt like I was surrounded by nurturing and supportive Fourth, Fifth and Sixth formers (more like brothers maybe?). As saccharine as it sounds, the faculty, staff and their families made me feel like I was a part of a larger extended family. I had the same comfort level at school as I did in my familial home. Although I did not have the option to be a boarding student in the early days of coeducation, I still felt a sense of community and inclusion. I thought that was how boarding schools were supposed to operate. Frequently, involvement in activities outside the classroom like choir or theater extended well into the late evening or night. If it did not make sense to trek home to Hartford after a very late school night, I always had a place to sleep on campus. I remember no shortage of offers to stay overnight with the Werners, Brooks, Burdettes, Ilzarbes, Rodneys, Adams or other faculty at the time. Every coeducational need and comfort could not have been anticipated in those early years, but when they arose, they were addressed. For example, there was no dedicated place for young women to rest or relax between classes and choir, or while waiting for sports practice to start, or while waiting to be picked up from school on a late night or weekend, unless you hung out in the school library (it closed by 10 p.m., I think) or the

“Before coming to Westminster waiting area of Cushing Hall, or as a female scholarship student in in a dormitory lounge area (which was not encouraged). So, the school

September 1972, I may have spent business manager repurposed an a nanosecond thinking about the unused faculty apartment on the second floor of Cushing as the Girls’ coeducational experience; it was all Lounge. We even got to choose the I had known. I was just glad to have paint colors and made suggestions about furniture for the lounge. been admitted to a school where I Because I sewed almost all of my had a greater opportunity to go to the clothes and accessories back then, the business manager asked me to college of my choice, if I put in the make the curtains for all the rooms. necessary time and work.” Our lounge was ready at the start of my Fourth Form year. There was also a tea social in Keyes House prior to the start of school every year, welcoming the returning and new girl students. It was a gathering of female students, faculty and staff, that had no hidden agenda or cause. It was just an opportunity to visit and share with one another socially. That was such a special touch, I thought.

I was the first African American young woman to attend Westminster and the first to graduate (because Carter came before Davis). If I had been a member of the initial coeducation class, I could have been part of the “13th Warrior(s)” or “13 Lead Soldiers” (also movies that had nothing to do with girls or coeducation). This trifecta would have caused me to have my own little internal celebration. Remembrances of the bitter and bittersweet moments did not overshadow the graceful days. I was much more excited that the greatest number of honors and accolades at graduation were awarded to young women in the Class of 1976.

It was a great decision for Westminster to become coeducational and “amp up” its excellence.

By Trustee Renée Lynch Carrel ’84, P’19, ’21

I arrived on Williams Hill in September 1981 — exactly one decade after Westminster welcomed its first female students to campus and four years after the first class of female boarders took up residence in Westminster House (later renamed Squibb House). I have to admit I had no idea that I was entering Westminster in the early stages of coeducation. That’s partly because I was oblivious to the important societal shifts in the ’70s that afforded me the opportunity to attend a school like Westminster. But more importantly, I attribute my blissful ignorance to those first brave women who paved a smooth road for those of us who followed and to Westminster’s nurturing and empowering environment that allowed young women to participate, flourish and compete equally with the boys in all the school had to offer.

Looking back now, I realize that I was surrounded by many strong female role models and supportive male faculty — and that allowed me not to think twice about being a female at Westminster. Although I didn’t realize it at the time, Nancy Urner-Berry ’81 (aka NUBs) was the first of those role models. As I sat on Commencement Lawn at my older brother’s Westminster graduation in the spring of 1981, Nancy Grahame Urner was repeatedly called to the stage to receive numerous awards. I didn’t have the pleasure of meeting Nancy until 35 years later when my daughter arrived at Westminster. Still, her name stuck in the back of my mind as a shining example of an outstanding female student and community member. So, it’s no wonder that I entered Westminster with the implicit knowledge and confidence that the girls could be just as successful as the boys.

