MICDS Upper School students hosted their peers and students from other St. Louis schools at the annual Student Diversity Leadership Conference this week. The conference, themed «Diversity in Motion: Unity on Every Loop,» was originally scheduled for Wednesday, February 19, but the weather had other plans. Our intrepid leaders pivoted and rescheduled for Thursday, February 27, where much better weather welcomed all participants.
After registration and sign-in, checking in cell phones, and fortifying with hot chocolate and tea, participants enjoyed a welcome from our iDentity Club co-heads Samantha Sullivan ’25 and Aiyla Ahmad ’26, and Nicole Trueman Shaw, Director of Student Activities at MICDS. They reviewed the community norms the day, which included: be fully present; speak from the «I» perspective; be self-responsible and challenge yourself; listen before jumping in; lean into discomfort; take some risks; don’t judge others; don’t use the names of students or teachers; treat the candidness of others as a gift; and no shame, blame, or guilt.
Next up: a fun activity designed to demonstrate «How diverse is your universe?» Each participant constructed a bracelet of beads, and each bead represented someone or small groups in the lives of the students. To start, students took a clear bead that represented their own identities. They then selected more beads based on the identities of people in their communities. Like identities were represented by more clear beads, while a variety of colors each stood for Jewish, Asian/Asian American, Black or African American, Southwest Asian or North African, Caucasian/White, Hispanic/Latino, LGBTQIA+, or a person with a disability. Beads were selected to represent parents/guardians, closest friends, people with whom students worship, neighbors, doctors, dentists, heads of school, social circle, authors, actors, musicians, lunch mates, role models, teammates, hair stylists, trust adults, and even students in the room. Participants were also encouraged to think of their own prompts to share with the rest of the group. Each assembled bracelet became a visual representation of the diversity of each student’s community.
Sullivan and Ahmad led the next session: Vision of a Diverse Community. In groups of eight to 10, students brainstormed what a school that truly values diversity, equity, and inclusion should look and feel like. What’s its promise to its community? The groups created poster board infographics of their visionary schools, which included a school slogan or motto. The posters were hung and shared, with participants using sticky notes to leave ideas on how to make the changes reflected on the posters.
Students then joined self-selected affinity groups, sharing the issues and stereotypes they’ve dealt with and considering others’ perceptions and identity markers. They discussed what consequences this has on their behavior, and how the concept of «privilege» might play into these experiences. Students shared their thoughts on what is standing in the way of full equity and inclusion in their school communities and whether their schools have any traditions that are not a good fit or match for the affinity group. They also noted what power they each have to implement sustainable change in their communities.
The next session involved small group work on different themes, including Defining & Defending DEI, Identifying Intersectionality, Microaggression Awareness, and Circles of My Multicultural Self.
Everyone enjoyed lunch from Raisin’ Canes and Imo’s before getting back to work. They finished their brainstorming and posters for the visualization exercise started in the morning, and then went into a Jubilee Belief Spectrum Activity. Students began by lining up in the center of the gym. To their left and right were lines representing a scale of beliefs from strongly disagree to agree. A moderator called out statements like, «I am comfortable sharing my identity at school,» «The Eagles are better than the Chiefs,» «I have a supportive group of friends,» and «My parents/guardians know the real me.» Each time, students walked to the line that corresponded with how strongly they agreed or disagreed with the statement. The exercise led to vibrant discussion while opening the eyes of the participants to what their peers might be feeling.
After finishing the visualization activity, students participated in large group sharing and wrap-up. Their phones were returned so they could exchange contact information and take photos with their new friends. Over 50 MICDS students participated in this wonderful exchange, and we’re excited to see how they share what they’ve learned with the rest of our community. Many thanks to our student volunteers Carli Salazar Estrada ’25, Samantha Sullivan ’25, Aiyla Ahmad ’26, Savannah Channel ’26, Riley Crawford ’26, Siboney Oviedo-Gray ’26, Akira Washington ’26, and Collin Walker ’27 for leading many of the activities. Way to go, Rams!