What I Want To Know Ep. 26: What is the state of diversity, equity, and inclusion in our schools?

Summary

In this interview, Dr. Rydell Harrison, former superintendent of Eastern Region 9 school district in Connecticut, shares his experiences leading diversity, equity, and inclusion (DEI) initiatives. He discusses the challenges faced, including community backlash, political pressures, and personal attacks. Despite initial support for DEI work after George Floyd's death, resistance grew, culminating in his resignation. Dr. Harrison emphasizes the importance of student voices and the role of young people in driving social change. He advises superintendents to be clear in their DEI efforts and to engage in meaningful dialogue to support all students.

Takeaways

• 😀 Dr. Rydell Harrison, with over 20 years of experience in education, resigned as the superintendent of Connecticut's Eastern Region 9 School District after facing intense criticism of his diversity, equity, and inclusion initiatives.
• 😀 His journey into school administration started as a music teacher before pursuing a master's in divinity, which shaped his activism in race, sexuality, and gender inclusion.
• 😀 The Eastern Region 9 School District launched a diversity, equity, and inclusion (DEI) task force after the murder of George Floyd, with the goal of addressing the district's shortcomings in preparing students for discussions about race and inclusion.
• 😀 Early community feedback to the DEI initiatives was mostly supportive, but pushback grew over time, especially after the November 2020 election and the insurrection.
• 😀 Dr. Harrison's statement about the Confederate flag during his communication to teachers and families triggered strong opposition, even though he believed it was necessary for the community to acknowledge its significance.
• 😀 Some community members, who had initially supported DEI efforts, turned against Dr. Harrison personally, expressing racist sentiments and criticizing his leadership and values.
• 😀 Despite the challenges, Dr. Harrison received considerable support from students and alumni, particularly students of color, who appreciated his focus on marginalized voices.
• 😀 Critics misrepresented the DEI work by claiming that critical race theory (CRT) was being implemented, which led to confusion and further attacks on Dr. Harrison's character.
• 😀 Facing opposition from both the community and certain members of the school board, Dr. Harrison ultimately decided to resign due to a lack of support for continuing the DEI work.
• 😀 After resigning, Dr. Harrison joined the Connecticut Center for School Change, where he continues to support districts and leaders in advancing high-quality instruction, leadership development, and DEI efforts across Connecticut.
• 😀 Dr. Harrison advises school leaders to be clear about their goals when promoting diversity, equity, and inclusion, to engage in one-on-one conversations with critics, and to focus on ensuring that every student feels supported, regardless of their background.

Q & A

What inspired Dr. Rydell Harrison to transition from being a music teacher to a school administrator?

Dr. Harrison was inspired by the desire to broaden his impact beyond just students, aiming to also engage with their families. This led him to pursue a Master's in Divinity, which helped him develop his activism and focus on issues of race, gender, and inclusion before moving back into education.

What motivated the Eastern Reading Region 9 school district to prioritize diversity, equity, and inclusion (DEI) initiatives?

The district’s DEI initiative was motivated by the feedback from students, including alumni, who felt they hadn't been adequately prepared to discuss issues of race, inclusion, and equity despite receiving a solid education. The district wanted to address this gap and ensure students were better prepared for the world.

What was Dr. Harrison’s role in leading the DEI efforts in Eastern Reading Region 9?

Dr. Harrison played a key role in leading the district's DEI efforts by establishing an equity audit and guiding the district through a year of assessing and improving its practices around equity and inclusion.

How did the political climate impact the progress of DEI work in the district?

The political climate, especially after the 2020 election and the insurrection, led to growing opposition against the DEI efforts. Some members of the community, including families, began to criticize the initiatives, and Dr. Harrison faced significant personal and professional attacks, which made it difficult to continue the work.

Why did Dr. Harrison feel it was important to mention the Confederate flag in his message to teachers and families?

Dr. Harrison felt that the Confederate flag, seen during the January 6th insurrection, was a significant symbol that needed to be addressed, especially in the context of his leadership on diversity. He wanted to provide space for students and teachers to process the event and its implications on race and inclusion.

How did the community respond to Dr. Harrison's reference to the Confederate flag?

Dr. Harrison’s reference to the Confederate flag sparked strong opposition from some community members, with critics accusing him of pushing an agenda. The backlash was significant, with some even sending pamphlets and mailers labeling him as a dangerous figure, despite his intention to promote open dialogue.

What support did Dr. Harrison receive from the community despite the opposition?

Despite the criticism, Dr. Harrison received strong support from many families and students, particularly those of color. Many appreciated his leadership in promoting inclusivity and supporting marginalized voices, as well as his vulnerability in addressing difficult topics.

What led to Dr. Harrison’s decision to resign as superintendent?

Dr. Harrison decided to resign due to a combination of factors, including the lack of full support from the school board and growing personal attacks against him, which he felt undermined his ability to continue meaningful work on DEI. The attacks were often racially charged and became too emotionally taxing.

What advice does Dr. Harrison offer to superintendents promoting diversity, equity, and inclusion in today's climate?

Dr. Harrison advises superintendents to clearly define and communicate their goals, especially in response to misconceptions about critical race theory. He also emphasizes the importance of one-on-one conversations with stakeholders to clarify intentions and ensure alignment with the broader mission of supporting all students.

What does Dr. Harrison believe is the future of diversity, equity, and inclusion in schools?

Dr. Harrison believes that the future of DEI in schools rests on the shoulders of young people, who are often the catalysts for change. He is hopeful that students will continue to organize and advocate for the necessary changes, as they did after the murder of George Floyd, pushing adults to take more meaningful actions.