<p>Momofwild - - that may all be true, but with CURRENT black enrollment of 12-14 black students, it is unlikely there would be several black girls in D's class (13/4 = approx 3 black students per grade - - some being boys).</p>
<p>Does Blair stand out as being abnormal in this department? There are other schools that have higher percentages of African-American students. But I would regard them as the exceptions.</p>
<p>The reaction here to Blair goes well beyond disappointment with Blair's demographic breakdown:</p>
<p>
</p>
<p>I'm curious as to what distinguishes Blair from the rest of the pack. I think Blair -- like the majority of prep boarding schools -- struggles to attract African-American applicants. I respect nyc's decision not to have her daughter be a trailblazer, but schools are doomed to have abysmally low numbers in perpetuity if they can't build up to that critical mass that other schools seem to have developed.</p>
<p>I wonder, nyc, did Blair do something (or not do something) that made it stand out as a place that wouldn't be the place to be a "trailblazer" (someone help me find a better word here!)? (I'm thinking, for instance, that when you called to check on the numbers, they simply told you the numbers as a cold "take it or leave it" fact, instead of seizing the opportunity to explain that they will be trying to increase the numbers in the short term or how they go the extra mile to make the campus a welcoming place for all minority-group students.)</p>
<p>Better yet, I wonder what you think Blair (or other schools) should try to do (or do better) in order to get more minority-group students thinking that it will be worth the added hassle/headaches of being one of only 2 or 3 of that group in the school or class.</p>
<p>I think this is something that many people can answer. Are there certain things that boarding schools need to do better to throw out the welcome mat? Maybe someone who's lurking on this thread has seen a boarding school flub an opportunity to attract a minority student because it unwittingly sent out a signal that it doesn't "get it." Or maybe another poster has seen a boarding school really win over a minority student by showing that person that they are going to have a terrific experience even though there are very few others in that demographic group currently at the school. No names required. I'm just interested in what things turn people off from being trailblazers and what things get people to say, "Okay, I think I can do this at this school!"</p>
<p>good post, D'yer. I also can accept nyc's decision, but I don't see Blair as any different from any other school. The school works hard to attract minority students, and I believe it does better than most, in part due to the strong PG presence of talented ball players. It could not possibly be a more welcoming place- I am very familiar with all levels of the administration and faculty.</p>
<p>I just realized that to those unfamiliar with Blair's athletic program, I may not be making sense. There are two current Blair grads playing professional basketball and many others playing D1 basketball and other sports. This creates a great environment for ALL the students and a fun atmosphere on campus that goes beyond the level of most prep leagues. Of course, this is besides the top-ranked wrestling program and the fact that many Blair runners are on D1 teams.</p>
<p>I just received the viewbook in question and am completely puzzled by the original post. Are we looking at the same viewbook? At p.3, there are two black students talking to the headmaster with other students. At p. 28 there is almost a full page dedicated to a young black lady photographed in a classroom. In the corner is a small picture of the same girl in celebratory mode with her teammates in a basketball game. This photo tells me that academics and athletics are important for this young lady. At p.33, a prominent picture of a black girl in a tug of war game with all her friends (to me, this photo speaks to the teamwork and school spirit). I see quite a few black students in the commencement pictures at p.35. And most impressive of all, there is a feature about three students who are "Most Likely to Lead" at p.37. One of them, a young black man was a class president who is proud of the relationship he had developed with administrators. He is in a similar leadership role at his college. What a great role model for all Blair students!</p>
<p>So quite clearly, there are a few "trailblazers" (to borrow D'yer Maker's term). In fact, it seems like a well-trodden path, maybe not in terms of sheer number but in terms of the leadership positions that these young black people achieve. I went back to see whether there were many Asians (like us). I did not find many but that does not bother me in the least bit because it seems any minority group student would have a chance to be a significant part of the community and lead. Incidentally, I love the fact that the Society of Skeptics did a series about the Cambodian Holocaust and invited Dith Pran to speak. I want my kid to learn more about that Cambodia's tragic past to understand what is going on in Myanmar(Burma) and Sudan... in the hope he will become a good global citizen. To answer D'yer Maker's question in post #22, Blair Academy is one school where I'd like to see my kid be a trailblazer. Deerfield Academy is another one.</p>
