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Diversity Strengthens Community

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Beginning schoolers play with each other outside.

Inclusion & Equity

We believe that everyone deserves respect and a welcome place in our community. Educational excellence is possible when all members of a community have a voice and feel safe being their authentic selves. 

Diversity Mission

Rowland Hall represents a diverse community that encompasses differences in the human experience including those of ethnicity, race, national origin, family composition, religion, gender, gender identity and expression, sexual orientation, socioeconomic status, and learning styles, among others.

To that end, we affirm that:

  • Deepening our knowledge of and appreciation for each other's differences nurtures moral and intellectual growth, fosters a sense of belonging, and creates a stronger community;
  • Building awareness that we each have distinct power and privilege inspires us to embrace our responsibility and work toward an equitable and just community; and
  • Cultivating a diverse and inclusive learning environment prepares our children to effectively participate in a dynamic and increasingly interconnected world.

We recognize that engaging in this work is an evolving process that must be sustained through constant dialogue and effort. All members of Rowland Hall commit to carrying out this mission in our school and wider community.

Diversity Philosophy

Human diversity encompasses all the ways that people differ, including ability, age, gender identity and expression, national origin, race, religion, sexual orientation, and socioeconomic status. Rowland Hall is committed to diversity and the promotion of an academic community in which each member feels connected, comfortable, respected, and included. Rowland Hall is non-discriminatory and includes students, parents, faculty, board, and staff from a variety of backgrounds. The school places an emphasis on educating students about our increasingly diverse world. The school recognizes that we may face difficulties as we work to become a more inclusive institution. Rather than avoiding these challenges, we recognize that progress comes from embracing and celebrating diversity. This Statement of Diversity is based upon and extends the core values of Rowland Hall.

To that end, we affirm to:

  • Treat individuals and groups with dignity;
  • Respect diversity of opinions, beliefs, practices, and ideas; and
  • Reflect and honor the history and backgrounds that we represent.
Tori Kusukawa
Rowland Hall students are warm—it's really nice being able to to talk to each other. And that's not just with the students, it's also with the teachers.—Tori Kusukawa, Class of 2019

The Benefits of a Diverse Community

Rowland Hall’s diversity—encompassing differences in the human experience including those of ethnicity, race, national origin, family composition, religion, gender, gender identity and expression, sexual orientation, socioeconomic status, and learning styles—expands our perspectives, fosters understanding and creativity, and ultimately strengthens our community.

Through championing diversity, Rowland Hall empowers students to form meaningful relationships with people from all walks of life and to succeed in an increasingly globalized, heterogeneous society.

Inclusion & Equity Stories in Fine Print Magazine

Micha Nenbee, Ke'ea Ramirez, and Katy Dark in Seattle

By Ke’ea Ramirez, Class of 2021

In November 2018, then-sophomore Ke’ea Ramirez was one of six Rowland Hall students who traveled to Nashville, Tennessee, to attend the Student Diversity Leadership Conference (SDLC). The SDLC takes place each year in conjunction with the National Association of Independent Schools’ (NAIS) People of Color Conference, the flagship of NAIS’ commitment to equity and justice in teaching, learning, and organizational development. As described on their website, the SDLC gives student leaders in grades nine through twelve opportunities to develop cross-cultural communication skills, design effective strategies for social justice practice through dialogue and the arts, and learn the foundations of allyship and networking principles. In addition to large group sessions, students join family groups that allow for smaller unit dialogue and sharing, as well as affinity groups, which gather people with common interests, backgrounds, and experiences. Each participating school is allowed to send up to six students to the SDLC, with conference attendance limited to 1,600 students.

Despite initial hesitation, Ke’ea quickly found herself inspired by the multiracial, multicultural gathering of student leaders and, since then, has sought out opportunities to engage with students from around the country—including by attending another SDLC in November 2019. She shares the story of her first conference experience below.

When my mom told me that she had signed me up for a diversity conference, I was very skeptical and hesitant to go. She told me that it was a good learning opportunity and that I would appreciate the experience. I did not want to do it, and as soon as I looked at the schedule, I decided that the conference would not only be a terrible time, but also that I would have no time for sleep or homework. The schedule was busy and consisted of me waking up at 6 every morning, walking to a conference outside in the freezing cold, getting 45 minutes for lunch, going back to the conference, and then returning to the hotel at 10 pm. Even though it was only a few days, I did not want to go.

