International Day of the Girl - Hidden Figures

"I felt like it was necessary to be seen and not be a hidden figure."

- Dr. Kizzmekia Corbett, American immunologist

I love when I hear the story of someone’s life that I haven’t heard before. The older I get, I still continue to be amazed when I learn about someone whose life was so impactful that I believe I should have known, seen or learned about them in school or in the media over the past 50+ years. That was exactly how I felt when the movie Hidden Figures was released in 2016. Hidden Figures tells the incredible story of 3 Black female mathematicians at NASA, whose work helped launch astronaut John Glenn into space leading to America winning the space war in 1969. Until this movie was released, I didn’t know about the lives of Katherine Johnson, Dorothy Vaughan and Mary Jackson and their important contributions to science, technology and engineering explorations in the United States. They achieved this all while living their lives under the backdrop of gender discrimination and racial segregation in the Jim Crow South during that time. How, I have since wondered, did I not read about, learn about, or study these women and their incredible lives? Why weren’t their stories visible to me throughout my life?

Fast forward to now. In the United States during 2021, we learned about the substantial work of Dr. Kizzmekia Corbett, a prominent immunologist and researcher participating as part of a team whose research helped to identify and create the COVID vaccine. Her accomplishments are significant, especially noting that her work led to a needed remedy during a crucial nationwide crisis. But what is also noteworthy is that we are learning about her life now, in real-time. She has been publicly featured and cited for her extraordinary contributions to science, allowing us insight into her background, her thinking, her insight and her experience. The positive upside of this happening now is that young girls, particularly girls of color, are able to see that Dr. Corbett, a distinguished Black female scientist, is relevant to their lives, positively impacting current events. Her quote about not being a hidden figure speaks to her desire to be observable during her own lifetime, in essence being a visible role model for others.

Worldwide, girls continue to be impacted by the digital divide in access and use of technology, placing them at a disadvantage in their overall pursuit of technology and science related careers. Young people look to see themselves in the adults in their lives and in the media. They look for people they identify with in the images of those people that are regularly featured as leaders in their fields. It is essential to elevate women, especially women of color, in science and technology-related fields to create visibility in what may still be considered unconventional roles. As we celebrate International Day of the Girl with the theme of my voice, my equal future, I honor Dr. Kizzmekia Corbett’s work as a researcher, scientist and leading voice in the STEM field, as someone who inspires young women to pursue education and careers ultimately leading to the eradication of the digital divide for girls.

Advocating on Behalf of Our Own Girls

The United Nations declared October 11th as International Day of the Girl Child, an internationally recognized annual observance designed to “amplify the voices and rights of girls everywhere.” As a coalition of NativityMiguel-modeled, independent middle schools from across the country, we are united in the common purpose of educating girls in communities that have largely been excluded from economic resources and empowering them to become their best, most authentic selves. We recognize the vast potential of our female scholars, and embrace this and every opportunity to lift their voices for the good of their own, their communities, and their world’s future.

In the pursuit of solutions to educational inequity and the rising political debate over school choice, the work of small, gender-specific schools can be easy to overlook. Unfortunately, the opportunity to choose a small school with small classes and individualized attention, something we know as essential to optimize learning among middle school girls, is nonexistent for those families who do not have the financial resources to afford it. Our coalition of all-girl schools, which provides this exceptional education to our scholars tuition-free, are often the only option provided to those who have been excluded from such access.

Today, on this auspicious occasion hailed around the world, our coalition of ten schools stand in solidarity with, and advocate on behalf of girls everywhere who hunger for a better education, one where they are seen, heard and can grow to be their full selves. We see you, we hear you; you can grow here.

Daniella* was enrolled in a local public school where she quickly learned the best place for her was in the back of the room, not to be noticed, picked on, harassed, etc.. Daniella has power within her that goes untapped and unrecognized in environments that cannot make space for cultural, social, and economic differences.

We all know Daniella’s story. It is the story of many students who enter our schools year after year. Daniella and her sisters from across this nation inspire us every day with their desire to learn and drive to lead. In response, devoted teachers and staff, tireless volunteers, and dedicated mentors work hard every day to earn students’ trust and empower them to take agency for their own education. Within days or weeks of attending Washington School for Girls our students express relief at feeling safe and respected at school, renewed excitement to learn, and gratitude for the deep bonds of sisterhood they share with their schoolmates. The transformation is palpable.

Our coalition of all-girl independent middle schools serving over 3000 students remains deeply committed to providing girls in our communities with access to education and enrichment opportunities that they might not otherwise have. Because of this educational model, our schools boast a 99% high school graduation rate among our alumnae, far beyond that of the nation or any local municipality. We enthusiastically embrace this part of their journey, successfully carrying the educational baton through the vital middle school years while under our roof, and through high school where we support them readily but with some distance, watching them grow into their power. Their journey continues long past high school, taking many far from their Washington D.C. home, as do the challenges. As a coalition of schools dedicated to seeing our scholars succeed, we are growing into a national alumnae network that will connect these young women with their alumnae sisters anywhere and everywhere, as well as to the resources and opportunities that will help them succeed beyond their wildest dreams.

