The theme of identity is one of the first concepts that a student might encounter at the school. Students in grades B-12 are repeatedly asked to reflect upon their identities, whether they are at Bivouac, in a kindergarten class, or experiencing Community Day. Although our identities are undoubtedly important to understand, the theme has begun to feel forced within the school.
At the start of the school year, each physics class—regardless of level—learned about friction. In the unit, students were required to spend a night of homework “using friction as a concept to explain something in [their lives].” Just last month, students learned about simple harmonic motion and were once again required to reflect on their identities through the concept. Most students chose to compare certain difficulties in their lives to these physics concepts, but regardless of their chosen answer, one overarching question loomed over students: What does this even have to do with physics? The assignment felt out-of-place and off-track.
Separately, freshmen learn about sickle cell anemia in biology class as an extension of their learning about genetics. Once students delve into the unit, the curriculum discusses the theme of race within science. This connection between students’ learning and real-world issues is undoubtedly a useful one. At the end of the unit, however, the factual theme of race morphs into yet another reflection upon identity. In this case, what starts as useful learning turns into a seemingly unrelated discussion about identity.
These examples do not include the hundreds of smaller instances in which identity is forced upon students. Nearly all of the school’s orientation activities are centered around identity. Multiple guest speakers at the school discuss themes of identity. At Bivouac, students have to make identity flowers. Special advisory programming discussions center around identity. Are you tired of the word “identity” yet?
We appreciate that our school considers identity so deeply; this is an opportunity that not many schools offer. The theme is a fantastic idea to revisit from time to time, especially as it helps students to reconnect with themselves. But identity has become overly prominent, and the forced nature of it has begun to backfire.
When identity becomes part of so many things at the school, it doesn’t feel genuine and builds resentment toward this kind of discussions. And the student body agrees, too: 60% of Upper School students who responded to a Vanguard survey said the school discusses the theme of identity too much.
As a school, let’s start to talk about our identities in healthy doses. Perhaps we could spend this extra time on different, more difficult discussions. As a student body, we are ready to talk about themes other than our identities.