On November 28, I got on the plane to Nashville with five other students from Rowland Hall. The next morning, when I got to the conference, we sat in a room with hundreds of other students from all over America. I felt very overwhelmed; I was in a different state on the complete other side of the country, surrounded by so many other kids and adults. I was amazed by how many students actually went to the conference, and, surprisingly, found myself inspired by the speakers. At that moment I remember thinking, “Maybe the conference won’t be as bad as I thought.” After the opening ceremony, my mindset changed a little bit, going from, “This is going to be the worst thing ever,” to, “Maybe I can tolerate this for a few days.”

I felt like I had known these other students my entire life. I made best friends in less than an hour and connected with so many people.

Next, we shuffled into our smaller family groups of around 50 students. If you know me, you know that I am not very outgoing and I tend to be shy. In addition, I was only a sophomore; I thought that I would be trampled by all the other junior and senior students. However, after the first activity (a classic ice-breaker game), I felt like I had known these other students my entire life. I made best friends in less than an hour and connected with so many people from around the country. I felt as though I had actually made a new family, despite my initial reluctance. My thoughts then changed again, from, “Maybe I can tolerate this for a few days,” to, “I am so happy that my mom forced me to go.”

Ke'ea Ramirez with her SDLC family group

Ke'ea's SDLC family group, which met several times throughout the conference to engage in dialogue and sharing.

We spent nearly eight hours in family groups, and then we moved on to affinity groups. I ended up going to the Asian/Pacific Islander affinity group; this group was at least three times as big as my family group. A lot of the students that went to the conference with me from Rowland Hall also attended this affinity group, and some of my new friends from my family group were present. Initially, I thought that affinity groups were where people got together and talked about problems that we could all relate to. However, there was a lot more than I had expected. While we did talk about serious topics, we also had a lot of fun, and, similar to the family group, I connected with people and, again, made best friends fast.

This conference was so important to me because all students were represented, and it is always important to hear the issues of others and to become aware of what is happening around the country.

The first thing we did the next day was to separate into smaller groups and have a singing competition. While it sounds embarrassing and silly, it was actually so much fun, and it allowed us to all come together, gain courage, and laugh. I realized that my preconceived notion of the conference was wrong. What I expected was not what was reality. It was at that moment when my mindset, once again, changed from, “I am so happy that my mom forced me to go,” to, “I never, ever want to leave this conference.”

After we left Nashville and the SDLC behind, I reflected on my experience and realized how much I loved the conference and how glad I was that I went. My favorite session was either family groups or affinity groups because of how many amazing people I met, all the fun activities we did, and how much we ended up feeling like a true family. I made lifelong friends that I am still close to and talk to all the time; I also became even closer to the Rowland Hall students who went to the conference. This conference was so important to me as well because all students were represented, and it is always important to hear the issues of others and to become aware of what is happening around the country.

Even though I wasn’t initially excited to attend, the SDLC turned out to be one of my best experiences in high school—and I immediately signed up for two more conferences when I returned: the 2019 Northwest Association of Independent Schools’ Student Diversity Leadership Retreat in Portland, Oregon, and the 2019 SDLC in Seattle, Washington. I will also be returning to Seattle this May in a leadership role: I’m going to help run affinity spaces and mentor middle school students at the 2020 Student Diversity Leadership Retreat. I am excited to be working with younger students and I hope that they will be just as inspired and motivated as I was.

Top photo, from left: Rowland Hall students Micha Nenbee, Ke'ea Ramirez, and Katy Dark took a break from the 2019 SLDC to explore Seattle's famous Pike Place Market. (Photos courtesy Ke'ea Ramirez)

Ethical Education

Four students sitting around their teacher, learning about computers and circuits.

After years of watching CSforAll Summit videos online, Rowland Hall alumnus and computer science teacher Ben Smith ’89 is elated to attend the national conference in person: the third-annual event is happening October 21–23 here in Salt Lake City, at the University of Utah.

In conjunction with the summit, CSforAll asks participants to make a specific commitment to support the ultimate goal of “making high-quality computer science an integral part of the educational experience of all K–12 students and teachers.” Accordingly, Rowland Hall is committing to increase girls’ participation in computer science to more closely mirror the school's demographics. 