<p>Momof Wild Child,</p>
<p>What makes Blair particularly bad for African American students might be the basketball program. Luol Deng, Charlie Villaneuva, (NBA alums) were like hired guns, not so much a part of the the general student body. When black kids stand out as being there for basketball rather than just as any other student, it creates a cultural divide. One of my students was on the basketball team with those boys, and believe me, it wasn't always easy for them there. Look at the low rate of how many basketball players make it through the year, or especially those who stay to graduate. I could name them, mention how many times they left school during the year that probably no one knows about. So, a good basketball program for black students does not necessarily make a good program.</p>
<p>My other gripe was with the headmaster, Mr. Hardwick. I believe his intentions are good, but the methods in which he tried to get the black students to embrace the school actually made them feel excluded. These are the reasons that I think Blair does a worse job in this area that other schools. That is my two cents worth</p>
<p>How long has the current headmaster been in the position? Blair had the reputation about 10 years ago as being a very difficult place for the faculty- many left. Is this a different guy?</p>
<p>He has been there for almost 20 years. I recently heard him give a speech about Blair's past, present & future. In it, he spoke about changes he made when he arrived. He alluded to weeding out some faculty who were not willing to make the changes. Perhaps that is what you are referring to. </p>
<p>Under his leadership, the school has had a positive direction, and I am impressed with what he has accomplished.</p>
<p>Burb Parent- well, I know a few really good ones who left. I guess it's all a matter of perception...</p>
<p>I was at IBM when Lou Gerstner took over. People were leaving in droves -- both very talented and mediocre (usually because they were "downsized"). It is an unfortunate consequence of new leadership making changes. The legacy of Gerstner is amazing -- being in the middle of the turmoil was not.</p>
<p>D'yer-</p>
<p>I don't think my "reaction" extends beyond disappointment w/ the numbers. Despite my initial reference to "outrage," neither the content nor the tone of any of my posts has been outrageous.</p>
<p>Nor was offended when the admissions office gave a direct answer tp my qestion re: black students. I didn't construe his tone as "take it or leave it" and since I did not ask what the sch was doing to recruit black students, I was (and I remain) untroubled by his failure to volunteer that info. </p>
<p>As for trailblazing, anyone who has experienced or witnessed trailblazing first-hand will tell you, it can be pretty uncomfortable - - so, not on my dime. If you and Lexima want to blaze trails or want that experience for your kids, be my guest. </p>
<p>And there is no need for trailblazing, there are any number of schs w/ a critical mass of black students. If that were my only consideraton, I wouldn't have bothered to post my initial question. Many of the schs w/ "good" numbers fail to satisfy other criteria (distance, % boarders, appropriate rigor, etc.). The top BSs have large #s of black students, but probab too rigorous for D. Likewise, the girls BSs, Miss Hall's and Miss Porter's, have high #s of black students (25/193 at MHS 33/325 at MPS). but higher % of boarders that I would prefer. We may have to compromise, but probab on % boarders or distance rather than the crit mass of black students.</p>
<p>Blair is unique or particularly disappointing only to the extent that it's numbers (14 of 434) are shockingly low for a sch so close to NYC and Newark. It is not at all uncommon to find schs in CT and MA w/ 6-8% black students; above 8% is less common outside of the top BSs.</p>
<p>Again, Blain may be a fine sch - - but not for me and my family. </p>
<hr>
<p>(interesting re: different perceptions of the basketball prgm)</p>
<p>This topic, along with a couple of others that NYC has brought to this forum, regarding group identity within a boarding school has been one of the best I've seen so far. I use the term "group identity" as a broader term for what I believe NYC was looking for in a boarding school with her desire to have a certain critical mass of black students with whom her D can bond based upon a common experience.</p>
<p>Group identities also go with specific sports teams, dancers, musicians and others as well. And certain groups can integrate well into the whole school, or not, depending upon a whole host of factors. It was pointed out how certain sports "stars" who don't fit well otherwise in the school can isolate a whole "group" (team in this situation) from the school as a whole (or even perhaps isolate themselves on a team?). </p>
