An open letter to The Bi-College Community
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An open letter to The Bi-College Community* 1:
SIGN IN SUPPORT HERE
1
“Haverford College is a community of friends only by means of our socialization… This process presupposes the
commonality of the experience of each member of this community. The assumption, then, of this community is not
diversity but homogeneity. Since the notion of community assumes homogeneity the institution is opposed to the
individual qua the individual-- the ‘different individual’ is then doubly suspect.” In 2020, as it was in 1972, the
‘different individual’ is the Black student at Haverford. (1972) The Haverford College Black Students’ League,
“Our Specific Concerns”. Available: https://ds-
omeka.haverford.edu/annotations/files/original/8b78c024406403268bf0ccbb9cf9f304.pdf. Accessed: 6 June 2020.
1Table of Contents
An open letter to The Bi-College Community* : 1
HAVERFORD GRIEVANCES 4
ACADEMICS 4
SOCIAL 6
SPORTS 9
BRYN MAWR GRIEVANCES 10
ACADEMICS 10
SOCIAL 11
PUBLIC 12
DEMANDS 13
CONCLUSION 15
In support: 17
2Echoing the voices of wider America, the Black students of Bryn Mawr and Haverford Colleges
are calling to you: “we can’t breathe.” For the last few months we as Black people have had to contend
with an avalanche of smothering events: the coronavirus pandemic disproportionately taking the lives of
our mothers, fathers, sisters and brothers, and the violent execution of George Floyd, recorded and
streamed for all to see. These, among numerous other events, have exacerbated the stress and torment we
feel. The sorrow and anger that we feel are due to the myriad of Black people that have lost their lives at
the hands of white supremacy and white privilege.
The recent tragic and terrorizing deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, and
Tony McDade have at last brought the nation to begin reflecting upon the pertinence and fatal
ramifications of whiteness. The fact that “Black lives matter” is a novel revelation for many, including
those within the Bryn Mawr and Haverford “community 2”, is a part of the problem. However, no aspect
of this statement, nor the conditions of genocide that necessitate it, are new to Black people. With this
awakening of our non-Black peers, once again we are expected to feel grateful or indebted for your
coming to the most basic terms of human compassion, but this time we ask for action in place of our
gratitude.
While encouraging, we can not wait for non-Black people to choose to accept President
Raymond’s and President Cassidy’s invitations to action. Black students need and deserve more from the
institutions that benefit so greatly by having us here. Our lives are worth more than the comfort of
leisurely involvement. As writer and public academic Rachel Cargle said, “Anti-racism3 work is not
something that white people can do to make themselves feel good”. Anti-racism is not a trend. Anti-
racism should not be commodified for white hegemony, and in the instance of doing so, becomes
another mode of violence. We as Black students do not have the choice to pick and choose when we
want to engage with racism, and instead our lives are a daily battle against white supremacy, racism,
discrimination, etc. It should come as no surprise to anyone that the white members of the Bi-co
communities casually perpetuate anti-blackness, racism, and several forms of systemic oppression. This
discrimination is present at every level of the institution, including the corporation, administration,
faculty, professors, and fellow students. We, as Black students, have experienced discrimination by the
hands of the college in the following ways:
2
Ibid
3
Anti-racism and anti-ractist action as “the active process of identifying and eliminating racism by changing
systems, organizational structures, policies and practices and attitudes, so that power is redistributed and shared
equitably", not solely as a keyword used to trivialize past acts of racism and satisfy white guiltiness with
terminology instead of action. (2020) ACLRC. “Anti-Racism Defined”. Available at:
http://www.aclrc.com/antiracism-defined. Accessed: 6 June 2020.
3HAVERFORD GRIEVANCES
ACADEMICS
- Classroom Climate
- Professors allowing students to play “devil's advocate” on racially charged topics to the
detriment of black students’ well-being in the class. This is often viewed as discussion for
“learning’s sake” and is done without correcting harmful views.
- STEM
- Until very recently, no black faculty in STEM
- Very little support for students of color in stem outside of student-led initiatives
- “Students from historically underrepresented backgrounds disproportionately left STEM
courses at a rate of 59% compared to other students at 28%” 4
- “In Astronomy, Physics, Mathematics, and Computer Science (but not Biology or
Chemistry), numbers of underrepresented students decrease disproportionately between
their first and second semesters and into the second year. For Bio/Chem this decrease
happens between second and third year (e.g. after Bio 200 and Chem 222)” 5
- Social Sciences
- Socioeconomic status is often used as a proxy to explain injustices that are systematically
associated with race and anti-blackness e.g Health Studies, History, Sociology classes.
- Expectation of Haverford students with regards to academics, but no expectations of
understanding how race, discrimination, and anti-blackness constitute the foundation of
American society.
