An Inclusive Winsor

Creating an environment of respect, equity, and inclusion is a matter of principle at Winsor.

"Take a Stand"

Winsor has long strived to create an environment of respect and inclusion, to honor the dignity and humanity of every individual, and to teach those values and honor the principles of equity and inclusion. Now is a time of deep reflection for Winsor's leadership, faculty, and community members. Especially where we have missed the mark, but also in those areas where we have led with conviction, we pledge to do better, so that each and every member of our community experiences Winsor as a place of belonging and a source of strength.
And in the words of Dr. Martin Luther King, Jr., “the fierce urgency of now” requires us to listen—and to lead. 

It has been powerful to see so many Winsor students and alumnae “take a stand” and shine a light on their experiences in our community. Their voices have underscored that we must do better, and the feedback has opened the door for much needed discussion and a deeper level of engagement.  
Every day, our community engages in conversation and calls to action to bring about change. We will ensure that every voice is heard, that stories can be told openly, and that the resources already in place at Winsor are known and accessed. We will continue to follow our core principles and share those resources broadly and clearly.  Winsor will continue to encourage and support our students, faculty, and staff to engage in all ways ranging from affinity and community building groups, a newly formed student board for equity and inclusion and professional development to engage on a personal or larger scale. 
Renewal, intentionality, accountability, and action are all part of the roadmap moving forward. The Equity Task Force has embarked on our next steps in our ongoing, important work for anti-racism and social justice. 
Thank you for partnering with us in the important work ahead.

A Report on DEI at Winsor

As a dynamic and responsive community, Winsor continuously evaluates and seeks to strengthen its diversity, equity, and inclusion work. The Lift Every Voice report is an outcome of that self-reflection. By collecting and synthesizing the practices, policies, and initiatives that exist in each department of the school, we sought a wider and deeper understanding of the totality of our DEI practices. The report serves as a touchstone for the Winsor community and a blueprint for the work ahead.  We remain steadfast in our commitment to belonging. Learn more about diversity, equity, and inclusion at Winsor.

The Equity Task Force

In November 2020, Winsor formed the Equity Task Force to review and propose strategic initiatives that support the goals of Winsor's Strategic Vision. As we emerge from the pandemic, the structure of the committee has changed. 

The Committee’s Charge
The Equity Committee of the Board is responsible for ensuring that the school is building and sustaining a diverse, equitable, inclusive, and connected learning community. The Committee is charged with benchmarking the school’s DEI efforts and partnering with the Head of School to fully realize the DEI goals of the Strategic Plan. The Committee reports to the Board about the nature, direction, and needs of the school’s DEI work and helps the Board and its committees view their own work through an equity lens.

2021–2022 Equity Committee
Claire Pasternack Goldsmith ‘01
Trustee, Committee Co-Chair
Mallika Marshall, P’27
Trustee, Committee Co-Chair

Chris Andrews, P’26, Trustee
Julian Braxton, Director Community and Inclusion
Larry Cheng, P’23, ’25, ’28, Vice President of the Board of Trustees
Polly Crozier ’92, Trustee
Linda Dorcena Forry, P’28, Trustee
Lisa Jackson, P’23, Trustee
Allison Kaneb Pellegrino, ’89, P’21,’22, President of the Board of Trustees
Sarah Pelmas, Head of School
Sidra Smith ‘88

Coming Together

Winsor continually offers on-campus opportunities for students, faculty, staff and parents to engage in diversity, equity and social justice work. Below is a list of our evolving efforts over the current academic year. 

*Assembly or panel discussion

Our Community Engages

Winsor continually welcomes leaders, experts, and educators to share their insights at assemblies and in the classroom. Below is a sample of influential and engaging speakers who addressed our community on the subject of equity, inclusion, and social justice.