While at Westminster, I spent three, often challenging, years in Priscilla MacMullen’s French class. She was an excellent, passionate and demanding teacher who inspired me to follow in her footsteps and spend my junior year in college studying in France. My favorite English teacher was Susan Castle, who made the arcane rules of grammar accessible and was an excellent writing coach. I attribute my love for writing and obsession with grammar to her dynamic teaching. Finally, I was extremely fortunate to have the wise and steady support of Robert Rodney as both my dorm parent and advisor — and the incredible kindness and encouragement of Mike Jackson ’49, who gave everyone the confidence they could conquer calculus. These are just a few examples of the fantastic faculty who allowed me — and many other Westminster women — to build confidence, find our voices, weather disappointments and achieve success right alongside the boys.

When I started at Westminster, I was focused more on what lay ahead than what had come before. Forty years later, as an alumna and mother of two daughters who have graduated from Westminster, it’s been incredible to reflect on the coeducation journey that started with those first 12 trailblazing women and has been filled with so much growth, grit and grace.

By Trustee Kirsten Sichler Webb ’98

Admittedly, I did not think much about coeducation while I was a student at Westminster in the late 1990s. It was a time of global technology advances related to the internet and computers (I received my first email address at Westminster!), and coeducation at the school had marked a 25-year milestone in 1996. I was surrounded by strong women and men among my student peers and the faculty, and we were all expected to conduct ourselves according to the school’s motto, Grit & Grace. Every day it was expected of you to live, learn, compete and give back in this way.

The school’s mission truly imbued itself in every aspect of my Westminster experience. I felt equally challenged and supported by my male and female friends, teachers and coaches to engage in the classroom, to participate in our school community, and to try new things that would not only strengthen my character, skills and confidence, but also prepare me for the eventual transition to life in a greater community beyond Westminster.

In particular, both of my French teachers and my field hockey coach were supportive female role models. Mme. Sara Deveaux and Mme. Kristi Shanahan brought to life the experience of learning such a beautiful language. They were not only precise about how to become competent in French, but their teaching styles encouraged me to broaden my love of the language through appreciation of its classic literature. By our Sixth Form year, our petite French cohort had shrunk to just three girls and, together with Mme. Shanahan, this made for a most special ladies-only learning experience.

Outside the classroom, Ms. Suzanne Walker helped me develop many valuable skills. As my field hockey coach, she taught me the skills and the strategy necessary for the sport. She taught all the girls on the team to learn from each other and how to celebrate our wins and learn from our losses, and she showed us the importance of supporting each other on and off the field. She also mentored me in my first role as a team captain, holding me to the highest standards as a player and developing leadership skills, which have since served me well.

From my perspective, the school worked to create an authentic balance between making its most cherished traditions and experiences available to all students, while at the same time offering various opportunities to showcase one’s particular talents or contributions. For example, I have fond memories of singing with a talented group of ladies as part of the Westminster Belles. Most importantly, Westminster strived to engender an environment in which all of its community members could form special, lasting bonds.

As I reflect on 50 years of coeducation at Westminster School, my immediate thoughts center around this community spirit on Williams Hill and the culture fostered by Grit & Grace. I am thankful for those first few classes of female alumnae who took the leap of faith on Westminster, when many of its peer schools had yet to welcome women. I am likewise thankful for the women who walked beside me during my years on campus, and for those who came afterward. In my adult life, I often run into former female classmates or other alumnae, and I never cease to be amazed by all of the astounding things they’re up to. They each carry on the legacy of Grit & Grace and embody the community spirit we all developed during such a special time in our life at Westminster.

By Lindsay Leal ’01

When I reflect on my time at Westminster in the late ’90s and early ’00s, I can conjure up a thousand emotional memories of classes and games, traditions and new experiences, and, of course, normal teenage highs and lows. And while I think about that time incredibly fondly, I would not say my own performance as a high schooler was especially outstanding. I was neither a stellar athlete nor groundbreaking scholar. I liked to make art, but after arriving at Skidmore College as an undergraduate, I realized I was not a particular standout in that realm either. If you compared my academic and extracurricular records to the records of my current students or showed my records to a current college counselor, the college counselor would likely balk at my underachievement or politely hand me a list of “safety schools” and send me on my way. And despite this, while a student at Westminster, I never felt more content, important or seen.