Read on for a Q&A with Ben about that commitment, the summit, and why this matters to Rowland Hall.

Graphic: Rowland Hall commits to increasing the participation of girls in computer science.

Who from Rowland Hall is attending the CSforAll Summit?  

I’m going with Chief Information Officer Patrick Godfrey and Director of Technology Integration Christian Waters. It’s Rowland Hall’s first time sending anyone. The summit was originally held in the Obama White House for the first few years, and now it travels to a new city each year. This is a great opportunity to have this event in our hometown, very close to the school.

The summit is the one place each year that focuses on equity, inclusion, and access to CS for all students, a goal that Rowland Hall and the computer science program have been dedicated to for quite some time.—Computer Science teacher Ben Smith ’89

Why are you excited to attend the summit?

I’m a member of the CSforAll teacher community, and I watch the announcements and videos coming out of the summit each year. The summit is the one place each year that focuses on equity, inclusion, and access to CS for all students, a goal that Rowland Hall and the computer science program have been dedicated to for quite some time.

Why did we set a broad commitment, as opposed to a narrow one (for instance, “launch a coding camp”)?

We wanted a commitment that each division and each teacher could adopt, even if the method by which they accomplish it varies based on circumstances. Perhaps one division could pursue integrating CS into all science and math classrooms, thereby reaching all students, while another one might make a concerted effort at recruitment strategies, and another might reconfigure the course offerings or schedule to accommodate CS for all students.

What do you hope to get out of the conference that will help us reach our goal?

I hope to hear from people about structures, innovative strategies, and methods for making our commitment possible. There are some important topics at the conference, such as "Teaching Ethics and Social Impacts of Computing in K–12 CS," "Building a Supportive Pathway for Girls in CS, Engineering, and Beyond," and "Inspiring Engagement through Popular Culture and Media."

What has our male/female CS participation looked like in the past several years?

We’ve tracked participation in tech and CS classes in the Middle School and Upper School for six years. In both divisions, we’ve moved the needle for girls participating in CS classes closer to our school demographics (which are roughly 50/50), with the Middle School reaching a high in 2017 of 40% participation by girls. This year, the Advanced Placement CS courses in the Upper School have 60% girls—a majority for the first time at Rowland Hall. We still have challenges with the competing interests of sports, theater, dance, and music on students’ schedules, as CS is not a required course. What’s impressive is that we’ve been able to consciously and successfully close the gap for girls, though we still need to look at students of color and other demographic factors.

Add anything else you think is important.

Rowland Hall's CS, engineering, and STEM program has grown immensely in the last six years, and we’re on the precipice of changes and adoption at all divisions.


Three people pose outside with an Emmy.

Charismatic Rowland Hall lifer and Emmy winner Jared Ruga ’06 is apparently just as comfortable in the spotlight as he is behind the camera. On May 29, he flexed his storytelling prowess and delivered a speech chock-full of good advice for almost-grads at our annual Alumni Senior Breakfast, a school tradition since 1924.

Jared told his story in three acts: he waxed nostalgic about his time here; dissected his college life as a triple-major at the University of San Diego (USD); and recounted how he won an Emmy for Quiet Heroes, a documentary examining the Utah AIDS epidemic and the one doctor and her team that stepped up to treat thousands of critically ill, socially stigmatized patients.

The 30-year-old alumnus wove seven key insights into his talk.

Talented people usually hate their work. You have to finish it and show it to others anyway. Because standing behind imperfect work gives you the confidence to try it another time.

“Hate your work but show it anyway”

By the time Jared reached the Upper School, he knew he wanted to make movies, and he did. For the Distinction program—a now-defunct optional thesis project that, if successfully completed, resulted in graduation honors—he masterminded a feature-length teen thriller. But Jared procrastinated on his work, worrying his Distinction committee members. “I ended up not finishing the film until the night before the premiere,” he said. “And then I watched, beat for beat, in that crowded theater, and caught literal typos on screen, and saw that some of my non-actors’ performances weren’t made any better projected 20 feet high.”

Jared wryly confessed to seniors that the thriller, Sanctuary Disrupted, is not his best work. “But at that point in time, it was,” he added. “Talented people usually hate their work. You have to finish it and show it to others anyway. Because standing behind imperfect work gives you the confidence to try it another time with something else. And if you go through that process enough times, eventually you might land on something enough people like.”