Our Students Engage

The Student Equity Board (Upper School) aims to amplify student voices in diversity, equity, and inclusion (DEI) conversations at Winsor in order to ensure that all community members feel safe and supported. The Board is composed of 4 committees, each focused on improving an aspect of student life, particularly for students of color. The committees include: curriculum, Lower School engagement, community relations, and mental health. As a school and a community, during this time when our nation is addressing issues of race, institutionalized racism, and ongoing racial violence, it is not enough to be not-racist. We must work to be actively anti-racist, and to raise the bar in our diversity and inclusion initiatives in order to improve Winsor students’ experiences for generations to come, and the Student Equity Board is committed to this work. 

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  • Affinity Groups at Winsor

    Currently, we have seven formal affinity group programs at Winsor specifically designed to create a space for students who identify as part of an underrepresented group at Winsor experience being in a numerical majority.  These affinity groups provide an opportunity for students who want to connect positively to their own identity.  Attendance is completely voluntary.  Students often talk about how their participation in affinity groups has been key to their identity development.  

    • SISTERS is an affinity group for Black and African American students.

    • AsIAm is an affinity group for students of Asian and South Asian descent.

    • SOMOS is an affinity group for Latinx students.

    • MOSAIC is a safe space for those with two or more identities in how they navigate the world. If you want to go to (or have already attended) another affinity group at Winsor, but feel that it is only part of your identity, this is a place to share your experiences. 

    • The First Generation Experience will focus on the challenges of the Immigrant Experience. The group is meant for Winsor students who are immigrants and for people whose parents immigrated to America. The group strives to create a safe and respectful environment where immigrant and first-generation students discuss and unpack their identities.    

    • SASA (South Asian Student Alliance) is an affinity group for students who identify as South Asian. SASA strives to create a safe environment in which students feel comfortable sharing their experiences with South-Asian culture to promote a sense of belonging and sensitivity among South-Asian students and others.

    • UMMAH strives to serve and support the social and spiritual needs of Muslims at Winsor by providing a space where they can share the particular experiences that come with their religious identity. 

    Note: SISTERS/SOMOS and AsIAm have groups in the Lower School.
  • Clubs Exploring Identity

    Jew Kids on the Block serves to foster a sense of community among Jewish students and allow these students to feel connected to their religion and each other through an exploration of Judaism. The club also provides a way to teach the Winsor community about the many different aspects of Jewish culture including but not limited to traditions, holidays, and Israel. 

    SPARC (Students Promoting Acceptance of Religious Communities) aims to create a safe space in which students feel comfortable sharing their experiences with faith and are able to learn about and become more sensitive towards their peers through interfaith dialogue. Through these discussions, SPARC hopes to precipitate a greater sense of respect, empathy, and understanding in our community regarding students' identities as they pertain to religion, spirituality, or the lack thereof and to better inform students as global citizens. 

    Spectrum’s goal is provide a safe space for queer students and allies and create a trusting community. We will speak about LGBTQ topics and current issues along with planning ways to spread the importance of the LGBTQ community.  Spectrum is a club welcome to all people. For LGBTQ students, it is a valuable space to talk about pressing topics or just share stories about the LGBTQ community that they have. For people who are not queer, it is also an important space to know what they can do as allies. 

    Girls of the World (GOW) provides Winsor students with a safe space to discuss gender-related issues that they may personally have experienced or have witnessed both in their own communities and on a larger, global scale. It is essential that Winsor, especially being an all-girls school, give its students the opportunity to partake in meaningful discussions around gender. In these discussions, students learn from their peers so as to empower one another to become agents of positive change. 

    Upstander Club (Lower School): the goal of this club is to create community by understanding more about our own identity, hearing other’s identity stories, and learning what it means to be an upstander within the presence of injustice.  The club challenges students to have courageous conversations about race, racism, and anti-racism.  
    Anti-Racism Club: In this club, Lower School students read This  Book is Anti-Racist by Tiffany Jewell to discuss issues of race and and everday racism. They learn about identities, true histories and anti-racism work in 20 lessons. The idea behind the club is to empower students to use their voices to understand and actively fight against racism.

Our Faculty and Staff Engage

White Colleagues Challenging Racism (WCCR) is a forum for white members of the faculty and administration to consider issues of racism and privilege. We address these issues from many angles -- discussing current events, sharing the history of our individual identities, considering institutional racism, getting feedback on experiences we have had at Winsor or in our lives outside of school, identifying micro-aggressions, listening to speakers.

