GFS Appoints Rita Goldman Director of Multicultural Affairs |
Rita holds an Ed. D. in higher education administration, an MA in student personnel administration and a BA in psychology. She is on the Board of Trustees of the Association of Delaware Valley Independent Schools (ADVIS), the St. Barnabas Episcopal School, the Multicultural Resource Center and the Council of Women in Independent Schools. She came to GFS in 1987 and has since served as associate director of admissions, director of the Community Scholarships Program and director of college guidance.
Rita's new task will be to oversee the school's continued efforts to diversify its student body and faculty, as well as to promote awareness of diversity issues within GFS and the larger community.
Below is an excerpt of a message Rita wrote for the GFS Newsletter in April 1999, in which she explained the diversity process and where GFS is within that process:
Dr. Joan Stanau Lester, of the Equity Institution, Inc., outlined a description of the three stages of the diversity process in an edition of Black Issues in Higher Education. In the first stage there is emphasis on the numbers. Who is represented and at what levels in the institution? Though this concern remains important, it generally diminishes as institutions move to the second and third stages. Movement to the second stage is noted by an emphasis on "climate" issues. There is enough of a critical mass of under-represented groups, but many in these groups find the climate chilly and unwelcoming. A "revolving door" scenario can result. In the second stage people begin to examine the unwritten rules and traditions and how people interact and talk with one another. Strategies are sought to warm up the climate for those individuals who feel excluded. The goal is to decrease isolation and provide opportunities for under-represented people to "make it." Finally, the third stage of multicultural change involves attempting to open up highly charged policies, procedures and structures. It is the "institutionalization of the change process." This stage continues for several years and incorporates the concerns of earlier stages. It is hoped that the process will be a self-sustaining one, no longer dependent on the energies and leadership of any individual.
It is my belief that GFS is on the precipice of the third stage. We realize that a critical mass of both faculty and students is important, and have been working to make that realization a reality. Indeed, the fact that we have sufficient numbers of faculty of color to be able to schedule a weekly meeting is the envy of many of our fellow schools. We have had in-service days (both successful and less than successful), parent meetings, and discussion groups, and have developed more support services for academically underprepared students of color (which have helped all students). Though sometimes painful, our discourse around this subject is clearly more open. We have even given up a whole day of teaching so that upper school students could attend Diversity Day in March 1998. Clearly, it is important to prepare all students to live, work and perhaps lead in what is now and will become a more multicultural world.
The position of director of multicultural affairs is now a viable one. Not that it will be easy. But the ingredients necessary for success are there: visible support from the School Committee and head, an established budget, informed constituencies to serve as advisors, and good will. This position "institutionalizes the change process."
There are pitfalls. Not everyone is ready for change or sees the need. Resources and time are limited. There will be power struggles, resistance and upset. There is no magic bullet. In spite of these difficulties I believe this job can be done. It must be done. Progress may be slow and tedious, but we must always keep our "eyes on the prize." I welcome the challenge.