As hard as it is for people you care about deeply to fall out of your life, the alternative—connecting only superficially—is so much worse.

“Connect deeply with others even when it’s temporary”

Jared and high school best friend Isabel Carpenter ’06 “weren’t the emotional types,” he said, but that changed with their pre-college goodbye that ended in a sob-filled hug. They still talk, only about once a year, but that’s OK: our lives are often transient, Jared posited, and roles such as friend, mentor, partner, etc., may be filled by different people at different times. “It doesn’t cheapen what you had with them in the moments your lives intersected,” he told seniors. “And it shouldn’t dissuade you from connecting deeply with the next round of candidates…Because as hard as it is for people you care about deeply to fall out of your life, the alternative—connecting only superficially—is so much worse.”

“Stick with your grit even when it’s hard”

Jared started college with a freshman roommate who wouldn’t talk to him, and mostly boring classes—“Rowland Hall had prepared me so well that I didn’t feel academically challenged until my junior year,” he said. But he trusted that circumstances would improve, and soon hit his stride academically, socially, and extracurricularly—through running the student TV station, participating in student government, and more. Jared earned his share of perfect grades at USD, but said the one he’s most proud of is a C+ in calculus, a required course that he kept dropping. In his last semester, he failed the midterm—but then poured his energy into acing the final. He passed the class and graduated magna cum laude from the honors program. “I didn’t transfer away from USD after a rocky start, and I didn’t drop calculus because I was hellbent on graduating as planned,” he said. “It wasn’t easy, but it went my way in the end because I committed to making it happen.”

“Accept the wisdom of life seasons” and “Recharge your souls”

Jared is now openly gay, but didn’t come out until early adulthood. By the time he started law school at 24, he still hadn’t been in a relationship. “While I was so precociously successful by so many other metrics, what I thought was the deepest, most human experience we can have had eluded me,” he said. So he dove into dating, even to the detriment of his usually high grades. “You can have it all, you just can’t have it all at once,” Jared said. “Life has seasons for a reason.” Make time for the things that feed your soul, he advised. Pursuits such as relationships, hobbies, and volunteering are “just as important as the traditional metrics of success like degrees, accolades, money,” Jared said. “Success only actually feels good when you can celebrate it with others, and when it serves a greater purpose.”

The scourge of the AIDS crisis in the ’80s and ’90s is a crucial part of Queer history that we in younger generations must understand and appreciate.

On winning the Emmy: “Prefer life management over life planning” and “Pick a path and just do the work until it, with luck, catches fire”

Jared first heard the story of Dr. Kristen Ries and physician's assistant Maggie Snyder—the main subjects of Quiet Heroes, pictured with Jared, top—from one of his law professors. “I was deeply touched by what Kristen and Maggie had done, and embarrassed that as a politically active 26-year-old gay man who was born and raised Salt Lake City, I had never heard their story,” Jared said. “The scourge of the AIDS crisis in the ’80s and ’90s is a crucial part of Queer history that we in younger generations must understand and appreciate.”

So Jared’s professor connected him with the two women, and the emotionally draining—but highly rewarding—project began soon after. “Quiet Heroes was a difficult film to make,” Jared admitted. “For nearly a year of the film’s production lifecycle, I wanted to just throw in the towel and focus on something else that wouldn’t cause me so much heartburn.” Driven in part by Salt Lake City’s supportive LGBTQ community, Jared and his team charged forward and ultimately earned a spot at the Sundance Film Festival, then secured distribution deals. A subsequent TV showing qualified Quiet Heroes for a Daytime Emmy, and the documentary won in its category—even edging out an Oprah’s Book Club special. The filmmaking journey wasn’t easy, but it was character building, and it helped Jared get over his “analysis paralysis”: “Sometimes you have to just roll up your sleeves and start doing the work, without any expectation of its success,” he said. “Trusting your instincts will probably nudge you in the right direction.”

Jared closed by telling seniors that no one does anything worth doing without help, and he thanked everyone who aided him along the way. “I continue to be motivated and touched by your faith in me,” he said, “It’s the fuel inside that burns brighter every day.” Echoing his early advice, he encouraged students to be bold. “You’ll fail, probably publicly. You’ll love people who don’t love you back. You’ll say mean things you wish you hadn’t. And you’ll take for granted some of the most important ingredients to your health and success. But know that even though you won’t be perfect, you’re well positioned to make these choices. You have a solid foundation of skills and deep community support behind you.”