Seeking Educational Equity and Diversity (SEED) is a discussion group, organized to provide adults in the Winsor community with a forum to discuss topics of social and cultural importance. We share perspectives, challenge assumptions, form connections, and enrich ourselves both personally and as colleagues, educators, and contributors to the experience of our students and the school. 

Colleagues of Color
was formed in 1999 to give faculty and staff of color at Winsor a place to meet, to discuss and celebrate our work as we support and sustain each other throughout the year.  We have speakers and recently started a collaboration with faculty and staff of color at Boston Latin School.

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  • Summer Reading at Winsor

    Winsor has a long history of a faculty and staff summer reading on equity, inclusion and social justice.  This year, faculty will select a book of their choice from Ibram X. Kendi’s Anti-Racist Reading List to read and discuss in the fall. 
    Our community has read, discussed and recommend the following books: 

    • The Person You Mean to Be: How Good People Fight Bias by Dolly Chugh
    • Just Mercy: A Story of Justice and Redemption by Bryan Stevenson
    • 2020: Individual choice from Ibram X. Kendi’s Anti-Racist Reading List
    • 2019: Dolly Chugh, The Person You Mean to Be
    • 2019: Brown, Roediger, and McDaniel, Make It Stick: The Science of Successful Learning
    • 2018: Angie Thomas, The Hate You Give
    • 2018: Gish Jen, The Girl at the Baggage Claim: Explaining the East-West Culture
    • 2017: Mahzarin Banaji and Anthony Greenwald, Blindspot: Hidden Biases of Good People
    • 2016: Bryan Stevenson, Just Mercy: A Story of Justice and Redemption
    • 2015: Claude M. Steele, Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do
    • 2014: Independent School Magazine, Summer 2014, Thinking About Difference: The Professional Approach to Diversity in Schools
    • 2013: Kenji Yoshino, Covering: The Hidden Assault on Our Civil Rights
    New York Time Headline from June 2020: A 23-Year-Old Book About Race Landed on the Best-Seller List Because It’s Still Relevant. The book at the center of the article Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race was Winsor’s very first summer read back in 1999. 
  • Off-Campus Professional Development at Winsor

    Off-campus professional development takes many forms.  Faculty members attend global and regional conferences, participate in seminars and workshops, travel, and collaborate with each other to prepare curricula.  Winsor’s funds support travel to and from conferences, transportation, accommodations, and food as well as all registration fees and supportive materials.  Faculty members are encouraged to pursue enrichment opportunities in multiple areas, including, but not limited to, technology, adolescent development, social-emotional learning, brain research, content areas, and diversity, equity, and inclusion practices.
    From March 2020 through the winter of 2021, most professional development opportunities took the form of webinars and online seminars. There was a marked increase in the number of opportunities for teachers related to inclusive classrooms.

