HSAS Student Call for Diversity Letter
As a result of attending a racially/socioeconomically homogenous school all throughout high school, five students from the High School of American Studies came together to write a letter asking their administration to address such issue. In it, they made several demands that would work to increase diversity in the school, such as expanding the intake of Discovery students via the Discovery program, including ethnic studies in the curriculum, and more that you can find in the letter. So far, the letter has over 700 signatures and is only growing.
However, this issue is not exclusive to just HSAS. It is found in schools all over New York City, especially competitive ones, and must change. A model, written by NYC public school students, to creating a similar letter to send to a school’s administration will soon be available on this site. With this, we hope that students will take action against their school’s unwelcoming climate and use it to push an agenda that fosters more diversity in their schools.
We encourage you to read, send, and recreate this letter.
Here is the link: https://linktr.ee/diversityatHSAS
The letter is also copy and pasted down below:
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A Student Call for Diversity at the High School of American Studies at Lehman College (HSAS)
To the administrators of High School of American Studies at Lehman College:
Introduction
On May 30, 2020, the High School of American Studies student government sent a letter to the student body declaring, “the High School of American Studies denounces anti-Blackness and racism of all kinds.” Past efforts to realize this goal include instituting implicit bias training, celebrating Multicultural Day, founding the Local Outreach Tutoring program, and reinstating the Discovery Program. However, the fact remains that all of these measures are taking place in a school that is 5.25% Black and 13.91% Latinx. Citywide, New York City Public Schools are 25.5% Black and 40.6% Latinx.
To meet our goal of being anti-racist, the High School of American Studies must not ignore its own demographics. We must consider the actions that take place in its classrooms, hallway, and cafeteria, as well as the actions that determine which students have the privilege of being there in the first place. In order to commit to anti-racism, we must confront our own role in perpetuating oppressive systems.
There is overwhelming statistical evidence that a diverse student body creates a more empathetic student body, but we do not need a study to tell us what American Studies’ teachers, students, and alumni already know from their experiences over the past 18 years. Early on in HSAS’s history, the school boasted an environment that exemplified the city’s diversity. Alumni from the early days of HSAS credit the school’s diversity as a crucial element of their educational experience:
“In so many schools across New York City unfortunately entire
cafeterias would be one color, but at HSAS this was never the case due to the high levels of diversity in the student body. Friend groups crossed racial, ethnic, religious, political and socio-economic lines.” -Angelo Labate, Class of 2008
“Diversity became my most familiar teacher at American Studies with lessons in it every day, and they were the most important string of lessons I learned at American Studies.” -Julian Watts, Class of 2010
“At my lunch table alone, for instance, we had people from three continents and seven countries. The conversations were as insightful and real as they were silly. Some of us were raised abroad while others born right here in the Bronx; yet our differences only served to unite us, as we shared stories from our childhood and grew to appreciate each other’s upbringings more and more.” -Fakhrul Alam, Class of 2007
Testimonials from current students at HSAS tell an entirely different story:
“Without having a lot of people that had a similar background to mine, I full-heartedly believed that I did not belong and that I was taking the spot in a specialized high school from someone more deserving. This was made clear when one of my peers stated that I did not look like someone who could pass my classes. When I reported this to a teacher, all they said was that the student was socially awkward. It seems like a lot of people in HSAS are socially awkward as ignorant statements fill our hallway.” -Melissa Rivera-Jovel, Class of 2021
“It’s uncomfortable for me mostly because I have really curly and thick hair and people act like it’s very different. They’d always want to touch it which made me uncomfortable.” -Luisa Valdez, Class of 2022
“At HSAS I constantly [felt] like I had to prove my intelligence and when my intelligence shone, some people were kind of surprised. It may have been because I am brown or maybe because I was admitted through the discovery program. I feel like I was the Token Minority of HSAS for the last 4 years and my face was used for many things just because I am a POC who had many feats throughout the last 4 years.” -Habiba Sayma, Class of 2020
The High School of American Studies serves as a firsthand account of both the importance of diversity in an educational environment, and the dangers of an educational environment when that diversity is stripped away. We appreciate the administration’s commitment to anti-racism. But we cannot be anti-racist while our institution is inherently inequitable.
