Over the past two months, The Oracle has examined its diversity in different ways, looking at not only the events it covers, but the various groups being represented. The paper has implemented diversity audits analyzing breakdowns of sources’ grade levels, gender identities and ethnicities. When looking at race, The Oracle compares its breakdown to that of the entire student body. Just as The Oracle is taking steps to improve representation of minority groups, so too should Gunn as a whole. As seen through changes in the demographics of the school, along with the addition of positions such as diversity commissioner and other cultural events, Gunn’s diversity has increased throughout the years. Similarly, there have already been efforts to support diverse groups on campus. However, many minorities remain underrepresented, and there are still areas of improvement with regards to
equity and representation. These improvements should be made through developments in district- and school-
wide programs, student committees, clubs and the Student Executive Committee (SEC). It is important to bolster inclusion on campus to increase accessibility for more students of differing backgrounds.

Gunn’s campus diversity is mainly a reflection of the diversity within Palo Alto, which is limited due to the high costs of living. Gunn’s school profile for the 2022-2023 school year reported total enrollment to be 46.2% South and East Asian, 28.6% White, 10.3% Hispanic or Latino, 12.3% two or more races, 1.3% African American, 0.7% Filipino, 0.4% Pacific Islander and 0.1% American Indian or Alaska Native. By one metric, a diverse campus is one that includes people from numerous different backgrounds and creates an environment where people feel comfortable sharing their identities. One of the intentions of the Social Emotional Literacy and Functionality (SELF) program when it was first founded in 2017 was to have cohorts composed of students from different backgrounds meet and discuss non-academic topics. Though SELF provides a space for students to feel comfortable sharing their identity and learning about different communities, experiences differ from cohort to cohort. Moreover, the repetitiveness and structure of the lessons can at times halt natural conversations students want to have.

Having discussions about race, gender and socioeconomic status is important for increasing diversity on campus, and they should also be happening outside of a biweekly class. The texts used within history classes also lack diversity, mainly due to portrayals of history from white leaders’ perspectives. Similar issues are present in some of the books students read in the English curriculum: They lack diverse protagonists and authors, sticking to narratives centered around cisgender white men.

Learning about history through multiple perspectives as well as reading from a variety of authors is essential to better represent the school population and move toward greater inclusion. Diverse representation throughout curricula increases students’ self-worth, as shown in a report published in Contemporary Issues in Education Research, which found that teaching the history and achievements of diverse cultural groups has a positive effect on students of those groups, increasing resilience and self-esteem.

It is also necessary to address the lack of ethnic and socioeconomic diversity in the composition of advanced and college prep classes. One cause of this less diverse makeup is how some courses have different lanes. Laning affects diversity in courses. In a survey conducted by The Oracle with
256 responses, many students noted a lack of diversity in higher-level courses. 56.5% of students surveyed said that Gunn’s higher level (honors or Advanced Placement) courses lack diversity. Some efforts have been made thus far to address this issue, though these can be adapted and expanded upon. Throughout the years, efforts have been made by SEC to create an environment where all students of different ethnicities, sexual orientations and gender identities feel celebrated. In 2007, the Diversity Commissioner position was created to incorporate diversity within school events. The establishment of this position helps bolster
diversity on campus through various cultural events. Because a lack of representation for minorities can cause students to feel isolated, holding these cultural holidays at school reduces feelings of isolation and encourages all students to learn about and share these experiences. Along with events for Día de los Muertos and Pride Week helping to promote inclusion of different ethnicities and gender identities, the diversity commissioners and other students are working to include an event for the celebration of neurodiversity. Hosting events for students of all backgrounds and identities connects back to the idea of having Gunn be a place where students feel celebrated. While SEC does host some cultural events, further funding and publicity of clubs will help them host celebrations of their own, representing more students’ cultures and identities.

Clubs—such as Black Culture Club, Latinos Unidos Club, Best Buddies Club and the Gender and Sexuality Alliance (GSA) Club provide spaces for students to feel heard. While having these spaces is beneficial, increased support and funding can bolster efforts to create change, expand, host events or participate in other efforts to increase diversity.

Another way that SEC and the district can work to find ways to increase equity is through the Site Council meeting at the end of the year called Data Night. At this meeting, open to all students, staff and parents, the Site Council analyzes data sets from student surveys. Examining data of specific subgroups—such as testing data, enrollment in honors classes, differences in resources in the English Learner program or historically underrepresented ethnicities—offers the chance to address inequalities and systemic barriers.

Gunn’s Student Equity Committee, which was formed in 2020, aims to improve representation in curricula and address other racial inequities within the campus and district. This committee provides a way for students to participate in increasing diversity at Gunn by diversifying school wide cultural events, reviewing the English and social studies curriculum and designing an Ethnic Studies course. The committee also reaches out to middle schools and designs equity trainings for students and staff. Establishing and publicizing student-run committees plays a major role in advancing efforts for inclusion. Having panels composed of these groups ensures that their needs are met and their voices are heard.

While publicizing and joining these committees is vital, as individuals, students can foster an inclusive and diverse environment. While many view this as simply not engaging in acts of discrimination, it is important to look at others’ actions and the issues people of different ethnicities, socioeconomic status, genders and other identities face. It is important to move past complacency and take action to consciously and intentionally disrupt discrimination. Having these discussions and staying
educated in other ways is important in addressing our biases and misconceptions. Racism and other forms of discrimination are taught: It’s a result of people being socialized to accept certain beliefs. Having honest conversations with people who have differing experiences is essential to creating a safe learning environment.

According to founder of initiative Race-Work Dr. Lori A. Watson, a speaker at the equity training on Nov. 9, involvement in increasing diversity and equity on campus starts with the principles of participation. Committing to the cause even with when challenges are presented along the way is key to fighting racism and bigotry, as is telling one’s truth as communication and listening to everyone’s stories. Don’t dodge discomfort. Point out racism and bigotry even in difficult situations with friends and family. Avoid relying on rapid resolution because this will hide issues, rather than fix them, and the foundation of the issue must
be addressed. Though Gunn is making efforts to support minority groups on camp  us, there are improvements to be made in diversity through supporting minority groups and bolstering representation of these groups on campus.

Through taking initiative as individuals and creating and supporting programs, committees, clubs and groups working towards celebrating diversity and achieving equity, more groups of students should be given the opportunity to have their concerns addressed and voices uplifted.