<p>And I think it is generally agreed that a high degree of separation of any group from the school at large (or a few individuals from a group) is considered a bad sign at a school.</p>
<p>I think this whole discussion brings to mind a very important question that needs to be asked of any school. The best way I can phrase that question is "HOW does this school go about INTEGRATING the various GROUPS (ethnic groups, activity groups, etc.) to build a unified school community?" </p>
<p>I can see two different approaches schools take in this area. The first approach is about student selection. If all the Korean students a school selects tend to play X sport and have an interest in Y community service activity and are drawn to Z artistic endeavor while all the Black students selected tend to play A sport and have interest in B community service and are drawn to C artistic endeavor while caucasian students are involved in G, H, and I, you will have a school community that self-segregates and becomes cliquey all of the time and will lack a sense of community.</p>
<p>And I don't think NYC (or anyone else for that matter) wants to have their kids hang out 24/7 with the same small group of kids, isolating themself from the broader school experience by hanging out exclusively with one specific group. I've heard that from Asian boarding school applicants as well. They like their ethnic based group for comfort, but fear their kids will isolate themselves and miss out on so much more.</p>
<p>And kids in a strange environment will tend to concentrate on what is comfortable to them (their sport, art, ethnic group - whatever they identify themselves with primarily).</p>
<p>That is why it is important for schools that pick out their "specialists" (star athletes, artists, etc.) also make sure that these individuals are not one-trick-ponies and are active seekers of other experiences when given the opportunity. One-trick-ponies who are "stars" who get a lot of school attention can by their star power create their own cliques that by definition don't integrate well into the school community and are a source of bad feelings to the more socially conscious.</p>
<p>The other approach schools take comes with regards to integrating groups comes with what a school does to make "other" groups more accessable to everyone. You hear lots of PR stuff from schools about how they want to make sure your student "tries" lots of new things. For example at my D's school, freshmen are required to take a Fine Arts rotation class. They get a little bit of 6 areas from dance to music to photography. They are encouraged to try these "new" experiences as ECs for their optional term non-sport EC. They are also required to participate in 1 team sport in the EC period per year as well, to get the artistists mixed with athletes in their second sport.</p>
<p>Well done (with a personal interest and caring), these efforts can be very beneficial. Otherwise, they can seem heavyhanded and drive students just go through the motions until they can return to their comfort group.</p>
<p>From Kristenkaye's comment about Blair's efforts with black students, it didn't sound like they had a very good execution with the student she was dealing with.</p>
<p>That happens, even at the best of schools from time to time. The question is, does that happen on a consistent basis? And what are the schools learning from the experience and improving? Can they give an example of a failing that has been improved? These places are run by humans who are not perfect. I expect a few things not to work from time to time, but not fail consistently or on a large scale.</p>
<p>From our experience at goaliegirl's school, our stereotyped one-trick-pony seems to have had a reasonably good experience broadening her athletic experiences (now playing field hockey in the fall and lax in the spring - both new sports to her). She re-upped with her Korean roommate for this year and I've seen he hang with a couple of the black girls on campus. As for the arts, well, she seems to like the extra sports more than any of the arts as an EC, which is OK. Not everyone has to be involved with everything.</p>
<p>Another thought about how schools get (and retain) critical masses of certain groups (ethnic, artistic, athletic, etc.)...</p>
<p>A certain percentage of us come to boarding school looking for a specific experience. In our case, hockey was a significant part of the equation - no hockey, no consideration. NYC is looking for a certain social environment - not quite as black and white (sorry about the reference) in terms of a must have as we were with hockey, but it sounds like there are some completely unacceptable situations even with NYC.</p>
<p>Well, being rather isolated from girls hockey in the south, we were not well connected when it came to prep school hockey recruiting. It turns out that prep school girls hockey is rather well networked as it is a relatively small community in the northeast where the players (and parents) all talk about who is going where. What ends up happening is that girls tend to congregate at certain "hot" schools and will often transfer out to other schools together. Nuts, if I can say so myself.</p>
