Administration’s Response to Racial Injustice

BY SHILO LIU ‘22

Ahmaud Arbery was shot three times while jogging in Glynn County, Georgia. Breonna Taylor was fatally shot by police while sleeping in her own home in Louisville, Kentucky. George Floyd was suffocated by a police officer who knelt on his neck in Minneapolis, Minnesota. Tony McDade was killed in an apartment complex in Tallahassee, Florida. Jacob Blake is paralyzed from the waist down after a police officer shot him seven times in the back in Kenosha, Wisconsin.

As millions of people came together this year to protest racial injustice in thousands of locations across the country, how did Milton Academy’s administration respond to the Black Lives Matter movement in 2020?

The administration sent out its first email regarding the issue on May 31, claiming to “decry racist violence.” Mr. Bland talked about racial justice during his speeches at the Prize Assembly and Graduation. Around the same time, Mr. Ball sent out an additional email titled, “A Message to All Upper School Students,” outlining how Milton would “employ inclusive pedagogy” and support its students. Over the summer, the school emailed parents, sketching out plans that included organizing a commission and inviting the perspectives of “external experts.” The OMCD introduced Diversity, Equity, and Inclusion (DEI) work to the Transitions Program for incoming students and to orientation for returning students. During Convocation on September 15, Dr. Cohen-Gibbons, head of the OMCD, spoke about anti-racism.

Student reactions to the school's actions were mixed. “I always use a grade analysis when it comes to Milton,” said Riley Gay ‘22 . “Milton right now is definitely at a B. It’s not bad, but it could be a lot better.”

The administration’s emails are often filled with lofty and supposedly comforting words but vague policies. The most detailed description of Milton’s DEI work was the email titled “Commitment to Anti-racism” sent to parents over the summer, however, students were not directly informed of the school’s decisions at the time.

“Milton cares a lot about its reputation,” Riley said.

The homepage of Milton Academy’s website features many pictures of people of color. While Milton advertises its diversity, some students feel that equity and inclusion are constantly put second to the sensibilities of parents and trustees, and the accommodation of ‘white fragility,’ the discomfort and defensiveness of a white person when confronted with the realities of racial injustice.

 Publicly promoting the student body’s diversity serves no greater purpose than as “just part of the appeal” of the school, said Alison Cao ‘22.

 Most students acknowledge that Milton Academy is one of the more diverse independent schools in New England, with a student body of 44 percent people of color. Yet the administration seems to have done only the “bare minimum,” according to Riley.

 “If there was any time when they could have tried to make a tangible commitment, with the vigil and the influx of emails, that could have been the time, but they didn’t take the chance,” Alison said.

 One might ask what the students expect “tangible commitment” to look like. The @blackatmiltonacad Instagram account has served as an anonymous confessions page for current students, alums, and faculty. Testimonies posted on the account have accused numerous faculty members of incidents revealing implicit biases, including the use of slurs and racist jokes.

 Riley shares that “the most Milton would do is give these teachers a slap on the wrist.” But tangible commitment would involve a more decisive and punitive response.

 Some faculty members, though, are being noticed and appreciated for a deeper understanding of anti-racism and their commitment to fighting it. For Alison, her American Literature teacher, Ms. Pulit, who revamped her syllabus to cut back on readings by white male authors, is an example.

Myles Ndirutu ‘22, a Transition Mentor this year, said that some faculty members worked on the Transitions Program “15 times harder” than student mentors did. “At the very least, there’s really dedicated faculty of all races and backgrounds who are putting in their all. At the end of the day, as long as the faculty have our backs, then I think we’re in a good spot,” he said.

 For Riley, it’s as simple as actions speaking louder than saying the right words. “You can’t be anti-racist and not uplift BIPOC voices,” they said.