    2020-(through February 2, 2021) Workshops Attended by Winsor Teachers 

    • 50 years of African-American Writing: James Baldwin to Lynn Nottage, offered by the Teachers As Scholars Program
    • Building Inclusive, Anti-Racist School Communities, offered by the National Coalition of Girls’ Schools
    • Build Bridges and Create Connections: Learn to Listen in New Ways, provided by the Association for Independent Schools in New England (AISNE)
    • NNSP 2021 Annual Conference--Race, Equity, Community Engagement, offered by the National Network of Schools in Partnership
    • SphinxConnect 2021: Unity, offered by the Sphinx Foundation, whose mission is to increase diversity and access to classical music
    • AISNE Insights: Shifts of Consciousness and Action for White Educators, provided by the Association for 001Independent Schools in New England (AISNE)
    • So You Think You’re an Anti-Racist? Shifts of Consciousness and Action for Well-Meaning White Independent School Community Members, provided by the Association for Independent Schools in New England (AISNE)
    • Facing History and Facing Ourselves: After the Election: What's Next for US Democracy?, offered by the Facing History Organization
    • Middle School Students of Color Conference, provided by the Association for Independent Schools in New England (AISNE) (Winsor presenters and participants)
    • Be a SMARTIE: Bringing a DEI lens to Institutional and Individual Goal Setting, provided by the FolioCollaborative
    • The Open Road: Freedom and Exploration, provided by the Great Books Foundation
    • Race, Art and Hope: A Conversation, offered by the Boston Arts Academy
    • STEM Education, Diversity and Inclusivity, offered by the Information Systens and Technology Organization at M.I.T.
    • Workshop with Kathy Obear on whiteness and anti-racist work
    • Speak Up at School, offered by the Teaching Tolerance series
    • Anti Racist Theatre: A Foundational Course, offered by Conscientious Theater Training
    • Culturally and Historically Responsive Teaching: A conversation with Dr. Gholdy Muhammad, offered by WGBH
    • National Anti-Racism Teach-in, offered by the National Anti-Racist Teaching Organization
    • Becoming Antiracist: A Learning Series for White "Liberal" Teachers, offered by the Equity Literacy Institute
    • Virtual Institute for Racial Equity in Literacy - Interrogating Internalized Racism in Ourselves and in Our Practice, offered by the Heinemann Institute
    • Schooling for Critical Consciousness (racial justice), offered by the Facing History Organization
    • Teachers on the Frontlines: Dismantling White Supremacy from Within the Classroom, provided by Marsha Davis' Racial Equity Lessons
    • Special Facing History Workshop: A Conversation with Bettina Love, offered by the Facing History Organization
    • Gender Spectrum Symposium, offered by the HeySummit Organization
    • "The Conversation Ignored for Too Long: Race and Racism in Education and Society", provided by the National Association of Independent Schools
    • Teaching While White: from Ally to Accomplice, provided by the Eastern Educational Resource Collaborative
    • Stand Up Speak Up: Girls Using Their Voices to Engage, Empower, & Enact, provided by the the National Coalition of Girls’ Schools
    • 2020 Summer institute on education, equity, and justice, offered by the American University SIEEJ
    • Seeing the Racial Water, offered by Education For Racial Equity
    • Election 2020: Creating Environments for Civil Discourse and Dialogues Across Differences, provided by the Association for Independent Schools in New England (AISNE)
    • Strengthening Cultural Competency to Navigate Conflict in our Schools, provided by the Association for Independent Schools in New England (AISNE)
    • Cultural Competency Workshop with Caroline Blackwell, NAIS, provided by the Association for Independent Schools in New England (AISNE)
    • Kweli Color of Children's Literature Conference, offered by the Kweli Journal Organization
    • Instructional Moves: Making Classroom Discussions More Inclusive and Effective, offered by the Harvard Graduate School of Education
    • MIT Hack For Inclusion, sponsored by MIT Sloan School
    • Interrupt Implicit Bias: From Hiring To Retirement, Welcoming And Retaining People Of Color Within Your Faculty, Staff And Administration, provided by the Association for Independent Schools in New England (AISNE)
    • Interrupting Implicit Bias in the Virtual Hiring Process, offered by Carney, Sandoe and Associates
  • On-Campus Professional Development at Winsor

    2020 – Present

    February 2021
    Cultivating Inclusive Learning Communities: Part 2

    Guest Presenter: Marta Esquilin, Associate Dean and Assistant Professor of Professional Practice in the American Studies Program, Rutgers University. 

    August 2020
    Answering the Call of Social Justice

    Julian Braxton in Conversation with Jamira Burley, Social Justice Advocate & Next-Gen Social Impact Leader

    August 2020
    Cultivating Inclusive Learning Communities:  Part 1 Tools and Skills for Managing Difficult Conversations in the Classroom

    Guest Presenter: Marta Esquilin, Associate Dean and Assistant Professor of Professional Practice in the American Studies Program, Rutgers University. 

