Three-Year Action Plan Strengthens DA’s Commitment to Diversity, Equity & Engagement
Photography by Duke University, Kate Auger, Strawbridge Studios and Bonnie Wang
Durham Academy believes Diversity, Equity & Engagement provides the foundation for producing moral, happy and productive graduates. It is inseparable from the identity — and future — of DA. And now it has a definitive future, courtesy of a new action plan.
Jason Mundy
The three-year plan emphasizes various goals and measures of success to gauge DA’s progress in this essential work. With designs on accelerating already-considerable momentum toward greater representation in hiring, curricula and school leadership, the action plan will use regular surveys and audits — along with updates to the Board of Trustees — to track DA’s goals in ways both measurable and meaningful.
Director of Diversity, Equity & Engagement (DEE) Jason Mundy offered an in-depth preview of the plan at DA’s Spring DEE Engagement Night in April. “With any good plan,” he told attendees, “we have to see where we are to figure out where we’re going next.”
That elusive yet energizing “next” was the subject of an email Q&A — featuring students, faculty, parents and trustees — that Mundy facilitated to discuss the action plan. The nine participants shared more about why the school’s enduring commitment to DEE compelled them to choose, and compels them to keep choosing, Durham Academy.
Selena Keegan
The following conversations have been lightly edited for clarity and brevity.
Mundy: At the conclusion of this plan three years from now, how do you think DA will have changed?
Selena Keegan, trustee, DA parent & chair of the DEE Committee: “I believe that within three years, we will have more consistent policies, procedures and systems of accountability in place to address potential areas of improvement before they grow into larger concerns. I hope we will not need to focus as much on DEE as a standalone issue once we achieve significant organizational alignment about why DEE is integral to everything we do and how we can most effectively impact key levers so that all students have equitable opportunities to thrive.”
Dan Gilson, director of Extended Day, Lower School DEE coordinator & DA parent: “I hope we will have integrated our DEE goals into the curriculum in meaningful ways; built near-universal internal community support for our goals; become [more of] a leader in the independent school community, as well as in Durham, for our work; and increased funding for the DEE department to reflect our schoolwide commitment to carrying out these objectives.”
Dr. Neha Pagidipati, DA parent & DA Family Association DEE representative: “Among many positive changes, I hope to see increased diversity in the hiring of staff and faculty.”
Melissa Pfeil, DA trustee & parent of DA alumni: “The DEE Action Plan is so thorough and includes a measurement plan for each of the steps. There's a saying that goes, ‘What we measure, grows.’ With these new measurements in place, I'm excited to see how DEE will grow at DA and move the needle on the key measures.”
Kristianna McClain '26
Mundy: Why is it important to amplify representation in DA's curriculum and academics?
Kristianna McClain ’26: “Amplifying representation in DA’s curriculum and academics is what truly ties learning all together. Learning is fun when the material applies to the real world, and increasing representation within learning helps students to become more competent citizens who are better at problem-solving. For many students, learning is like a puzzle, and I believe that amplifying representation in DA’s curriculum is similar to placing the last piece in this puzzle. Increasing representation gives students a true, accurate picture of what societies all around the world are like. Representation could mean learning about more pioneers of color in a certain field or exploring a social issue in another part of the world that you may not have been aware of before. Amplifying representation in DA’s curriculum makes me remember why I am truly motivated to learn. I want to be able to learn as much as I can about the world around me, and I want to figure out creative ways to impact the community around me.”
Naomi Gibson '25
Naomi Gibson ’25: “Representation matters in DA's curriculum and academics because with a lack of representation or even negative representation, students — who are at crucial points in their lives regarding identities — can struggle with their own identity development or develop negative perceptions of their own groups. They might see their own identity or background as burdensome, unpopular, uncool or embarrassing. Representation within the classroom not only increases feelings of belonging and confidence in students' identities, but also supports a positive academic environment where students feel more confident in their abilities and where overall achievement accelerates. For example, when women — particularly women of color — feel represented in STEM, they can feel more confident to really put forward effort and energy in that aspect of their education. And most importantly, they won't feel like they ‘can't do STEM’ because that's been the perception of women for a long time.”
Pagidipati: “Our children live in a world filled with diversity, and if they do not see and appreciate that diversity while they are growing and formulating who they will become, it will be harder for them to succeed later in life.”
Dan Gilson
Gilson: “Teaching our children how to thrive in a diverse world increases opportunities for meaningful connection, accurate representation, better medical care, increased ability to solve issues both interpersonal and global — and so much more. Acknowledging and uplifting differences is the key to healthy interpersonal relationships, and it’s the only way to solve our world’s biggest problems.”