Student leans on lockers in hallway.

Sophomore Katy Dark’s family immigrated to Salt Lake City from Argentina when she was a toddler, but the bilingual student still seamlessly slides into her first language on a dime—like when she greets her abuela visiting Rowland Hall for Grandparents Day, or when she volunteers for the after-school coding club she founded at Dual Immersion Academy (DIA).

In February, Katy won a President's Volunteer Service Award for her work at DIA, among other efforts. The sophomore earned the gold-level award for 2018, meaning she volunteered over 250 hours in one year. She’s the first Rowland Hall student to win this national award in over a decade, according to Director of Ethical Education Ryan Hoglund.

Katy was surprised by the distinction but grateful to Rowland Hall—her invaluable experiences here inspired her to help DIA after they lost funding for computer science this school year. “Rowland Hall opened up a lot of possibilities for me,” Katy said, “and I know that coding can give DIA students new opportunities.”

Katy has accomplished much in the past few years, with help from the Rowland Hall community. That's part of why she’s now paying it forward to DIA students. “As a Latina, I don’t get all these opportunities normally,” she said. “I wanted to be able to even the playing field.”

Katy, a Patricia C. Brim Memorial Scholar who’s been here since sixth grade, has had an especially remarkable few years. In March, she won an Aspirations in Computing regional honorable mention. She’s only a sophomore, and she said she already has a scholarship offer from a local college. Also this year, she traveled to Costa Rica for interim and to Southern Utah, Nashville, and Portland for student diversity and leadership retreats. Last summer, she interned with the National Security Agency, and the summer before that she studied criminology and computer science at the University of Cambridge in England. She did all these things, she said, with help from the Rowland Hall community, which is part of why she’s now paying it forward to DIA students. “As a Latina, I don’t get all these opportunities normally,” Katy said. “I wanted to be able to even the playing field.” The DIA coding club has taken a lot of work, she said, but she’s invested in the community and up for the challenge.

The sophomore has remained fluent in Spanish thanks in part to attending DIA for elementary school. Her mom, Patricia Dark—one of DIA’s co-founders—enrolled Katy and older sister Elli (now a Rowland Hall senior) in the bilingual academy to keep their language skills sharp. When Katy left DIA she kept close ties, volunteering after school and on weekdays when Rowland Hall wasn’t in session.

DIA has about 500 students total in kindergarten through eighth grade, and they take classes in English and Spanish: the academy prepares students to become “bilingual, bi-literate, and bicultural while developing the tools to be successful in higher education, the workforce and in life,” according to their mission. It’s a Title One school where about 98% of students (compared to about 57% of Salt Lake City School District students) come from economically disadvantaged families and qualify for free or discounted school lunch.

After hearing about DIA’s funding cuts, Katy—a passionate computer science student who’s already laser-focused on pursuing a career in the field—sprang into action and started the coding club. She spends her weekends planning lessons, which she delivers Tuesdays from 3 to 5:30 pm—except in spring when she golfs for Rowland Hall and friend Alex Armknecht, a junior, subs for her. Katy has taught her 22 club members about programming basics using kid-friendly sources such as Hour of Code and Scratch. She’s also gotten to know the kids, tailored her approach based on their levels of comfort with the material, invited them to community coding events, helped them with non-computing schoolwork, and served as a mentor. “These kids are incredible,” Katy wrote in an essay about her volunteerism, “and they can do so much more than most people realize.” She said she hopes the club encourages DIA students to take computer science in high school, and ultimately, college.

Katy is self-motivated and didn’t necessarily expect recognition for her service, but teachers agree the national distinction is deserved. “Katy is incredibly dedicated to computer science,” said Ben Smith, her AP Computer Science teacher. The coding club was entirely her idea, he added. “I gave her some advice, but she really took off on her own.”

Katy also runs Rowland Hall’s Latinx affinity group, has volunteered with the Rotary Club, and has been “a tireless contributor to her community,” according to Ryan. “Katy sets a clear bar amongst her peers about the importance of giving back,” the ethical education director said, “and not waiting for an opportunity to arise, but instead creating those opportunities where she sees them.”


You Belong at Rowland Hall