Staff Editorial: Amid improvements to inclusivity, more work needs to be done

Over the past few years, the Oswego SD#308 has expended tremendous effort to incorporate more diversity and inclusive practices within the educational system. Through these steps to make the district more accommodating to people of all life paths, some major strides have been made. 

SD#308 Executive Director of Culture and Climate Kristin Paul said, “It is important to recognize what makes us different and unique. When we acknowledge our differences, we create space for people to show up as their authentic selves.  Staff and students need to learn about who they are, so they can show up in every space as they are.” 

Several OH clubs and other groups offer opportunities for all students to be involved in the school community. From the Muslim Students Association (MSA) to the Black Student Association (BSA), to True Colors Club, to the Latin Student Organization (LASO), to Coalition and its Amplify event, to Fish Club, and countless others, OH helpfully offers spaces for all students to feel accepted. 

Similar to the improvements in inclusivity at OH, a surge in focus on Diversity, Equity, and Inclusion (DEI) policies are present outside of SD#308, too. In a survey conducted by P.E.W Research, about six-in-ten (61%) say their company or organization has policies that ensure fairness in hiring, pay, or promotions, and 52% say they have training or meetings on DEI at work. Most survey respondents indicated a positive impact on their work lives due to DEI practices. This growing acceptance of diversity and inclusion prompts the question, how can Oswego further implement diversity and inclusion as a district?

“I think [the district] is definitely trying to build it out more. I help out with Coalition, so I see that lens of it, too, and what they’re doing there,” said True Colors club advisor and OH science teacher Margret Daly.

Even with these inclusion efforts, there is always room for improvement, starting with how staff and students treat our increasingly diverse student body. Although Oswego has experienced more diversity in both the student body and staff in recent years, and OH has many cultural organizations and clubs that celebrate different gender identities, more acceptance of one another is needed. Beyond OH clubs and organizations, it is up to us, as a student body, to accept all people and make them feel welcome in our schools. 

“How do you explain to someone that sometimes opinions are not opinions, they’re just like discriminatory statements, and that’s hard. That’s hard for adults to understand, let alone 15-year-olds,” said Daly.

According to Paul, even with the inclusivity improvements made in the district, students may feel unsafe or discriminated against in the school environment. Paul said, “As a district, we created an equity statement that guides our work as a district, we have also started talking about how we can adjust our language of how we speak to one another to be more inclusive, such as using the phrase and creating “rightful presence.”  

The primary step in further implementing DEI is accountability. Beginning with staff, the importance of teaching students how to properly and effectively treat discrimination and hate is the first roadblock.

Paul reiterated this concept, noting that it is important “that everyone has a ‘seat’ at the table and a voice to share their thoughts.  We need to use what we learn in these moments to shape learning and engagement so that it continues to happen with others,” said Paul. 

The district has made an effort to lay the groundwork for DEI practices, and continuing with accountability means promoting and creating structure for that groundwork. For example, Lunch-and-Learns are occasionally offered to teachers to learn about a specific topic, and OE has hosted a cultural fair for different student-led ethnic clubs. 

All of these are amazing opportunities for students, but few know about them. The key is supporting these activities and making them known throughout the community. While much of the responsibility falls on the club or organizer itself, the district can help promote these and facilitate a conversation that all students can feel welcome to. 

“I think the district has a lot more to [do],” said BSA sponsor Shaunise Thomas. “There’s a lot of resistance, because [district administrators] are just not educated, or teachers are just too far in their careers where they just don’t want to change.”

Thomas continued, explaining that she believes this is not just a high school need: “At the elementary schools, there needs to be some diversity happening. My son goes to Lakewood Creek, and there [are not] many minority [teachers]. There’s not even many male teachers there.”

Improvements are not just in the hands of district administrators; therefore, students should also take action to make OH a more inclusive place. Cultural acceptance groups like MSA and BSA promote interconnectedness within cultural minorities at our school, and more should be created to make every single student feel accepted. 

Additionally, student-run clubs for different identities are used to educate attendees and other students on the struggles that minority groups face. With an increase in these groups, more students will feel recognized and accepted in the community, feeling free to express themselves and their culture. Any student is welcome in these groups, no matter gender, race, ethnicity, or background, to learn about different types of people.

“When I started [at OH], I was the only Black female teacher in the district,” Thomas said. “And if I know if I get treated very badly as an adult, the students were treated very badly, too.”

“[Inclusivity] is much better now,” she continued. “Hiring more minority teachers was one of the steps that the district office made a goal, and then getting [[…]] minority administrators in the district. And we finally have different colors representing [the diversity] all around us.”