Now, I realize that a large part of this stems from the colossal shift in the competitiveness of the college application process over the last 20 years, and the undue pressures that teenagers (especially young women) face on a daily basis. The onslaught of “should be, should do, should want, should produce” messages that young women see every day, frankly, just did not exist in 1998. Fair enough. But I also suspect that a large part of the contentment I felt came from the role models I found while at Westminster, in faculty, staff, and my friends and family. And for this gift of female role models, I am forever grateful for my experience at Westminster.

At Westminster, I was surrounded by women who were strong, funny, fearless, brilliant and brave. They were women who didn’t hide or downplay any parts of their personalities, their bodies or their lives to fit a certain type. And I in turn, was celebrated for being smart and funny and brave — even if I wasn’t the smartest, funniest or most courageous. I belonged and felt important for just being my authentic self. The list could never be exhaustive, but to start, women like Molly Woodroofe, Amanda Tucker, Kathleen Devaney, Barbara Adams, Manon Pratt, Robin Newman, Christine Werner, Amy Stevens, Sara Deveaux, Siobhan Ulrich, Kathryn Warner, Pat Thompson, Rhonda Smith, Caroline Haskell, Kristin Walton and Suzanne Walker displayed a dynamism, encouragement and dedication to their work and to students that was formative to say the least. They

were scaffolding to me during a time when I was trying to build myself. They showed me that the most important thing you can be is confident and enthusiastic about exactly who you are. And then consider the friends I “At Westminster, I was surrounded made while on the Hill. The female friendships I built at Westminster by women who were strong, funny, are unparalleled by any other friends fearless, brilliant and brave. They from any other stage of life. I truly consider these women my sisters. were women who didn’t hide We’ve raised each other during or downplay any parts of their arguably the most difficult stage of development. They are women I learn personalities, their bodies or their from, grow with and keep in touch lives to fit a certain type.” with daily, even 20 years later. They gave me the freedom to be silly and authentic in a totally judgement-free zone. I handle pressure, cope with hardship, and move through my life with grit and grace because of the lessons they have taught me and the constant support they have provided.

My sister, Meghan Leal Campbell ’96 and my cousin, Samantha Fiske ’92 are two additional Westminster women who helped me foster this sense of self, and a confidence in my authenticity that I think shaped me as an adult and an educator today. When I see my own students as a faculty member at Taft or nieces and nephews being silly, laughing with abandon surrounded by people who love and support them, I am elated to know they might have even fleeting moments of that same feeling of confidence and security I did while at Westminster. I’ve dedicated my life and career to being one of those women in the lives of my students and the young people in my life; one who brings her whole authentic self to each moment and creates and holds space for my students to do just the same.

Supported by the Community Around Me

By Julia Krys ’19

After my four years at Westminster, I can say without a doubt that all of the leadership roles on campus welcome and encourage the involvement of female students. Though I occupied many leadership positions at Westminster, there are two particular experiences I had where female teachers pushed me to lead, and I was so deeply enriched because of their mentorship. During my Third Form year, I worked with faculty members Lisa McGrath and Kathleen Devaney to develop the Jewish Union (Jewnion). Had those two faculty members not given me the confidence to pursue this club, it would not have grown into the fixture it was by my Sixth Form year — a place for all students to learn about Jewish culture.

The second leadership experience that was very impactful for me was being a co-head of the All As One Feminist Alliance (AAOFA), for which faculty member Jessica Keough encouraged me to apply. Being a co-head of the AAOFA taught me so much, not only about how to raise awareness about the inequities women face both on campus and around the world, but also about women’s history. During my Sixth Form year, we curated an exhibit for Women’s History Month called “Nevertheless She Persisted,” where both students and faculty took part in highlighting women in history who were trailblazers in their respective fields. This exhibit was a huge triumph for AAOFA, and I felt an enormous sense of pride in having lesserknown women’s history be illuminated in Fearn Hall.