Keegan: “A significant driver of academic success is engagement and personal connection. Feeling reflected in the curriculum and learning environment can have a significant impact on a student's sense of belonging, even when those connections are subconscious. By expanding representation, we are giving students more opportunity to engage and thrive on a variety of dimensions. Even if we cannot fully integrate all of the ways in which students may feel personal connection, the attempt itself can be impactful. By amplifying alternative voices, we offer some solace to those who may feel overlooked by traditionally overrepresented voices. Also, by diversifying representation across all subjects and in all of its forms, DA provides all students with valuable exposure to a multitude of real-world ideas and perspectives.”
Dr. Julius Wilder
Dr. Julius Wilder, DA parent & DA Family Association DEE representative: “Our students must be prepared to be successful and to lead a world that becomes more and more diverse every day. Obtaining the fundamentals of how to navigate this now in a safe environment is the best way to prepare them.”
Pfeil: “Representation is important so all members of our community can see themselves reflected in curriculum and academics, helping them to feel more accepted. It's also important in building empathy and understanding across students, faculty, administrators and coaches with different backgrounds, viewpoints and perspectives.”
Aji Nureni-Yusuf ’25: “I believe that every student should see themselves represented in the curriculum. With things as simple as having diverse names on math worksheets, students can already start to feel included in the learning process. Adjacently, representation helps students build empathy. When we talk about the different cultures that people have or the lived experiences that communities have had, we give kids the space to develop their own critical ideas about the world around them, thus developing their empathy.”
Mundy: How will every member of the DA community benefit from this plan?
Aji Nureni-Yusuf '25
Nureni-Yusuf ’25: “Obviously, this plan is focused on improving the way students learn. This plan will lead to more critical thinking in the classroom, which will translate to better problem-solving skills. This program will put DA students ahead of the curve in terms of logical reasoning and inference. It is important that faculty also see themselves represented in what they teach and among their colleagues. This fosters joy within themselves and thus in the spaces they are in, whether it be on the field, on the stage or in the classroom. And this plan starts to remove the burden of DEE work from parents and families.”
Keegan: “All community members will better understand DA's vision for how DEE should be interwoven into all aspects of the school experience, as well as how the school will decide which strategies and tactics to prioritize in order to bring this vision to life. Better organizational alignment should give all members clearer expectations about their DA experience and encourage them to consider the impact they have on the experiences of those around them.”
Wilder: “Every member of the DA community is a part of the broader community. Our race, ethnicity and socioeconomic status, do not shield us from the realities of living in a more diverse world.”
Gilson: “I love the example of the Americans with Disabilities Act [ADA] mandating sidewalk ramps at intersections for people in wheelchairs. People with disabilities benefited from this more accessible and super easy solution, but so did children, people pushing strollers or luggage, bikers and folks who walk. It was an intervention designed for one group, and the benefits extended well beyond what was intended — elevators, hand railings, ramps, automatic doors. They all provided the same universal benefits. Positive discussions about race could lead to healthier interpersonal relationships for white folks, better medical research and outcomes for women and people of color, and more inclusive media representation.”
Maya Patel '25
Maya Patel ’25: “I think maybe the way that everyone can benefit from this plan is by being intentional about their inclusivity. Hopefully, it will cause us to grow as a community toward being more respectful, kind and inclusive of others. If the whole community practices inclusivity, then the whole community will benefit.”
Mundy: How does DEE bolster DA's efforts to produce moral, happy and productive graduates?
Keegan: “In my mind, DEE is integral to DA's ability to produce moral, happy and productive graduates. Moral: showing compassion and respect even when they don't agree with or fully understand someone else's perspective. Happy: realizing a stronger understanding of, and self-confidence in, their own values and beliefs after learning to process new ideas. Productive: becoming intellectually curious citizens who can adapt to different situations, inspire open dialogue, and stimulate collaborative problem-solving.”
Dr. Neha Pagidipati
Pagidipati: “Being a kind and empathetic person is central to living a moral, happy and productive life. DA's DEE efforts will ensure that kindness and empathy are valued and promoted across the school.”
Wilder: “We don't want moral, happy and productive graduates only when they are surrounded by people like them. DEE ensures our graduates can be moral, happy and productive graduates in the ‘real’ world — a world with increasing diversity of every kind that will need moral, happy and productive people to lead it.”
Gilson: “When we show we care about everyone, everyone benefits. If someone is hurting at our school because of racism, sexism or ageism, we are all negatively impacted personally and as a community.”
Pfeil: “DEE fosters almost all elements of DA's portrait of a graduate, especially empathy, integrity, curiosity, authenticity, engagement and wisdom.”
