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Latin's Alliance for Women (LAW) in Action: Female Empowerment During the Middle Years
Latin's Alliance for Women (LAW) in Action: Female Empowerment During the Middle Years

Is the middle school LAW group a totally separate entity or does it serve as a primer for the Upper School Affinity Group? If they are different, how do they differ?

A few years ago, the heads of LAW wanted to reach out to middle school girls to build a bridge between middle and upper school girls. The heads recognized that the girls would have benefitted from having this mentoring and might have felt more comfortable with the transition to the upper school having had an introduction. One goal of LAW is to create a space where US girls can connect with the MS girls in the hope of providing a resource to the middle schoolers if and when questions arise. Jen and I help US students plan and execute, but we don't usually participate in the meetings. During the meetings, only the US heads of LAW are present; separate meetings for upper school girls who want to participate in LAW are held so that we can make sure the topics are addressed in age appropriate ways.

How long have you both been involved with LAW in the Middle School?

Jen has been involved with LAW in the middle school for the past four years, while Elissabeth has lent her support for two years, but her involvement with US LAW has been off and on for the past four years.

Were you involved with a similar affinity group during your middle school years? If yes, how to did it impact you? If not, how might it have impacted the person you have become today? Nothing like LAW existed for either Jen or me, but we wish that it had. We compare it to having an older sister to ask questions that are too embarrassing to ask an adult. We can only speculate that some of the situations we went through alone might have been made easier with a mentor.

What is the overall mission of the group? Do you tend to discuss topical issues or try to provide students with a historical context for some of the issues that crop up today or both?

The mission of MS LAW is to provide a safe space for the MS girls to ask questions and learn more about what it means to be a girl at Latin. An added benefit is the mentor relationship that develops between the middle and upper schoolers. Jen and I meet with and help the US girls prepare to lead discussions about topics that we know are important every year (like the transition to the US, periods, bar/bat mitzvahs), but some meetings are set aside for the MS girls to ask the US girls questions. Some topics that are often asked about are friendships, relationships, parental pressures, questions about the US, balancing academic and extracurriculars and what it's like to be a girl at Latin.

How do you address intersectionality in feminism within such a homogeneous group?

We moderators speak explicitly with the US leaders about including multiple voices and experiences. For example, when we have bar/bat mitzvah conversations, we discuss class (not everyone can afford a new dress for each one). As much as we can, we encourage US girls to think intersectionally and to be prepared to address questions in that way. We also stay in the room during meetings to make sure that these topics are addressed during the meeting.

What is the biggest misperception about LAW in middle school?

That MS girls aren't thinking about topics of feminism or being affected by the ways that women's voices (of all ages) are silenced in our communities.

Is there anything else you would like to use this platform as an opportunity to share about LAW and its important work?

Despite our very intentional hard work as a faculty to make sure that girls feel welcomed in classes and our community, it is clear that the fault-lines in our society are already apparent to MS girls and profoundly felt by them.

  • middle school
  • upper school
Latin's Alliance for Women (LAW) in Action: Female Empowerment During the Middle Years

Latin's Council for Diversity, Equity and Inclusion middle school representative, Jeff Nichols, sat down with LAW leaders and faculty members, Jennifer Nabers and Elissabeth Legendre, for an interview about how they are connecting middle school female students with upper school female mentors through LAW.

Is the middle school LAW group a totally separate entity or does it serve as a primer for the Upper School Affinity Group? If they are different, how do they differ?

A few years ago, the heads of LAW wanted to reach out to middle school girls to build a bridge between middle and upper school girls. The heads recognized that the girls would have benefitted from having this mentoring and might have felt more comfortable with the transition to the upper school having had an introduction. One goal of LAW is to create a space where US girls can connect with the MS girls in the hope of providing a resource to the middle schoolers if and when questions arise. Jen and I help US students plan and execute, but we don't usually participate in the meetings. During the meetings, only the US heads of LAW are present; separate meetings for upper school girls who want to participate in LAW are held so that we can make sure the topics are addressed in age appropriate ways.

How long have you both been involved with LAW in the Middle School?

Jen has been involved with LAW in the middle school for the past four years, while Elissabeth has lent her support for two years, but her involvement with US LAW has been off and on for the past four years.

Were you involved with a similar affinity group during your middle school years? If yes, how to did it impact you? If not, how might it have impacted the person you have become today? Nothing like LAW existed for either Jen or me, but we wish that it had. We compare it to having an older sister to ask questions that are too embarrassing to ask an adult. We can only speculate that some of the situations we went through alone might have been made easier with a mentor.

What is the overall mission of the group? Do you tend to discuss topical issues or try to provide students with a historical context for some of the issues that crop up today or both?

The mission of MS LAW is to provide a safe space for the MS girls to ask questions and learn more about what it means to be a girl at Latin. An added benefit is the mentor relationship that develops between the middle and upper schoolers. Jen and I meet with and help the US girls prepare to lead discussions about topics that we know are important every year (like the transition to the US, periods, bar/bat mitzvahs), but some meetings are set aside for the MS girls to ask the US girls questions. Some topics that are often asked about are friendships, relationships, parental pressures, questions about the US, balancing academic and extracurriculars and what it's like to be a girl at Latin.

How do you address intersectionality in feminism within such a homogeneous group?

We moderators speak explicitly with the US leaders about including multiple voices and experiences. For example, when we have bar/bat mitzvah conversations, we discuss class (not everyone can afford a new dress for each one). As much as we can, we encourage US girls to think intersectionally and to be prepared to address questions in that way. We also stay in the room during meetings to make sure that these topics are addressed during the meeting.