I had several role models at Westminster — both male and female, my peers and faculty members — who all empowered me to pursue what I am passionate about. Now I am at my dream school, Tisch School of the Arts at New York University, studying theater, music and business of entertainment.

Although it’s hard to imagine Westminster before coeducation, I am sure that the presence of female students, especially in leadership positions, enriches campus life. The female voice, which is so often excluded from leadership, has a different perspective to offer, and I am so grateful that I had the chance to contribute to Westminster’s landscape during my time there as a young woman who was well-supported by the community around me. All of the aforementioned faculty members, and so many more, helped me to develop personally and academically as I made my transition to college. It truly is such a tight-knit community at Westminster, and I feel like I owe my time there and all of my successes in college and beyond to each and every member of the community who supported me along the way.

By Allie Masthay ’21

When I first arrived at Westminster, I knew very little about the relatively short history of coeducation at the school and honestly did not give it much thought. I never assumed that my gender would hold me back at school, and in many ways, this was true. The teachers and coaches pushed hard for achievement from all students, regardless of gender. For the four years I was a part of the softball team, it was the winningest sport at the school, and we had female head prefects for two out of my four years at Westminster. I was surrounded by girls who succeeded in every area of school life. However, as time went on I noticed that there were still some discrepancies between boys and girls in the classroom: girls still found themselves trapped in superficial academic stereotypes. While loud, confident boys were praised in class as excellent collaborators, their female counterparts were criticized as too loud or too confident. The fear of falling into these stereotypes made me initially not participate in class as much as I could. Luckily my advisor, Cara Hugabonne, was a perfect role model and mentor for me. As a woman in education herself, she was able to give me advice on how to make my voice assertive in class, and to actively engage to better my own learning. I started to look closely at my classmates and teachers, and noticed that strong female teachers like Mrs. Hugabonne were crucial to the development and success of girls at Westminster.

This whole experience made me realize that, while girls had the same opportunities and resources that boys had at Westminster, there could be other students like myself who struggled with problems related to attitude or confidence. I started to get involved with feminism at Westminster by joining the All As One Feminist Alliance (AAOFA), a club that allowed all students to share their ideas and stories about feminism. It was the perfect forum for female students to be completely honest about their own struggles and help each other brainstorm solutions. I loved AAOFA, but I also wanted to add my own, unique touch to feminism at Westminster. At the beginning of my sophomore year, I started a branch of SWENext (the high-school level of the Society of Women Engineers, a national organization dedicated to supporting women in STEM) at Westminster. The club encouraged girls to come together for fun projects and to learn more about feminism in the STEM fields. Looking back, I’m grateful that the teachers at Westminster were so immediately helpful and supportive when I wanted to start the club, and I’m especially grateful to the first few girls who decided to give the club a try. Over the next three years, the club became very well attended, and each new member brought their own ideas and excitement. Another important role model for me was Mike Lawler, a new English teacher for the 2020-2021 school year. He was only my teacher for the last three months of my senior elective, yet it was one of the most engaging three months of my Westminster career. This

“I was surrounded by girls who was the first time that a teacher succeeded in every area of school spoke openly about feminism and encouraged honest debates between life. However, as time went on I my classmates. The elective was noticed that there were still some centered around theater, and each play that we discussed was related discrepancies between boys and girls to feminism and gender inequality in the classroom: girls still found in some way. Though these themes had surfaced in English classes themselves trapped in superficial before, I had never been part of such academic stereotypes. While loud, a passionate, lively conversation on the relevance of these themes in confident boys were praised in class my daily life. Mr. Lawler provided as excellent collaborators, their a safe environment for everyone to share their opinions, even if they female counterparts were criticized conflicted, and it meant a great deal as too loud or too confident.” to hear a teacher vocally support and defend gender equality. Reflecting on the last 50 years has made it clear that I (and all of my female peers) owe a lot to the girls who came before me, who paved the way for my own opportunities and success at the school. To a teenager who just graduated high school, 50 years can seem like a long time, but considering the immense progress that girls have made at the school, it is a very tight window. It’s also inspiring that even after all of this progress, none of the female students have gotten complacent, and they are dedicated to carrying on the work that female students have now been doing for five decades. I’m very excited to see how all the girls after me continue to come together and make the school their own.