As such, we lay out the following demands:
Reform admissions standards to create a more diverse student body
Dedicate one-third of admissions to the discovery program
Actively work to reform SHSAT admissions standards
Implement a culturally responsive curriculum
Include ethnic studies as part of HSAS’s three year American history track
Create an African American History elective
Critically examine parts of the school culture and responsively create a more welcoming environment
Implement a Student Equity Board
Expedite the creation of student unions, including a Black Student Union
Change lunch distribution practices
Admissions
Students can only be accepted to HSAS through the Specialized High School Admissions Test (SHSAT). This test has been shown to be an incomplete reflection of student achievement. Given the vast cottage industry of test prep, succeeding on the SHSAT requires test prep, and, by extension, extensive financial resources and knowledge of admissions processes. This has resulted in the exclusion of Black, Hispanic, and low-income students from specialized high schools. HSAS is 5.25% Black and 13.91% Latinx, compared to a citywide student body population that is 25.5% Black and 40.6% Latinx. Furthermore, HSAS is 21% economically disadvantaged, measured by the percentage of students receiving free lunch, while citywide, the NYC student body is 72.8% economically disadvantaged. Amidst this fundamentally flawed admissions system, HSAS has the ability to institute more equitable policies.
In the short term, HSAS should expand the Discovery program to include one third of the accepted student population. In the past few years, as well as the first iteration of the program, the Discovery program has succeeded in accepting highly qualified students that otherwise would not be able to attend HSAS. Furthermore, there is no significant difference in the academic achievement of students accepted by the SHSAT directly and students accepted by the Discovery program. The expansion of the Discovery program has the opportunity to diversify the HSAS community by accepting highly qualified underrepresented students.
In the long term, HSAS should recognize the inherent flaws in the SHSAT. The test, quite simply, is a better indicator of how much one has prepared for the test than it is of potential success in an academic environment. The way the math and verbal sections are scaled separately, and then summed, gives an advantage to students who have attended tutors or test prep programs. In contrast, the free book given out by the city suggests that students spend more time prepping for the section they are worse at. This may be intuitive advice, but, given the scale of the SHSAT, is less likely to yield a high score (17). Even if underprivileged students manage to learn about and prep for the exam on their own, without expensive test prep, they begin at a significant disadvantage. Furthermore, a single test cannot be expected to tell the full story of a student’s academic potential. There has recently, given the COVID-19 pandemic, been a push to re-evaluate the validity of testing and nearly every college and university has become test-optional. Regardless, no college or university admits students on the SAT alone, and no class at HSAS is composed of only a final exam. We cannot accurately assess the potential of a student by their score on the SHSAT alone.
This flawed metric has resulted in a tragic system that excludes Black, Latinx, and low-income students from New York City’s highest performing schools. All nine specialized high schools rank among the top 12% for least poor public high schools. HSAS, notably, is the richest. Specialized high schools are also only 10% Black and Latinx, whereas the NYC public school population is 67% Latinx. This is unacceptable, and the fact that the test is under a state law—the Hecht-Calandra Act—makes it incredibly inflexible. As one of the specialized high schools, HSAS should release an official statement calling for the repeal of the Hecht-Calandra Act.
Curriculum
HSAS students have always enjoyed the unique privilege of studying American history for three years. We learn under a cohort of brilliant teachers who bring their passion for the subject to class every day. The three year American history track gives teachers the time and flexibility to teach more deeply than the standard Advanced Placement course. While the current curriculum covers the injustices faced by people of color, it does not comprehensively teach their history of resistance, advancement, and culture. Students of color learn about their history through subheadings of larger texts, usually through a eurocentric, colonized perspective. They do not get to look at their history in a stand alone way, learning the story of their people as extensively as their white, European counterparts. We request that HSAS expand its American history curriculum to teach whole units through the narratives of people of color in a way that spotlights their culture, not mention it in passing. We also request the creation of a new African American History elective.