    May 2020

    Dr. Rachel Mahmood, Fifth-grade teacher and author of the Teaching Tolerance article: Online Teaching Can Be Culturally Responsive

    Amid school closures, online classes can offer new opportunities for culturally responsive teaching. Here’s what one educator istrying with her fifth-grade students. Dr. Mahmood offered practical tips for culturally responsive distance learning.

    April 2020 
    Exploring anti-Asian/Asian-American Racism in the Time of COVID-19

    Asian-American leaders in Massachusetts decry racism amid global pandemic.

    Jenny Chiang, Executive Director of  the Asian American Commission  
    Samuel Hyun, Executive Director at the Korean-American Citizens League, Commissioner on Asian-American Commission

    April 2020 
    Why Black Americans are Hit Harder by the Coronavirus

    Special Guest Angela Coombs (Winsor '06), psychiatrist at Columbia University and the New York State Psychiatric Institute talk about her. New York Times letter to the editor.

    February 2020
    Gender and Sexual Diversity: An Exploration

    Facilitators: Christina Baudis, Maren Kelsey, and Alice F. Stern

    This workshop builds a collective understanding of sex, sexuality, and gender and will also work through various scenarios that arise in our practice in order to deepen understanding.

    February 2020
    Why Black Parents Worry: the Independent School Experience 

    This workshop will address the anxieties that underlie interactions of black parents and schools.  The basis of these anxieties will be addressed as well as   the implications and impacts.  We will then address constructive ways for schools to sensitively address these anxieties through a case study approach.  The solutions will be shaped by and incorporate Winsor's Faculty and Staff Diversity, Equity and Inclusion Survey and the summer reading book "The Person You Mean to Be." 

    February 2020
    Exploring Identity and Community: Fostering Civil Discourse Across Difference   

    Guest Presenter: Rose Sadler, Program Associate, Facing History and Ourselves

    How can we have intentional conversations in these times? What role does individual and collective identity play in how we relate to our colleagues, students and their families? This session will surface some of the complexities of fostering civil discourse and provide opportunities for reflection on how to engage in conversation across difference.

Our Alums Engage

The Alumnae Board is committed to becoming more racially and regionally diverse. Historically, the demographics of Winsor’s older alumnae and the general need for close proximity to the school in order to participate has meant that the Alumnae Board has struggled to be as culturally diverse as intended. Improved access, in the form of online participation, will help ensure that the board nominations for 2021-2024 will reflect a more geographically diverse alumnae community (members will no longer have to live in Massachusetts to volunteer their time). What began as GOLD (Graduates of the last decade in 1997) is now a group of young alumnae from the prior 15 years (Young Alumnae Committee 2005). This group holds special events and acts as support for each other as they navigate the years post college. A feeder for the Alumnae Board, this committee assists in the development of more diverse representation on the Board to better reflect the current student population.
Alumnae For an Inclusive Community (AIC) is a working committee of members of the Winsor Alumnae Board and Winsor alumnae at large. By creating educational and enrichment opportunities, the AIC seeks to inspire the alumnae community to promote an awareness of diversity, equity, and inclusion.

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  • Alumnae Book Discussion Groups

    Alumnae book discussion groups are recurring events held since 2000 and often include books by and about women, people of color, and other underrepresented persons. Winsor has also engaged alumnae in the work of diversity, equity and inclusion, through scheduled gatherings in and around Boston. A few examples include but are not limited to:

      • MyTown Tour 2000, 2006
      • The Honorable Maija Lahteenmaki ‘62 Luncheon 2001
      • AIDA 2002
      • Egytian Museum Event 2002
      • Greek and Roman Art Event, The Metropolitan Museum of Art 2004
      • The Chinese House Tour, Peabody Essex Museum 2004
      • Asian Art Tour, The Metropolitan Museum of Art 2011
      • Alumnae Volunteers at Pine Street 2013, 2015
      • Asian Arts and Crafts Alumnae Event 2013
      • LGBTQA Reception 2015, 2016
      • MLK Singing Group 2012 and subsequent years
      • Alumnae Volunteer Events at Greater Boston Food Bank 
      • A Closer Look at East Boston 2016
      • Alumnae Cradles to Crayons 2010, 2011, 2015, 2017, 2020
      • Alumnae Inside Out Movie and Discussion 2019
      • Alumnae Event Black Nativity 2019
  • Regional Events