- Students are expected, for example, to write in full sentences, know basic
equations, be able to craft essays, etc. but are not expected at any point in their
Haverford career to understand why, for example, the “n-word” when spoken by
non-black people, re-perpetuates violence. There is no accountability for this
knowledge, and thus conversations about race in the classroom cater to white
students and their feigned “ignorance,” not only prioritizing white students but
putting Black students in a position to educate their peers, and often their
professors, repeatedly throughout their undergraduate careers. There is no system
to put all students and professors on a “base level” of acknowledgement or
accountability in terms of understanding race. Moreover, Customs fails to fulfill
this role.
- Departments (as are personally relevant to some of the authors)
- English
- Surface level exploration of Blackness and Black writers
4
Source asked not to be cited
5
Ibid
4- No requirement of Black authors, and the required curriculum rarely
moves beyond the basics of Black literature (ex.The Narrative of the Life
of Frederick Douglass).
- Little effort to consciously include Black authors in the required
curriculum—both Black authors who are “writing about race” AND
Black authors whose voices show that “race” is not the only thing Black
scholars think about.
- Minimal coverage of queer Black authors, Female Black authors
- Spanish, French
- Severe lack of Black authors and the exclusion of Black dialects, such as
Francophone Africa.
- Extremely few professors of color and no Black professors, with the exception of
Professor Koffi Anyinefa (in French).
- Haverford’s definition of a Person Of Color
- The admissions office releases the class profiles which show an upward trend for
admitting students of color, but is not being transparent with how many of those students
are Black. After the class of 2020, Haverford stopped releasing statistics of the ethnic
background for the students of color admitted. Oftentimes, when discussing what makes
applicants more competitive for Haverford, the school is, in actuality, promoting
adjacency to whiteness.
- Tenure-track faculty of color is 22%, tenured faculty of color is 19%; The numbers for
Black faculty are even lower, these numbers are already inexcusable.
- Honor Council often functions as a disciplinary and punitive body rather than the
“restorative justice” role it is advertised as fulfilling. Honor Council recognizes dishonest
academic actions as “violations” of the Honor Code, but does not consider the privileges of
academic background, private tutoring, or legacy status in the admissions process as violent and
harmful cheating in itself.
- International students of color are surveilled by professors for their nationality status,
language use, and race far more than domestic students and white students in similar
situations of potential academic dishonesty.
- Honor Council rarely hears cases of racial discrimination, and there are very few in its
history. This due to the fact that Honor Council was not constructed to hold white
students accountable for discrimination, positioning it as a system that threatens only to
re-perpetuate anti-blackness and racism further. See 1987 Sylvia, 1994 Charlie’s Angels,
2019 the Matrix, 2019 Kardashians, and 2019 High School Musical.
- Display And Special Collections
- Regarding the Bryn Mawr Anthropological Collections, many of the African artifacts
available on the college’s College’s “TriArte” include very little about what country
and/or region, family, or individual each African piece originates from, or how it was
acquired. Approximately 70% of the items in the African Collections are under the
“Neufeld” Collection, referring to Mace and Helen Neufeld, namesakes of the
collection 6 who are believed to have stolen many of these artifacts while deployed in
various parts of Africa with the U.S navy. Please see more on this information here.
6
Anthropology Collections, Bryn Mawr College
5These objects are displayed without any context of their original creation or use, or
without recognition of the violence with which they were acquired.
- Throughout the KINSC building at Haverford, and most notably in Zubrow commons,
there are African artifacts in glass cases similarly displayed as in the Bryn Mawr
collections. This extremely well-known form of racism and US imperialism has remained
largely unnoticed at Haverford.
SOCIAL
- SCHOOL WIDE INITIATIVES
- The Clearness Report 7
- The college cannot feign ignorance to the plight of Black students. The 2018-2019
Clearness Committee Report (and surely many before this iteration) clearly demonstrate
some of the ways in which Black students are being failed on campus. Even with an
under-sampling of Black students, many of the results are statistically significant.
Significant excerpts noted below:
- “Our respondents were quite close to representative of the student body in most
ways. In terms of race of respondents, we are slightly over-sampled on White
students and slightly undersampled on Black and Hispanic/Latinx students
compared with where we would like to be.” (p. 3)
- “Our demographic breakdown on this question indicates that Black students
and transgender students were substantially less likely to think that
professors cared about their problems and the problems of students like
them… The fact that Black and transgender students as groups agreed less to this
question is very indicative of the institutional lack of support.” (p. 24)
- “Given that at least 40% of our respondents identified as marginalized, it
seems concerning that only 24% of respondents interact with the Office of
Multicultural Affairs, and a fifth of those who did, found it unhelpful.” (p.