<p>Of course, this creates haves and have-nots, the school where goaliegirl is falling into the have-nots. We were hoping that goaliegirl's presence at this particular school would help attract more talent around her as she progresses through, but that hasn't seemed to be the case at least this year. We had the opportunity (because my DW signed up to help recruiting for revisit day) to see the girl hockey applicants and where they were from. The players from the "in-network" strong hockey areas had an effective zero yield. The players who did come in were like us - from non-traditional marginal areas.</p>
<p>Turning this thinking to NYC's concern - having a critical mass of black students - I've been told that some of the Korean students at goaliegirl's school seem to be networked - that is the families know each other and probably talked with each other extensively before coming to the school.</p>
<p>I wonder if the schools that have that critical mass of black students also have some type of informal network whereby they tend to self-select certain schools (as opposed to the schools choosing them).</p>
<p>A suggestion to NYC is that she call a few of these schools, get a few black parents phone numbers from each (schools should be happy to do this), call them and ask them if they talked to other black parents before coming to that school.</p>
<p>And of course, I think NYC will probably get a better feel for the cultural interfaces to the black students community from those whose children experience it. I'm sure she would want to know if the black student group at a school is oriented around a couple of sports teams or whether it is broadly integrated (activity-wise) into the rest of the school. I think these parents could answer that question (either knowingly or unknowingly).</p>
<p>NYC - Does this make sense to you?</p>
<p>I don't think there is a better headmaster out there than Chan Hardwick. I know a number of faculty members who have been there 20 years plus, and they are wonderful. There are also new, younger faculty. It's a good mix. Yes, it is true that some of the black kids struggle at Blair. They also struggle at other prep schools- day or boarding. There can be huge problems in adjusting to the environment. At our top Dallas prep school one of my son's former classmates who was a scholarship student shot and killed himself in the school parking lot. He just couldn't handle the disconnect between his home life/environment and that of the school.</p>
<p>Good points, Goalie-d.</p>
<p>I've never been a fan of the "if you enroll her, they will come" strategy. As you have seen, even if you enroll her, the other hockey girls do not necessarily follow. Aslo, since D is applying for 10th grade, even if her presence attracts some students, they would most likely be younger (applying when she's a jr and thus entering as frosh when D is a sr) and there would be only one yr (D's sr yr) for D to benefit from the increased yeild - - thus, my continuing search for critical mass.</p>
<p>As for networking, I think the problems quite similar to what you have exp'd w/ the hockey girls. The in-the-know parents w/ high achieving kids (often day sch students) apply to the top BSs and the top schs have a large number of black students. When those students apply to 2nd and 3rd tier schs, the yeild as you stated, is close to zero. </p>
<p>If D3's numbers were stronger, she'd be on her way to St. Paul's (despite distance) or Deerfield - - both schs where she knows many students, of all races. But she is a child of more modest abilities, so we have to look beyond the usual suspects and w/i our circle/network that's pretty much uncharted territory. </p>
<p>In conducting my search, I frequently ask questions like those in your post, but only if the sch has a critical mass of black students. "Good reviews" are no substitute for nubers b/c the black families that chose as BS of 430 with only 13 black students are probably self-selecting. By that I mean, they don't value crit mass as I do, so its absence is no loss to them - - especially if there's some other feature (like a strong boys' basketball prg, or hockey) that attracted them, but is unimportant to me. For me, the absence of a signif black pop is deal-breaker - - just ast the absence of a hockey team would be for you, regardless of whatever other wonderful opptys the sch offered.</p>
<p>Momofwild-</p>
<p>No one doubts that your family has been happy w/ Blair, including the diversity. The numbers aren't good enough for me. Those are a matter of personal preference, not statements of fact. </p>
<p>For goalie-d a sch w/o hockey wouldn't make the cut - - his kid, his$, his call. You can make a diff choice w/ you kid and your $, but your diff opinion doesn't make him (or me) wrong.</p>