What is the biggest misperception about LAW in middle school?

That MS girls aren't thinking about topics of feminism or being affected by the ways that women's voices (of all ages) are silenced in our communities.

Is there anything else you would like to use this platform as an opportunity to share about LAW and its important work?

Despite our very intentional hard work as a faculty to make sure that girls feel welcomed in classes and our community, it is clear that the fault-lines in our society are already apparent to MS girls and profoundly felt by them.

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First Grade Flag Project
First Grade Builds Community with Flag Project

Latin first grade students started the year building their community. It was important to establish to ensure all feel safe and comfortable taking risks, making mistakes, asking for help and supporting one another. 

As students listened to some of their favorite songs, they got inspired. The song, “Wave your Flag” by K’Nann, in particular, sparked a lot of inspiration. Some may be familiar with this song as it is the anthem of the World Cup. As the first graders listened to the song, they thought it might be fun to create their own flags. 

As students began to explore their identities and community, they discovered that flags often represent groups of people who are related in some way. For example, city flags can represent folks who live in the same city. Team flags can represent fans of a particular team. State/country flags represent people who come from those places.

Each student then created their own flag to represent pieces of their identity. The process started with the exploration of identity, authenticity, symbols, and flags. A lot of time was spent considering the difference between things we like/love, and pieces of our identity. As an abstract concept, teachers worked with students in small groups to help them understand the differences. Students then filled out an identity bubble map and began the process of designing their flags. Each student received a planning sheet to select important colors, symbols and shapes they wanted to include in their flags. 

After each individual flag was created, the grade level came together as a community, to explore how they could create one class/community flag to represent all individuals in the group. This process worked on skills such as compromise, collaboration and communication. The students problem-solved and suggested ways to include everyone in the community. The outcome being one community flag to represent the Latin first grade communities. 

Take a look at the flags students made to reflect their voices and choices. 

  • Academics
  • Around School
  • DEI
  • lower school
US Marine Science Uses the City as the Classroom
US Marine Science Uses the City as the Classroom

New to the upper school Science course offerings this year, is a Marine Science course taught by Mr. Wisnieski. 

Students in this course are exploring the aquatic environments near Latin and around the city. In September they took a kayaking trip to the Wild Mile, a portion of the Chicago River that is being rehabilitated by the Urban Rivers organization.

Students toured the river on kayaks and studied the organisms living in the new habitats that have been constructed. More recently, students monitored the water quality in Lake Michigan. 

Take a look at the #opportunities found inside and outside the classroom at Latin.

  • Academics
  • Around School
  • upper school
Do You Know? René Moreno
Do You Know... René Moreno

Get to know René Moreno, Lower School Visual Art Teacher.

FAVORITE QUOTE
"Every child is an artist. The problem is how to remain an artist once we grow up.” -Pablo Picasso

EDUCATION
I earned a BFA from RISD (Rhode Island School of Design) and majored in Illustration.

Position and title at LatinI am the Visual Arts teacher in the Lower School. This is my 5th year at Latin. I was here as an assistant art teacher for 3 years while I worked on my teaching certification, and I am so happy to be back!

I also find a lot of joy in working with the kids. I love their eagerness to try new things and their enthusiasm for learning.
What are your favorite things about Latin? I am constantly inspired by my colleagues, who are excellent at what they do and are so passionate about their work. I also find a lot of joy in working with the kids. I love their eagerness to try new things and their enthusiasm for learning.

Why did you decide that you wanted to work at a school? As an illustrator, I visited schools and libraries to promote my books and I usually taught a little art project at those visits. I loved working with kids, so I decided to get my teaching certification.

Who is your favorite artist?
It’s a tie between Frida Kahlo and Vincent Van Gogh.

What was the last good book you read?I am currently reading a wonderful book called Everything Sad is Untrue, an autobiographical novel about an Iranian refugee growing up in Oklahoma. It’s funny and heartbreaking at the same time.

What are your hobbies and interests?I enjoy collecting children’s books, walking outside, listening to music, and practicing yoga.

What was your first job?After college, I worked several jobs all at once: I worked as a freelance illustrator for children’s books, worked as a waitress and barista, and also painted silk for a fashion designer.

What is one piece of advice you would want to tell your lower school self? You can do hard things!

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Tray White
Tray White, New Middle School Director

New Middle School Director Tray White joined the Latin leadership team in July. While Tray is new to Latin this year, he is well-versed in the implementation and support of social emotional learning for middle school students. 

In a recent email Tray noted middle school faculty and staff are engaged in the daily process of nurturing and guiding the development of essential academic and social-emotional skills, building classroom culture and community, and reinforcing key classroom routines and procedures. All of these culminate to center around the joy and fun that comes with learning with a community of peers in an environment that promotes each student’s academic, social-emotional, and physical growth and well-being.

At the October Board of Trustee meeting, Tray expanded on some of Middle School’s practices regarding student wellness. 

He spoke about the Affective Education program’s purpose of nurturing students’ social-emotional growth and curating learning opportunities for students to explore a variety of topics that enrich the student experience. Several of the topics are facilitated by the MS Counseling Team, Dean of Students, Director of Student Life, and Computer Science faculty. 

Another example of social emotional learning in practice is through Middle School Affinity Groups. The purpose of these groups is to provide opportunities for students to share and explore life and experiences within safe and supportive spaces defined by membership and/or connection(s) to specific identity group(s). The Middle School has expanded from one Affinity group to many, including the Gender & Sexuality Alliance, South Asian Women Alliance, Girls in Math, and Students of Color affinity groups.

Take a look at Tray’s presentation to the Board. 

 

  • Academics
  • middle school