In learning American history through the perspectives of people of color, particularly Black Americans, students will better understand the systems of oppression with which the nation continues to grapple with today, enabling them to think at a higher level and form more informed opinions. With the current climate of this country, the shortcomings of our educational system have become more apparent. It is essential to recognize the faults in our curriculum, and work to repair those damages. This understanding is integral to students’ ability to identify and challenge racism as they advance to college and adulthood. In particular, students of color will finally relate to the curriculum. They will feel empowered in learning of the accomplishments and ideologies of their ethnic groups, which can only aid them in their journey to combat systemic racism today.
Specifically, when designing units, the HSAS American history department should integrate the “hidden histories” of the United States into its curriculum, including those that do not intersect with white people or government. Ethnic history at HSAS should go beyond the well-known names to analyze primary sources from communities of color and their scholars. Concerning topics that relate to contemporary issues, including police brutality, racial justice movements and segregation in schools, to name a few, teachers should facilitate roundtable discussions in addition to lessons.
The elective system is one of HSAS’s many strengths. It gives teachers the opportunity to teach subjects they bring passion and special knowledge to. Most years, upperclassmen get to select an elective from some combination of Europe Between the Wars, Disco to Obama, Criminal Law, and Public Policy as humanities courses. Despite the large humanities selection, not one has been dedicated to African American history. We ask HSAS to begin a new elective, which breaks from euro-centric framework, to teach African American history. Given the testimony of our peers, we feel this education is vital and sought.
Throughout the school year, there is really only a short period of time that culture becomes a topic of discussion: Multicultural Week. It is only during this week where conscientious effort is taken to highlight different backgrounds of people through food, music, art, etc. While this is an important step, it highlights culture in a way that is similar to a holiday. It is critical that we integrate culturally responsive sustaining education into our curriculum so that students of color can see themselves in their lessons and are recognized as something more than a brief annual celebration.
Environment
HSAS’s culture is not welcoming to low income and students of color. Giving all students the tools to become the best versions of themselves should be central to the mission of our school. It has become clear that adjustments must be made to truly accomplish this.
In 2019, 72.8% of The New York City Department of Education was considered economically disadvantaged while at HSAS only 21% of students are considered so. Given the high percentage of economic privilege and more than half of the student body identifying as white, low income and students of color are ushered into an environment dominated by white, middle and upper class peers. These figures can make attending HSAS, a school which prides itself on community and inclusivity, an alienating and uncomfortable reality for low income students and students of color.
HSAS needs to create a responsive and open school culture for students from all backgrounds. Internal changes must be made to support and empower all students. We request instituting culturally responsive systems designed to support and encourage students of different backgrounds.
Essential to creating an open community is having a body of students promoting equity within our school. A School Equity Board, separate to our Student Government, would voice the concerns of students and advocate for potential changes to the administration on all cases involving school equity.
“Teachers have constantly mixed up my name, one started calling me Maria even when I said my name, [I’m] constantly feeling uncomfortable because there aren’t really POC around.”
Annabelle Medina Class of 2021
As of now, no procedure is in place for students who feel uncomfortable with an experience they have had at HSAS. A School Equity Board would be responsible for looking into reports of inequity and proposing solutions. No student should be uncomfortable in their learning environment on the basis of their race.
Despite the large number of club offerings, HSAS has few student unions. We ask that a Black Student Union be approved immediately to avoid the lengthy process of club creation. Moving forward, student unions should be moved to the top of the list of clubs seeking approval and be made official on an expedited track. Research has shown student unions instill a sense of community and become spaces for students to organize.