<p>I clearly stated that I respected your right to make whatever choice you wanted. I disagreed with some other things that were said about Blair. I am not simply being a biased Blair parent. I have experience with a number of boarding schools, and have had to do a lot of visiting and searching, so I feel qualified to opine on certain issues. There were deal-breakers for me, too. No track team was one. High percentage of day students was another.</p>
<p>nyc --</p>
<p>Sorry if you think I was suggesting you're wrong. I said that I really respect your position about not having your child be a "trailblazer." I'm not in your position, but I would likely take the same approach you are. I'm trying to get to the core of what's going on. Not just for you specifically. That's why I wondered if Blair didn't respond as you thought it might have to your question. Again, if they just gave you the cold hard facts and didn't make an effort to market to you and address your concerns or explain the numbers...I know I would feel somewhat put off.</p>
<p>Another term that might be substituted for "trailblazer" could by "guinea pig" or "bait" -- depending on your perspective. Trailblazing is generally a positive thing, so I didn't like using that term because it suggested that you were avoiding a positive experience. But leading the way sometimes means you (or, in this case, your child) is just going to be cannon fodder or a test case or part of some experiment.</p>
<p>The sort of answer I was looking for is the sort of answer you've got from goaliedad. I'm curious about this question on a more universal level -- without trying to hijack the thread. I think this gets back to my first post in the thread where I wonder how you start with a minority group, reduce it further by plugging in those who are receptive to BS, and then have schools competing to create diversity...and you end up with the rich getting richer (or more diverse) and the demographically-challenged schools remain mired in that position.</p>
<p>So, what would it take for a school to overcome its weak demographics? That's the challenge that they face, isn't it? They're stuck in a rut. If you were hired as a consultant to help them do a better job of reaching out and getting more African-American families interested, what would be some of the things you'd suggest?</p>
<p>And, again, I'm still curious: does Blair stand out as being unusually weak? Are most boarding schools doing a significantly better job?</p>
<p>I looked at Blair's facebook from last year again. I counted 21 students who looked African-American or bi-racial African American to me. Interestingly, 10 of them graduated in '07. Either they were only able to attract 3 new students this year, or the count from Admissions was flawed. </p>
<p>The racial mix at Blair seemed typical of many other boarding schools we visited.</p>
<p>I too have experience w/ a number of boarding schs, and have researched/visited countless more, so I feel equally justified in my opinion. And I maintain that when a sch is as close to NYC and Newark as Blair is, but is has the same number/% of black students as schs in more remote locales, that sch (Blair) is deficient. Considering its location, Blair should be doing better than - - say, the New Hampton Sch in NH (9/300 black students = 3%).</p>
<p>That's not to say that Blair is worse in attracting/enrolling/retaining black students than most BSs. The bar in that regard is set rather low, most likely b/c of the respective schs' locations - - but that is clearly not the case w/ Blair. In fact, in this thread I have cited the #/% of black students at several sch - - not one of which is as close to a large urban area as Blair is and each of which has better numbers than Blair. </p>
<p>Mercersburg, which is often described as "remote" has twice as many black students (25 students = 6% as opposed to Blair's 14 students = 3%). And many, though by no means all, of the CT/MA schs (even excluding the top schs) have numbers closer to M'burg's than Blair's. Even if other parents/posters don't share my discomfort w/ Blair's numbers, the fact remains that Blair enrolls fewer black students than any number of similarly situated schs. </p>
<p>(BurbParent - If 10 black graduated in 1 year that leave an averge of 4 for each of the remaining 3 years. So even using YOUR numbers, the enrollment of only 3 new black students is entirely consist w/ Blair's past enrollment - - the one year Blair enrolled 10 black students was the aberration.)</p>
<p>As for the rich getting richer. Blair should find out at what other shch are doing to attract/enroll/retain black students. One interesting aspect of the girls' schools is the economic diversity among the black students - - what many parents (black and White) have described as a "good" mix with some from Prep/ABC, some very affluent and some middle-class. Also, Berkshire, for example, has increased it black enrollment form 1 (no exageration, that's what it was when we visited w/ a friend 4 yrs ago) to 13. How did they do it in the SW corner of MA? And how does New Hampton - -w/o the cache or $ of St. Paul's - - get 9 black students up to NH?</p>