During the past 50 years, numerous firsts have happened for women at Westminster. Some of those achievements are highlighted in the following timeline.

CELEBRATING 50 YEARS OF COEDUCATION

Penny Stone is appointed assistant dean. Beth-Ann Gentile graduates as a member of the Class of 1972.

Twelve girls enroll as day students at Westminster School.

Joan O’Brien is appointed as an admissions officer. English and dramatics teacher Wendy Wilson is appointed to the faculty.

The first coed Swimming team takes to the pool. The first coed Track team is established.

Gena Carter ’76 becomes the first female student of color. At commencement in 1973, she is awarded the Butler Bowl, which is presented to a member of the Third Form for character and leadership. The first Girls’ Soccer team begins play.

Girls join Black and Gold, known then as Student Guides.

Ann Culver ’76, Gena Carter ’76 and Lisa Mitchell ’74 become members of the Student Council.

A coed Third Tennis team takes to the courts.

Mary Ann Rice, center, is named the first Field Hockey coach.

During academic year 19721973, Anne McDermott ’76 becomes the first threesport varsity athlete: soccer, swimming, and track and field.

The first Dance Program is established with nine students.

The first Girls’ Lacrosse team begins competition.

The first coed Squash team takes to the courts.

Coached by Roger Bevan, the first Girls’ Basketball team is formed.

Lisa Mitchell ’74 is elected to the Prefect Board.

The first Girls’ Tennis team is established.

Jocelyn V. Kurosky ’73, front row, is the first editor-in-chief of the Spectator (yearbook).

Carol Taylor ’75, pictured with John Ford, is named the first female president of Dramat.

Captain Anne McDermott ’76 leads the first Girls’ Swimming team to a second-place finish at the New England championships.

Mary Ann Leavitt is named head of girls’ athletics.

Caroline Britton ’75 becomes the first female Choir president. Margaret Barlow joins the faculty as a college counselor.

The first Softball team steps up to the plate.

Gena Carter ’76 is the first female junior prefect. Ann Kimberly Elliott ’76 ties with classmate Frederick Rendol Barlow ’76 as the top-ranked student in the Sixth Form.

Pamela Louyse Hansen ’77 earns solo distinction as the top-ranked student in the Sixth Form.

Cross Country becomes a coed sport.

Deborah Stanton ’80 is named Outstanding Scholar. She is the first female editor of The Westminster News. Betsy Bradford ’80, from Somerset, Bermuda, becomes the first female international student to graduate from Westminster.

Coached by Mary Eckerson, the first Girls’ Volleyball team takes to the court. While none of the girls had played volleyball before, the team managed to win its final two games of the season.

Megan Elizabeth Kemp ’84 is awarded the Keyes Bowl at commencement. Considered the most prestigious commencement award, it recognizes a Sixth Former who displays the qualities of loyalty, courage, leadership and humanity.

First Girls’ Hockey takes to the ice.

The Spectator is dedicated to Jacqueline L. Schmitz, the school nurse and health education coordinator. The first Richard K. LeBlond II Honor Award is presented to Shirene Brown ’87 at commencement. The award is given to a Sixth Former who exemplifies dedication to academics and loyalty to the school.

Debbie Riegel P’90, ’95, left, and Dr. Gena Carter ’76, right, are elected to the Board of Trustees.

Martha Kurtz is named the first female athletic director.

Lucia Quartararo ’91 is the first female John Hay president.

Jennifer Kleeman Wall ’92 is the first student editor, male or female, of The Martlet.

Faculty member Joyce Wilson is named head of the Mathematics Department. Suzanne Daglio ’94 is elected as the first female head prefect.

Ann Gilman, who served as organist, choir accompanist, voice coach, music director for Dramat productions and choral arranger beginning in 1956 and was appointed to the faculty in 1972, receives the Swayze Award. This annual award recognizes a member of the faculty for outstanding contributions to the life of the school.