Lunch is a critical part of social life at HSAS. Cities like New York, Boston, Chicago, Detroit, and Dallas all implemented universal free lunch in schools to end “lunch shaming.” Public advocates and members of the City Council championed the effort as, “some students would prefer to go hungry rather than admit they cannot afford to pay for lunch.” However, the method of free lunch distribution at HSAS, walking up to Ms. Vielandi in front of a cafeteria full of students to receive the bagged lunch, is shaming. Lehman College Cafeteria is expensive, costing upwards of $5 a day. Given most students buy their lunches from the Lehman Cafeteria, an indication of their privilege, those who cannot afford it must seek lunch publicly. We ask instead lunch is distributed on the upper level of the Cafeteria where meals are purchased to minimize the discrepancy between buying and receiving lunch.
Alumni Anecdotes
HSAS alumni recount a stimulating, inspired learning experience grounded in diversity and inclusion. When asked the question “What has your experience with race been at HSAS” they answered:
“With all that HSAS has to offer, shouldn’t a diverse sampling of New York city’s students be given the chance to experience it?” -Emmy Lomurno, Class of 2008
“I remember my first day of high school, in biology class, the teacher instructed us to introduce ourselves to our neighbors. It was not only the first time I met a Dominican girl my age, but also the moment that I met my best friend . . . the diversity at HSAS challenged me to be a better person, in terms of learning how to understand, empathize, and work with others.” -Nina Gershonowitz, Class of 2012
“If not for my education, I would have never gotten a middle class job that could support my husband through his last years of college, a job that, I could reassure my grandmother, has air conditioning unlike the sweatshops she and all the women in my family had endured.” -Wen Wen Yang, Class of 2006
“One of the things I felt enhanced my college experience and quite frankly gave me a leg up in life was attending HSAS and meeting such a diverse mix of students.” -Alicia Barnes, Class of 2007
“I graduated in HSAS in 2007. During that time, there were no Asian-American actresses on TV yet except for Lucy Lu on Charlie’s Angels. I remember being in a diverse crowd; I remember walking down the hallway and seeing a plethora of faces to greet me.” -Angela Fabunan, Class of 2007
“Students in my global history class were able to share their experiences with things we learned about in class, which better helped me understand those concepts. In classes we actually had discussions with multiple viewpoints and people speaking from different experiences in their lives, that’s not as likely to happen if everyone has similar backgrounds.” - Madelyn Joseph, Class of 2010
“I grew up in a first-generation Dominican- American home. My parents were immigrants, and though they were educated and had some means, our exposure to other cultures was limited. I grew up intensely aware and proud of my background, however I could not truly grasp how much of a melting pot the city I had grown up in was, because all I had ever been around were other black and Latino children. All of that changed when I began attending the High School of American Studies.” -Clelia Peña, Class of 2007
“I was exposed to diversity which steered me away from self-centeredness and I was able to consider issues from various perspectives. I recognized that it wasn’t just about me, but that there was a whole new world out there!” -Mychaela Worrell, Class of 2009
“At HSAS, we had insightful discussions and exchange of information regarding what a situation might mean in our respective cultural context. Nothing encapsulates this spirit quite like an instance in my sophomore global history class (taught by none other than the incredulous Mr. Mansdorf) where I questioned the textbook’s categorization of Hinduism as a ‘polytheistic’ religion. If this were to take place at your typical, non-diverse high school, I would just brush it aside and ignore the fallacy. However, HSAS fostered such a comfortable intellectual environment that I felt at ease sharing my personal thoughts and questioning the information being presented by the textbook.” -Sangeetha Rajeev, Class of 2009
Current Student Anecdotes
Today’s HSAS has a different story to tell. When asked the question “What has your experience with race been at HSAS” they answered:
“[Redacted Teacher] can’t tell the Asians apart. I told [Redacted Teacher] I didn’t understand the rules of baseball and he said ‘yea cause you’re Chinese.’ To make things worse he backed himself up by saying ‘well Japanese people are good at baseball’ which was bad. Then he asked Kai (half Japanese) about baseball and he answered correctly to keep proving his point he asked Uri about baseball and was shocked when he learned that he was Brazilian.” -Rena Chen, Class of 2022
