SSATB is pleased to partner with the University of Southern California's Rossier School of Education's Center for Enrollment Research, Policy and Practice (CERPP) to provide scholarships to and guidance for independent school enrollment management professionals to enroll in the online Leadership in Enrollment Management Certificate program.

Webster’s Dictionary defines equity as, “justice according to natural law or right; specifically: freedom from bias or favoritism.” So what does it mean to lead from an equitable perspective in the world of enrollment management? It means giving every mission appropriate candidate a fair shot at admission regardless of race, culture, religion, ethnicity, or socioeconomic background. It includes offering the supports necessary to ensure that all admitted and enrolled students achieve success, reach their personal best, and ultimately graduate from our institutions. Finally, it entails garnering support and buy-in from all constituents in order to increase diversity through enhancing our cultural competency.

Candidates to our institutions deserve a multi-dimensional and holistic approach to the reading and review of their applications. Of course, grades and test scores are important; however, distinction beyond these numerical values should also be considered. It is important to note that not every applicant comes to us with the same background and experiences, and this should be taken into consideration. How can a particular candidate contribute to the mission and vision of our institution?

Jane Stanford, co-founder of Stanford University, advocated for the admission of women and felt strongly about academic equity and equality. Pursuant to her mission and vision, Stanford University seeks “academic excellence through understanding the opportunities available to each candidate.” Utilizing this approach ensures that all students have the opportunity to compete for admission. This approach is essential in order to provide equity and increase diversity of all kinds in our schools.

Once students are accepted to our schools, we have the responsibility to ensure that supports are provided to allow students every opportunity to succeed and eventually graduate from our institutions. We must provide a safe environment where students feel trust, expectations for academic success are high, opportunities are provided for students to share their experiences, and students’ abilities are affirmed.

In an effort to lead from an equitable perspective and as part of our commitment to increase diversity in our school, administrators and faculty from Gulliver applied for and were awarded the FCIS DeWitt E. and Vera M. Hooker Fellowship Grant to create a scalable program that helps schools’ youngest students begin to grapple in an ongoing way with the issue of race relations. Research shows that relations between races improve when people begin, through ongoing contact, to break through stereotypes. Students are provided an environment where they can interact on a social level and break down barriers. This adaptation of sustained dialogue, currently being implemented, emerged from the Camp David Accords which took place in the 1970s. Students meet regularly, are led by moderators who guide conversations, and work toward gaining understanding about controversial issues. They seek understanding and then address methods that will help others in their community become engaged with the topic. Sustained dialogue is the catalyst for improving the cultural competency of our students, faculty, administrators, and parents.

Equitable admission reaches far beyond just the review and ultimate acceptance of a student. Equity must permeate throughout the entire process from inquiry through graduation. Equity in enrollment management is key to providing an environment where diversity is encouraged and celebrated – an environment where each and every individual participates and benefits from the mission and vision, the options and opportunities, and the quality programs of our fine institutions.

Sources:
“Thin Ice: Stereotype Threat and Black College Students.” Claude M. Steele, The Atlantic, August 1999. http://www.theatlantic.com/magazine/archive/1999/08/thin-ice-stereotype-threat-and-black-college-students/304663/
Defining Merit: the Nexus of Admission, Excellence and Diversity
Translating the Mission in Student Selection. CERPP USC Conference 2014. https://cerpp.usc.edu/conferences/2014con/

About the Author:

Elena Castellanos joined the admission team at Gulliver Schools in the summer of 2013. Prior to her work in admission, Elena was the lower school assistant principal at Gulliver. Elena has a Master’s in educational leadership from Nova Southeastern University. She currently serves as director of admission for grades PreK3-8. Elena, her husband Carlos, and their daughter Sofia live in Miami, FL. Their sons, Carlos and Frankie, attend The Florida State University in Tallahassee, FL.