In response to a series of incidents over the past year which demonstrated a clear deviation from York’s expectations with regards to creating a conducive learning environment for students, Principal Diana Smith and the administration rallied together to initiate a school wide conversation concerning diversity, tolerance, and respect.   

The administration, aware that racial slurs and other demeaning actions would not be eradicated in the span of a few weeks yet wanting to begin a school-wide conversation, crafted 15-minute presentations with the following question in mind: How could we speak about respect, diversity, and tolerance with every student?

“We knew that 15 minutes wouldn’t create change, but our priority was to make the administration’s expectations [with respect to diversity and tolerance] clear,” said Smith.

The presentations, which took place in September, began with a single email from Smith to over 40 teachers, all of whom responded and were eager to participate in this initiative. Smith and faculty developed a presentation to ensure they covered the same topics and issues in the 110 English classes they visited. Teachers attempted to call attention to inappropriate words that have become part of a typical student’s vernacular. In order to be clear and consistent, a script was created. However, teachers were not limited to the script and were able to convey their thoughts and feelings openly.

In fact, a group of teachers gave the same presentation to the principals of the West Suburban Conference who met at York this fall to discuss new developments at their schools. Many of these principals were to inspired to initiate similar conversations at their own schools.

While other schools and administrators embraced the idea of the Respect Talks, York students had mixed reactions. The Respect Talks came with good intentions, but in the end, they were ineffective among students. Perhaps this is because students received the presentation from teachers with whom they had not developed close relationships with.

“I don’t think [the Respect Talks] were that effective,” said Macaila Britton, junior. “I feel like it just went over a lot of students heads. I don’t see any change in the way people treat each other.”

While many attribute the ineffectiveness of the talks toward the faculty, others believe that change hasn’t occurred because of the students.

“Sometimes it is just the individual just not having respect for anything,” said Bridget Cahill, sophomore. “I think it can also be just one person thinking it’s okay to be disrespectful, and then everyone does the same. Peers definitely influence other’s behavior.”

Yet, some students considered the Respect Talks helpful in terms of bringing light to the situation of disrespect here at York.

“I think it was good [that] they addressed [the use of] derogatory terms and why they’re offensive because a lot of times people don’t realize it,” said Emily Locke, junior.

Still most students believed the initial talks resulted in no real change with regard to an atmosphere of respect and tolerance. Had they shown more interest to participate in the initiative, perhaps there could have been a real change within York.

“When trying to address bullying in a big group, people often think it doesn’t apply to them and just ignore what is being said,” junior Emily Locke said.

“I think it’s up to the student body to police themselves in regards to what is acceptable what is not acceptable,” Social Studies teacher Ken Dowdy said.

A few weeks after the presentations, meetings were offered by the administration to students that wanted to continue the discussion on the Respect Talks. In fact, announcements were aired in order to reach more students and on Oct., 14 an email was sent, inviting teachers to encourage students to join in on a conversation about promoting respect at York during the lunch periods on Friday, Oct., 16.

The announcement read, “Are you interested in promoting greater awareness and respect at York?  Do you have an interest in building a shared understanding of diversity among students and staff? Bring your lunch on Friday to A216 during period 4, 5, or 6 to join teachers and other students who want to work together to make a difference!”

Despite the coverage on the announcements and the emails sent, there were approximately 20 teachers and only two, maybe three, students in attendance over the course of three periods. The low attendance may have been for a number of reasons such as lunch labs, clubs, or homework help; if students had been more responsive, there would have been greater effects involving the embracement of diversity and respect for peers and faculty from the Respect Talks.

The administration, in hopes of continuing the conversation initiated by the Respect Talks, has partnered with Challenge Day Club to create a three day presentation in the spring with the Challenge Day company. Three hundred students will have the chance to partake in this experience that addresses issues such as respect and tolerance.

Thus far, York has taken enormous strides in addressing the topic of respect. The presentations have initiated the conversation and all that remains is to continue encouraging students to embrace diversity and respect one another.

To conclude, York’s rigorous efforts to promote an accepting atmosphere are greatly appreciated, but if they want to attain this goal, faculty must be able to become more personal with students by setting an example and by calling out students on actions that go against respecting their peers.

Yet, if all of us want to live in an improved environment, then students also need to take an active step by taking advantage of the opportunities presented to them and by becoming part of the solution, not the problem. Therefore, we all need to put in effort to uphold York’s principles rather than criticizing how the situation is being handled.

Gallery • 3 Photos

Teachers write on the board, summarizing what students said.