The International Day of the Girl will most often conjure up images of girls in need across the globe. As we cast our gaze abroad, we cannot forget that many girls here in the US are vulnerable to the trauma of poverty, racism, and systemic oppression. This year, join us in recognizing and supporting our girls and celebrating their vast potential, as we do for those abroad. Cast your eyes on the girls in our D.C.community that they too may be seen, heard, and grow.

*Daniella is not the name of any particular student. This name and the story that follows represent the general experience of our students.

Coalition Members:

Dr. Beth Reaves, President, Washington School for Girls, Washington, DC

Sister Iliana Hernández, PVBM, Principal, Nora Cronin Presentation Academy, Newburgh, NY

Peggy Prevoznik Heins, President, Serviam Girls Academy, Wilmington, DE

Caroline Erisman, Executive Director, Cornelia Connelly Center, New York, NY

Annmarie Quezada, Head of School, Mother Caroline Academy & Education Center, Boston, MA

Mary Elizabeth Grimes, President, Marian Middle School, St. Louis, MO

Delia M. Dowling, SSND, President, Sisters Academy of Baltimore, Baltimore, MD

Matthew Fitzsimmons, President, Grace Academy, Hartford, CT

Nancy Langer, President, NativityMiguel Middle School, Buffalo, NY

Jadihel Taveras, Head of School, Esperanza Academy, Lawrence, MA

Daniel Perez, Executive Director, NativityMiguel Coalition, New York, NY

Social Emotional Learning (SEL) at WSG

Social-emotional learning is a term often used to describe a school’s approach to building what may be considered the softer skills - regulating emotions, building interpersonal relationships, navigating the internal desire to succeed. According to CASEL, a non-profit that aims to make evidence-based social emotional learning (SEL) an integral part of preK-12 education social-emotional learning is:

... the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

In a school community, the approach to social-emotional learning is evident both in the school climate and culture and how adults and students relate to each other. It is also demonstrated through the time allocated to navigating these important skills with students, while balancing the core academic subjects.

Because there can be differences in how social-emotional learning is approached in schools, defining it for a school community is important. What then, is social-emotional learning at WSG?

As is illustrated on this graphic, there are two layers to social-emotional at WSG:

WSG Core Values (within the girl’s face) and specific Qualities of SEL (the blue circle surrounding the girl).

WSG Core Values:

Since the school’s founding, these core values have been an integral part of the WSG’s overall program, with a focus on helping students develop skills of leadership, fortitude and resilience. It is with these qualities that students will engage with the world and exert a positive influence.

Our core values are:

• Confidence - providing an environment where students can positively engage and understand their gifts and talents.

• Excellence - in teaching and learning develops critical thinking and a thirst for knowledge and truth.

• Faith - in God is the source of our lives and strength and so we encourage each student’s deepening of her spirituality.

• Goodness - encouraging each student to respect her own dignity and goodness, as well as that of others.

• Joy - in the learning environment as children best learn when they are happy and feel safe.

• Peacemaking - focused on teaching and modeling forgiveness to help students shape an alternative future for our world.

• Perseverance - helping students to face inevitable obstacles in their own lives yet to also pursue their goals with faith, vision, resilience and courage.

• Generosity - encouraging a willingness to contribute positively to our communities and the world.

Layered on top of our core values for social emotional learning are the important skills that WSG incorporates into the daily experience for students, further supporting their growth into young women.

Qualities of SEL at WSG are:

• Self-esteem - ensuring that the school environment is a positive place where students are nurtured and supported for who they are.

• Relationship building - focusing on nurturing positive relationships between students and adults/students including important conflict resolution.

• Responsible decision making - providing the conditions necessary for students to develop independence in decision making.

• Self-awareness - enhancing students’ understanding of who they are and their unique capabilities.

• Motivation - establishing and maintaining a positive attitude towards school and learning.

• Cultural identity - creating positive conditions for inclusion and belonging, particularly cherishing their experiences and perspectives as girls of color.

Thus, it is the combination of these two groups that makes WSG’s approach to social-emotional learning particularly unique. Blending the perspectives initiated at the school’s founding with an intentional focus on highlighting the skills needed for students to become career or college ready in their future lives are what permeates WSG’s program. In addition, by further incorporating cultural identity into effective SEL learning, WSG acknowledges the particular importance of positively embracing the cultural identifiers of Black and Brown girls.

What does this all look like in practice at WSG? An important aspect is ensuring time is built into the schedule to ensure that teachers are able to implement the strategies needed for SEL growth. With a regular schedule for community building and engagement and plentiful opportunities for individual reflection and growth, SEL is ever present at WSG. In addition, through specific aspects of the school’s pedagogy, including conflict resolution and experiential learning, WSG further supports students in developing the skills needed to be a positive member of her school community and the larger world. Finally, through regular examination of current events combined with refinement of curriculum when needed, WSG can lean into the cultural perspectives needed to positively impact students’ learning. Offering opportunities for students to reflect on, discuss and critically think about what is going on in their lives and the world can solidify their internal fortitude and is regularly included in the school day.

SEL thus is the process through which students at WSG have the experiences needed in their school environment to develop their perspectives, recognize their strengths and the gifts of others, build community, and feel good about themselves. SEL gives students insight into themselves as learners while also helping them to think about their future goals for their lives. SEL at WSG helps girls to see the unique and beautiful perspective they bring to the world, establishing a foundation for positive personal growth.