    At Winsor, there is a long history of events for alums that have prioritized diverse participation and engagement. Winsor holds regional events on an annual or biannual basis. The Head of School, faculty members and staff meet with alumnae to discuss the on-going work of the School and to learn how we may support them in their engagement with each other, their work, and their lives.  In 2020-2021, the Head of School and the alumnae engagement team held three virtual regional meetings by time zone. These inaugural virtual events opened the door to Winsor continuing this type of engagement in future years, allowing alumnae from around the country to share their ideas and  engage with the School in a way they previously would not have been able to. 

    Alumnae Weekend
    Winsor hosts an Alumnae Weekend every spring, typically in early May. The COVID-19 pandemic forced the postponement of the spring 2020 weekend; it was instead held entirely online on just one day, October 24. Winsor faculty are often invited to conduct sample classes for alumnae, and speakers are often invited to address current topics that are both local and global in nature. The goal of the weekend is to connect Winsor alumnae through shared experiences and conversations– and to give them access to some of the conversations, initiatives, and opportunities happening at Winsor.

    Three sessions were offered on October 24, 2020 to engage alumnae in conversations related to diversity, equity, and inclusion:

    Books as Windows, Mirrors, and Sliding Glass Doors  
    Lisa Stringfellow, Lower School English Faculty (Class I and II), Class I Co-coordinator, and Educational Technology Educator, invited alumnae to join in an exploration of Dr. Rudine Sims Bishop’s metaphor of children’s books as “windows, mirrors, and sliding glass doors” and to learn how this analogy is foundational to our literature study in English I & II. 

    The Path Forward: Building an Anti-Racist Community
    A panel discussion of shared experiences and the path forward moderated by Kendall LaSane ‘05.

    The Future (of Wealth) is Female: Seizing Control of Your Financial Well-being
    Join fellow alumnae to discuss how women have become economic powerhouses, controlling more wealth than ever before in the U.S., and how and why we must invest in ourselves, our families and our communities.

Winsor Alumnae Driving Change

Philanthropy at Winsor

Winsor has a number of existing and new philanthropic opportunities to support diversity, equity, and inclusion in our community. Winsor is open to conversations with donors who want to support these initiatives, whether they are new or existing opportunities.

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  • Fidalgo Fund

    The Ana Maria Fidalgo P ’07 ’14 Fund assists in providing scholarships for Black+ Winsor students to help offset tuition and other school-related costs. Janice Fidalgo ‘14, Joceline Fidalgo ‘07, and siblings Joyceana, Emanuel and Joshua were inspired to create the AnaMaria Fidalgo Fund, named in honor of their mother.

    $250,000 needed to endow this scholarship. Gifts of any amount are welcome.
  • Social Justice Fund

    For over 20 years, guided by our Principles of Equity and Inclusion, Winsor has supported a broad range of efforts, including curriculum and pedagogy development, affinity groups, social justice programs, assembly speakers, and travel to and participation in conferences and workshops—all designed to foster a more inclusive school community and to give students the tools they need to work for change in the world. The Social Justice Fund was established in 2019 and is administered by Julian Braxton, Director of Community and Inclusion, to support Winsor’s longstanding and ongoing efforts in the space of equity, anti-racist, and community building work. The Social Justice Fund helps expand Winsor’s programming at a time when anti-racism, equity, and social justice work are critical to understanding ourselves and the world in which we live. Additional support is needed for this critical fund in order to expand our work.