Faculty member Joyce Wilson is named director of studies. Faculty member Tally Briggs receives a 20-year service pin.

Julia Eells joins the Westminster School faculty as assistant headmaster.

Sara Anderson is named director of information technology.

Kathleen Devaney receives the O’Brien Award, which recognizes a faculty member who has been especially selfless and generous with time and care in the nurture and support of students and whose extraordinary, ongoing personal commitment to young people sets an example to the Westminster community. At commencement, the inaugural Wilbraham Bowl is given to Meriwether Hardie ’05. The award is presented to a member of the Fifth Form who best embodies the qualities of Geoffrey Wilbraham, who gave distinguished and loyal service to Westminster from 1958 to 1994.

Under the leadership of coach Mitch Overbye, the Softball team earns the first of 11 Founders League titles.

English teacher and Chapel Program coordinator Barbara Adams receives the C. Hiram Upson Family Chair. Established in 2003 by former trustee and alumnus Hi Upson ’50, the chair is awarded every five years and honors a faculty member in the humanities who is a master teacher of writing.

The Softball team completes the season with a record of 18-0 and earns the first of nine Western New England championships for the program.

The Girls’ Hockey program wins the first of six Founders League championships, the most recent coming in 2020.

First Field Hockey earns its first Founders League championship.

Maggie Pinney is named director of Led by coaches David Pope and development. Jessica Keough, First Girls’ Hockey earns its first New England championship.

Appointed to the faculty as assistant head of school in 2005, Nancy Spencer is named associate head of school. Nancy served in a leadership role at Westminster for 15 years and taught history.

Moy Ogilvie Johnson ’86 receives the Alan Brooks ’55 Distinguished Alumni Award, which is presented to an individual who exemplifies in thought, word and deed the school’s mission and who practices Westminster’s core values of community, character, balance and involvement.

Led by captains Eliza Mell ’16, Erin Haydon ’16 and Michelle Sciafani ’16, and coached by Scott Stevens, the first Girls’ Golf team is established.

Eda Chen ’20 is awarded the Adams Bowl, which is given to the member of the Fourth Form who best embodies the qualities of Richard and Barbara Adams, who gave devoted service to Westminster for over 40 years, showing outstanding personal qualities and concern for the community and unwavering dedication to students.

History teacher Mary Pat Gritzmacher is named the holder of the Walter Edge Jr. ’35 Master Chair. The chair is awarded every five years to a “distinguished teacher whose performance sets a standard of excellence for others.”

Longtime faculty member Kathleen Devaney is appointed executive director of Horizons at Westminster. The Horizons summer program and follow-up academies are designed to boost educational achievement and broaden access to opportunity for students from underresourced communities.

Julie Collins becomes chief financial officer.

Girls’ Cross Country is crowned Founders League champions. First Girls’ Squash wins the Division III title at the HEAD U.S. High School Team Squash Championships.

Faculty member Jessica Keough is named dean of faculty. History teacher Betsy Heckman is named the first recipient of the Coumantaros Family and William V.N. Philip History Department Chair. The chair was established in 2020 by John and Elena Coumantaros, along with their daughter, Sophia ’21, to honor William V.N. Philip, the school’s eighth head of school.

Elaine B. White is named the ninth head of school.

CELEBRATING 50 YEARS OF COEDUCATION

Top row, Renée Lynch Carrel ’84, P’19, ’21, Shannon O’Shaughnessy and Euni Han-van Vredenburch ’84, P’21; middle row, Elaine White, Dallis Alvarez ’18 and Dr. Gena R. Carter ’76; bottom row, Sakinah Carter Suttiratana ’90 and Devonna Hall P’25

As part of Westminster’s celebration of 50 years of coeducation, a Women of Color virtual panel discussion was held for the school community Oct. 11 that was moderated by Euni Hanvan Vredenburch ’84, P’21, an anchor-correspondent with ABC News Audio. Panelists included Dallis Alvarez ’18, a student at the University of North Carolina at Chapel Hill; former trustee Gena R. Carter M.D. ’76, a radiologist in Tennessee; Devonna Hall P’25, dean of diversity, equity and inclusion at Westminster; Sakinah Carter Suttiratana ’90, a Yale School of Public Health associate research scientist; and Westminster Head of School Elaine White.

