Program Spotlight: Aspects of Leadership Symposium Provides a Virtual Platform for Student Research

Prep for Prep’s inaugural Aspects of Leadership Symposium showcased the curiosity, passion, and problem-solving skills of our high school students.
Aspects of Leadership is a required leadership curriculum for our high school students with multiple modules spanning sophomore through senior year. Over the course of several days, students read defining texts on leadership, participate in role-play exercises, review case studies, and engage in discussion. On Day 4 of Aspects, students lead small group discussions surrounding topics important to them.  Subjects have included microaggressions, the misuse of statistics in media, and mental health in people of color. The Aspects of Leadership Symposium was introduced this year to give students the opportunity to bring these discussions to a wider audience. While it was held virtually on Saturday, March 20, preparation began two months earlier. Five students and one group of four students were paired with alumni mentors to refine their research and present their findings to members of the Prep community. 

The morning began with introductions from Director of Leadership Development Opportunities Cindy Perez and Director of Leadership Development Projects Michael O’Leary. Latin instructor, memoirist, and tattoo artist Phuc Tran gave the keynote address on the subject of identity and language, and how the expectation of the English language intersected with the expectations of his culture and family -- all of which shaped his identity. 

Read a summary of each presentation below. You can also find highlights from the Aspects of Leadership Symposium on Prep for Prep’s official Youtube channel

The Crisis of New York City’s Specialized High Schools
Michael D. (XXXVII), Alum mentors Mariama N’Diaye (XXIX) and Pablo Zevallos (XXVIII)

High school senior Michael D. questioned the effectiveness of the Specialized High Schools Admissions Test (SHSAT) as it is currently implemented and discussed the impact of education policies on inequitable education access in New York City’s public school system. The numbers his research uncovered were staggering. According to the New York City Department of Education, in specialized high schools, only 4% of students identify as Black and 6% as Hispanic; whereas all other New York City schools hold 31% Black students and 41% Hispanic students. Michael’s proposed solutions include the expansion of New York City’s gifted and talented programs and an adjustment of the application process to specialized high schools to provide schools with a more well-rounded understanding of the student beyond a single test. Alums Mariama and Pablo discussed their experience working with Michael and his investigation of the segregation of the city’s school system. “We had a chance to read some of his work and I thought it was very thoughtful, very nuanced, very engaging and we all pushed each other even further on what it means to have a truly equitable specialized high school process. He’s someone who really thinks beyond his years,” said Pablo. 

Integrating Time from Experience in the Lateral Entorhinal Cortex
Karem H. (XXXVIII), Alum mentor Carolyn Chica (P9 XVII) 

Karem opened the discussion with a poll to the audience, “Do you ever feel like time is moving slowly or quickly, and what were you doing at that time?” The answers proved the old adage “time flies when you’re having fun.” Karem has always loved biology, and his introduction to neuroscience through a summer course at Columbia led to an independent study at his current high school, The Dalton School. His presentation analyzed the experiments of Dr. Albert Tsao in understanding memory and how we process time. Karem began with a crash course on the brain, specifically the entorhinal cortex located in the hippocampal memory system, before diving into episodic memory and the specific findings of Dr. Tsao’s experiments. Karem ended his presentation with the potential applications of these findings in healthcare like addressing PTSD, Alzheimer’s, and other degenerative diseases.
 
Designing for the Future: Promoting Inclusive Urban Spaces
Izzy C. (XXXVIII), Alum mentor Jennifer Jackson (P9 IX)

Izzy asked the Aspects audience to be futurists again. A prominent art movement beginning in the early 20th century, it considers how to create a sustainable future through innovation. In her presentation, Izzy painted a picture of a more sustainable and inclusive New York City, starting with awareness of hostile architecture and replacing it with helpful architecture like “softwalks”. She also provided examples of community development and architecture she loves in her hometown of Astoria, Queens, as well as examples of cities around the world with inclusive architecture like the Hovenring in Eindhoven, Netherlands. “As individuals, it is our responsibility to think mindfully about the urban spaces around us and evoke systematic change,” said Izzy. 

Racial Disparities in STEM
Destiney G. (XXXIX), Justin B. (XXXIX), Chandler R. (XXXVIII), and Charity C. (XXXVIII), Alum mentors Ysiad Ferreiras (XVII) and Ayman Mohammad (XXXI).

Destiney and Charity focused on the field of medicine, highlighting the health disparities that have become even more apparent during the COVID pandemic. In their presentation, they noted only 5% of physicians in the USA are Black, and cited lack of role models and mentors of color as a potential barrier to success for students considering pre-med tracks. Justin and Chandler focused on the tech industry and how racial disparities create latent biases in tech programming. They also discussed the impact of generational wealth and access to venture capital as factors that offer some groups the advantage to overcome mistakes or failures, and keep investing in new projects until one works. 

Black Women in White Spaces
Destini-Joy G. (XXXVII), Alum mentors Sollana Brown-Birvin (P9 XXIV) and Renny Blanco (XXIV)

Destini-Joy discussed the intersectionality of Black women in predominantly white institutions through qualitative data-gathering. The masculinization of Blackness may in some ways elevate Black men, noted Destini-Joy, but it does not benefit and can harm Black women. For her research, she interviewed Black women in independent schools and universities and the fluctuations in self-esteem. “These Black women in predominantly white institutions become Black women in the workplace,” said Destini-Joy. Many Black women administrators and teachers are sought out as mentors and caretakers to create safe spaces for students of color, beyond the main duties of their jobs - leading to disproportionate burdens of unpaid labor and burnout. 

Black at. Now What? 
Cas G. (XXXVI), Alum mentors Racquel (Quarless) Hill (XXII) and Seliat Dairo (XVII)

The summer of 2020 saw the creation of several Black@_ accounts on social media which shared stories of microaggressions and racism experienced at some of the top independent day and boarding schools across the country. Through a cinematic lens, Cas examines the creation of these accounts and how students and institutions have responded in her documentary, Black at. Now What? Cas interviewed students and alumni from several institutions on their experiences and the changes, or lack thereof, that they’ve seen as a result. In her presentation, she highlighted the work of Dr. Rodney Glasgow, the Head of School of Sandy Spring Friends School, on what administrators need to do and be willing to change to effect equitable and inclusive experiences. Cas also shared the pros and cons of conducting interviews remotely and described artistic choices she made in framing and interspersing sections of dialogue. Audience members were treated to a special premiere of her documentary’s trailer.
Back
ADMISSIONS & 
ACADEMIC PROGRAMS 
163 West 91st Street
New York, NY 10024
P: 212.579.1470
LEADERSHIP PROGRAMS & 
ADMINISTRATION 
328 West 71st Street
New York, NY 10023
P: 212.579.1390
We envision a nation guided by ethical and effective leaders that reflect our diverse society. 

Prep for Prep's mission is to develop future leaders by creating access for young people of color to first-rate educational, leadership development and professional opportunities.