    Below is a partial list of what the fund (and its precursors) have supported:

    • 40 students and teachers attending a special lecture by Ibram X. Kendi, Founding Director of Boston University Center Center for Antiracist Research
    • Student attendance at the NAIS Student Diversity Leadership Conference
    • Faculty and staff attendance at the NAIS People of Color Conferences
    • Professional development opportunities for faculty and staff specifically on anti-racist, anti-bias work
    • Winsor’s annual MLK Celebration
    • Bi-annual faculty and staff delegations to the National Museum of African American Culture and History
    • Speakers and partnerships to enrich learning, including a partnership with Facing History and Ourselves
    • Ongoing Diversity efforts, including the yearly purchase of essential reading to deepen faculty and staff understanding of issues of racism, bias, and social justice; and to support faculty in initiating difficult conversations and educating students in the classroom
    • Curriculum and pedagogy workshops and space for innovative design and development

    Gifts of any amount to support this fund are welcome.
  • Winsor Equitable Experience Fund

    This fund helps us ensure every student receiving financial aid has the opportunity to take advantage of all that Winsor has to offer, so that they may have an equitable experience to their peers. This gift will be used to cover those less visible costs of the full, equitable Winsor experience  including, but not limited to academic trips, books, supplies, and college applications costs. 

    $250,000+ needed to endow this fund. Both endowed and current use options.
  • Named Chair - Director of Community and Inclusion

    As an endowed chair, this profound new gift would fully support the ongoing work of the Director of Community and Inclusion. The director works to create deeply meaningful connections both within Winsor and with the greater community, with particular focus on equity and social justice. The director’s work also involves bringing key guest speakers to Winsor, planning professional development for faculty and staff ensuring diverse and broad perspectives within the curriculum, MLK Celebration, educational programs to the Black History Museum, integration of relevant curriculum, spaces for courageous conversations, and more. An endowed chair would ensure that Winsor continues to have a leader dedicated to this critical work in perpetuity.

    $2,500,000+ needed to endow this chair.
  • Scholarship Funds and Other Gift Opportunities

    Opportunities for establishing scholarship funds and other initiatives are available.

    To learn more about these funds and other opportunities for philanthropy and make a gift, please contact Erika McMahon at

Anti-Racism and Social Justice Resources

The following anti-racism and social justice resources are shared below to encourage engagement and action.

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  • Community Reading at Winsor

    Faculty and Staff Book Club
    This school year, the Faculty and Staff Book Club have read Leave the World Behind, by Rumaan Alam, and The Vanishing Act, by Brit Bennett. The next book the group has selected for discussion is Anxious People: A Novel, by Fredrik Backman.

    Alumnae Book Club
    For 2020-2021, our virtual book club for alums has read and discussed How to be an Anti-Racist by Dr. Ibram X. Kendi, The Guest Book by Sarah Blake and Caste by Isabel Wilkerson.  

    Parent and Parent of Alumnae Book Club
    Following our 28th MLK Celebration, there will be a joint parent/school staff/faculty book discussion group of Caste by Isabel Wilkerson.  Parents of Alums will be invited to join a separate discussion of the same group.
  • Opinion

    History faculty and Winsor’s Director of Community and Inclusion Julian Braxton has always urged his students to “take a stand” and raise their voices on the issues of the day. He models that behavior for his students by regularly contributing letters to the editor.  Following are a few most relevant to the issues we face as a nation today: 

  • Visual Images

  • Podcasts

    • Come Through with Rebecca Carroll15 essential conversations about race in a pivotal year for America.
    • Pod Save the People with DeRayOn Pod Save the People, DeRay Mckesson explores news, culture, social justice, and politics.  The podcast offers a unique take on the news, with a special focus on overlooked stories and topics that often impact people of color.
    • Code Switch. Hosted by journalists of color, this podcast tackles the subject of race head-on. It explores how it impacts every part of society — from politics and pop culture to history, sports and everything in between. 
  • Take Action, Make Change

    Following are some ways that you can take action to help bring about change. 

    Add your name to a petiton.

    Write to you local and elected officals and let your voice be heard.

    • Donate to organizations that combat racism.
    • Donate to Winsor's Equity and Inclusion Social Justice Fund, established in 2019 to support longstanding and continued efforts to teach, engage, and support anti-racism, understanding of unconscious bias, and social justice work at Winsor. The Fund supports programs, pedagogy and curriculum development, professional development, and more, to address issues of social justice, community inclusion and a deeper understanding of race and privilege.