Melissa Pfeil
McClain ’26: “DEE efforts help to elevate student voices, which helps students to be more cognizant of each other's experiences, and also helps students build affinity with one another. I believe that happiness goes hand-in-hand with having a strong community. All of the factors I’ve mentioned help to build the DA community. When students learn how to build the DA community, they become even better community builders in the real world. DA’s DEE efforts will propel them to make moral and culturally competent decisions. This all ultimately contributes to building a productive space as everyone feels more comfortable being themselves.”
Mundy: How has DA's commitment to DEE impacted your or your family's experience at the school?
Wilder: “As a minoritized community member, DAs commitment to DEE shows it is the type of academic environment that will accept, nurture, protect and teach my sons and their peers to honor, love and respect all people.”
Nureni-Yusuf ’25: “The fact that I was able to go on an all-expenses-paid trip to St. Louis for the Student Diversity Leadership Conference (SDLC) has already shown DA's commitment to DEE. That trip gave me a new outlook on my education and community at DA, and I have thus been able to identify biased practices in the classroom and work to find solutions.”
Gilson: “My children have seen and had faculty of color as their teachers, seen men teaching young children and experienced folks of all kinds excel in their respective fields despite what statistics may tell you about who does what kind of job. We want everyone here to feel like they can do anything they want without being limited because of cultural expectations, gender norms or any other limiting factor. Ability, hard work, community support and access give our kids the ability to succeed at their interests. We can always do better — but we are beginning to see results.”
Pfeil: “When I asked my youngest son how DEE has impacted him at DA, his response was: ‘It has helped me gain a greater perspective on the differences that we have, and it has taught me how to be more thoughtful about what I say and how I act so I don't hurt others.’ I think those are incredibly important life skills, and I am grateful to DA for these lessons.”
McClain ’26: “DA’s commitment to DEE has impacted me most through being a part of the Black Affinity Group. From the group's assembly with Family Feud to having deeper conversations about the injustices Black people have faced in the U.S., I can positively say that being a part of an affinity group has truly shaped my DA experience. I went to my first meeting in fifth grade, and to be able to sit with those same people again every other Thursday in 10th grade means so much to me. These are the people I’ve been able to grow alongside. I also appreciate that DA not only works to start these groups but actively works to improve them as well. For example, in recent years, multiple affinity groups have done workshops or assemblies to educate the student body. Some other examples include affinity group solidarity meetings and collaborations between Lower School and Upper School affinity groups.”
Patel ’25: “One way DEE work impacted my life as a DA student has been through the Asian American and Pacific Islander [AAPI] group. I have found community, made friends, planned celebrations and eaten a lot of good food through my group.”
Keegan: “DA's commitment to DEE was one of the deciding factors that brought our family to the school 11 years ago, and we have appreciated seeing how that commitment has continued to evolve. We have been fortunate to see our daughters thrive at DA despite their different learning profiles, personalities and interests. They each feel comfortable exploring their identities and value systems, which we believe is a function of the breadth of the curriculum, diversity of the student body, dedicated faculty and optional student support systems. We are impressed by the depth of conversations we can have around the dinner table, and we are grateful for DA's commitment to helping all families have a similarly supportive experience.”
About the Action Plan
The new Diversity, Equity & Engagement Action Plan was inspired by the following principles:
Academics:
DEE is a life skill our students will carry into adulthood.
Belonging:
Belonging is critical to academic success and personal growth.
Benefit to Everyone:
DEE education creates stronger communities.
Action steps and measures of success for the plan center around four main areas of focus:
1. Admissions and Hiring (Human Capital)
DA will cultivate a talented student body that reflects a robust variety of experiences, backgrounds, perspectives and beliefs, as well as a diverse group of faculty and staff members that reflect and serve the needs of our individual learners.
2. Community and Belonging (Culture and Character)
DA is committed to increasing the diversity within our community and expanding our DEE work to ensure that all students, families, faculty and staff feel a deep sense of belonging.
3. Teaching and Learning (What and How We Teach)
DA will ensure that what we teach reflects multiple perspectives and that the contributions of diverse peoples are embedded into curricula across all disciplines. Students develop cultural competency through positive representations of a wide variety of identities, backgrounds and perspectives. Faculty and staff develop cultural competency through professional development that supports broad empathy and successful learning environments.
4. Governance and Leadership (Policies, Procedures and Practices)
DA recognizes the roles that systems of power, bias and privilege can play in influencing individual and collective decisions, and the school will work to prioritize mission-aligned decisions that center diversity and equity.
Explore the plan in its entirety — including rationale, key action steps and measures of success — at da.org/DEEplan.