Faculty and students viewed the online discussion in Werner Centennial Center as part of Diversity Day, and other members of the school community were able to participate via Zoom.

Euni began the discussion by saying, “I am so happy to be here to help tell some stories and also to listen to some.” She then asked the panelists to discuss what it was like growing up; what surprised them about Westminster; which word in Westminster’s motto better describes their career path, grit or grace; what obstacles remain in their industry; as a mother, sister or daughter, what is one thing they would like to tell the dads, brothers and sons out there; how can diversity, equity and inclusion (DEI) be merged into daily learning at Westminster to better understanding; and what kind of environments would they like for the next generation at Westminster, about 25 years from now.

The participants also responded to questions submitted by faculty members, panel registrants and students about how the new focus on DEI has had an impact on them and their career and how they integrate that into their profession, parenting and public life; whether there is something they wish they knew as a younger person growing up that they know now; whether in late 2021 there is an emerging word, phrase or title for this important work that resonates for them more than the current DEI; and whether they have a favorite quote or phrase.

In closing, Euni thanked the panelists for sharing their time and their stories, Renée Lynch Carrel ’84, P’19, ’21 and Shannon O’Shaughnessy, co-chairs of the 50th Anniversary of Coeducation Celebration, for organizing the event, and everyone for listening. “I hope we all learned something today,” she concluded.

The Friday Nights at Westminster series of readings for this academic year is paying tribute to Westminster’s 50 years of coeducation celebration with its lineup of writers who are visiting campus for readings and to talk with students in English classes.

Bestselling memoirist and humorist Gina Barreca kicked off the series with a reading Oct. 8 in Werner Centennial Center. She has appeared on “20/20,” “The Today Show,” CNN, the BBC, “Dr. Phil,” NPR and “Oprah” to discuss gender, power, politics and humor. She is the author of “If You Lean In, Will Men Just Look Down Your Blouse?” “It’s Not That I’m Bitter, Or How I Learned to Stop Worrying About Visible Panty Lines and Conquered the World,” the bestselling “They Used to Call Me Snow White But I Drifted: Women’s Strategic Use of Humor” and “Babes in Boyland: A Personal History of Coeducation in the Ivy League.”

She talked about writing and being the first in her family to attend college. She also read excerpts from “Babes in Boyland,” a humorous and provocative account of being a female undergraduate at Dartmouth College in its turbulent first years of coeducation. She shared stories about the challenges of being one of the first female students attending Dartmouth in the 1970s and how the college had to adapt when female students were admitted. “We all felt like we didn’t belong,” she said. She also talked about using humor in writing, saying, “Humor allows you to reach across a great distance.” She added, “You have to pay attention to the details in your life. Out of the details comes the story.”

The second reading in the series featured bestselling novelist and short story writer, Jennifer Haigh, who gave a reading Nov. 5 in Andrews Memorial Chapel of her short story “Sublimation,”

Gina Barreca

which was published in Ploughshares. Haigh is the author of the highly acclaimed novels “Mrs. Kimble,” “Baker Towers,” “The Condition,” “Faith,” “Heat and Light,” and a book of short stories, “News From Heaven.” Her new novel, “Mercy Street,” will be released in February.

Other scheduled readings include journalist Daniel D’Addario ’06 Dec. 10; singer-songwriter Dori Freeman Jan. 28; and poet Mahogany L. Browne April 29. Student and faculty readers are also regular participants in the Friday Nights at Westminster readings, which is directed by former faculty member Michael Cervas P’96, ’01, ’10.

The Michael Cervas Visiting Writers Program, which includes the Friday Nights at Westminster series of readings and concerts, is supported by generous gifts from the Ford-Goldfarb English Department Enrichment Fund, the McKinley Fund, the Connell Fund and the Friday Nights at Westminster Fund.