“I often feel really out of place because of my racial identity.” -Devyanshi Chandra, Class of 2021
“As an Asian American I don’t think we’re included enough in discussion of race. But in terms of day-to-day, I’ve had no problems with being POC other than regular microaggressions.” -Victoria Lee, Class of 2021
“Great, but I’m white so what’s the shocker. I’ve heard a lot of racist comments and see racist posts on the HSAS gossip page.” -Peter Kotchev, Class of 2021
“Uncomfortable Asian jokes.” -Jillian Louie, Class of 2020
“As a white person, I wish I was exposed to more cultures!” -Allison Glick, Class of 2021
“I have been mistaken for other Asian Girls in the grade by teachers, even the Asian ones.” -Victoria Su Class of 2020
“Teachers have constantly mixed up my name, one started calling me Maria even when I said my name, constantly feeling uncomfortable because there aren’t really POC around, just to name a few.” -Annabelle Medina Class of 2021
“At HSAS I constantly like I had to prove my intelligence and when my intelligence shone, some people were kind of surprised. It may have been because I am brown or maybe because I was admitted through the discovery program. I feel like I was the “token minority” of HSAS for the last 4 years and my face was used for many things just because I am a POC who had many feats throughout the last 4 years. I wished I could say that I was always comfortable in my classes, but that would be a lie. The truth is sometimes it's really hard to have conversations about race when you’re one of the only POC in the class and just know that there are people in the class that would disguising play “devil's advocate,” hurting the entire conversation along the way. I wish HSAS did a better job at having difficult conversations, integrating cultures in ways besides the Multicultural day festivals and did more for inclusivity.” -Habiba Sayma, Class of 2020
“I think the problem with race at HSAS is everyone wants to be ‘not racist’ but won’t put the work in, won’t have the conversations, and instead of recognizing flaws they get really defensive when called out. Even teachers! They get more offended and defensive when I correct my name or ask about why they talk about POC in a specific way instead of just acknowledging, thinking about it and moving on.” -Aisha Baiocchi, Class of 2021
“On my first day of freshman year, I walked into HSAS and right away felt out of place. All I saw were white/white passing students. I knew that this was going to happen; my mother had prepared me for this. I felt alone for so long, trying to find people that I could relate to. In my first two weeks of school, I counted two other kids that identified as hispanic. I thought that I had made a mistake; if I had chosen to go to Cathedral High School, I would have been with other hispanic girls--girls that looked like me. Without having a lot of people that had a similar background to mine, I full-heartedly believed that I did not belong and that I was taking the spot in a specialized high school from someone more deserving. This was made clear when one of my peers stated that I did not look like someone who could pass my classes. When I reported this to a teacher, all they said was that the student was socially awkward. It seems like a lot of people in HSAS are socially awkward as ignorant statements fill our hallway. We pride ourselves in being a school that focuses on history and the humanities, yet it seems like the school’s ‘social awkwardness’ is fueled by a lack of education and a lack of diversity.” -Melissa Rivera-Jovel, Class of 2021
Conclusion
There is no reconciliation without truth. We must acknowledge how HSAS plays a role in perpetuating forms of racism and commit to creating a diverse, equitable environment. The racism at and around HSAS is not a hopeless situation.
“People slip up sometimes but are usually willing to listen to my thoughts about race.” -Lorenzo Garcia Class of 2020
We are confident the HSAS community and administration are willing to do the work to create an anti-racist school. Together, we can build an inclusive future. We ask that you acknowledge our demands by July 1st.
Sincerely,
Letter writers:
Danielle Johnson, danekinsjr@gmail.com, Class of 2021
Charlotte Ritz-Jack, charlotteritzjack@gmail.com, Class of 2021
Habiba Sayma, hsayma02@gmail.com, Class of 2020
Jade Lozada, thejadelozada@gmail.com, Class of 2020
Zoe Markman, zoemarkman@gmail.com, Class of 2020
Signatories:
To add your name, use this form.
To see the signatures of 600+ students, alumni, parents, and teachers, look here.