25)
- “Black students and Latinx students reported feeling academics were
inaccessible at a significantly higher rate than white students, Asian
students, or multiracial students who identified in part as white.” (p. 37)
- The school’s decennial re-accreditation process, which includes the self-ethics study, has
virtually no student involvement, and does not accurately reflect the discrimination and systemic
racism that the school perpetuates.
- The Office of Multicultural Affairs does not support Black students and actively works to
support white complacency on campus
7
Read the full report here
6- Minimal staffing is unable to support the quantity of students on campus
- The office only has two employees: Theresa Tensuan and Benjamin Hughes for
1,353 students. Comparable offices like the OAR, Campus Life, or Residential
Life have a more robust staff that is supported each year by at least one graduate
assistant.
- Most multicultural programing is done solely by students without the assistance of OMA
- From 2016 to the present, all events organized by the Black Students’ League
were planned, coordinated, and promoted solely by Black students without the
assistance of the OMA. Campus-wide events, initiatives, and programming that
have become Haverford traditions (eg. BSL Fashion Show, We Speak) were
created and continue to be led by Black students without any institutional
support. When listed the OMA’s name was for appearance purposes only.
- The wellness space and renovation of the BCC were student directives and when
involved, the OMA led to the delay and/or demise of those projects. Specifically
for the renovation of the BCC, the Office of Student Life and the Office of
Residential Life had to step in to support students after funding was thwarted.
- OMA Intern projects are done without support from admin and are directed
inefficiently.
- INTERPERSONAL INTERACTIONS
- Microaggressions
- Though microaggressions are explicitly stated as violations of the Social Code 8,
they are still tolerated on campus by both faculty and students
- Honor Council has not been made into a safe space to address issues of
racially-charged injustices, especially in regards to calling out faculty,
staff, and students who bring cases to trial based on racial biases. Again,
see 1987 Sylvia, 1994 Charlie’s Angels, 2019 the Matrix, and 2019 High
School Musical.
- We understand and acknowledge the work done by the Community
Outreach Multicultural Liaisons while also recognizing that many
students still feel that honor council is inaccessible with regards to racial
issues.
- Overwhelming amount of justification needed for Black and POC-oriented clubs to receive
funding as opposed to majority white clubs and groups. In addition, undue justification required
for the use of spaces for events.
- i.e Lunt Basement and the lack of space available compared to the amount of space
available to white students.
8
“We understand that these discriminatory acts can take many forms, and smaller acts such as
microaggressions are also devoid of respect and thus violate the Code.” Haverford Honor Code, Article
III Section 3.04 Social Responsibilities, 2. Social Code
7- “White students are significantly more likely to party in the Apartments than
Black students, Hispanic/Latinx students, and Asian students.” (Clearness
Committee Report 2018-2019, 7-8)
- “International students are less likely to party in the Apartments than domestic
students while over 80% of varsity athletes say they party there, dramatically
more than non-varsity-athletes (50%).” (8)
- “Lunt Basement hosts proportionally more students by marginalized
groups: more non-binary students than women and more women than men, more
students of color than White students, more bisexual students than straight
students, and more transgender students than cisgender students, all by margins
of 20%-30%.” (8)
- Previous experiences with Quaker bouncers:
- Interrogation process for Black students entering parties vs white students was
discriminatory prior to January 2019 conversations between Quaker Bouncers and the
BSL, as it was assumed that white students posed less of a threat to campus safety than
non-white students. However, The Quaker Bouncer board has addressed the fact that this
discrimination is longstanding at Haverford, especially following instances in recent
years. The QB board has instituted diversity training 9 and other procedural
measures to address this discrimination, which are well-intentioned but could be
developed further and with more depth.
- SPECIALIZED PROGRAMS
- When led by white faculty and staff, programs like Mellon Mays and Chesick do not
fulfill their intended goals; the framework from which the programs operate are what
Toni Morrison describes as the “white gaze.” MMUF states that its “fundamental
objective is to address, over time, the problem of underrepresentation in the academy at
the level of college and university faculties.” 10 The problem of underrepresentation
within faculty at colleges and universities begins with necessitating white approval and
vetting of the BIPOC within the colleges, in mentoring, hiring, and beyond.
- Additionally, within the recruitment and application process of MMUF, educational
background, color, and class privilege should be strongly considered. This is especially
true given that fairer-skinned students are currently overrepresented within the MMUF
cohorts.
- Chesick also stands to benefit from reforming their recruitment process in regards to
educational background 11.
- TREATMENT OF CAMPUS STAFF
- By and large the way Black staff members are treated on our campus is unacceptable.
9
See “addressing Quaker Bouncer issues” Jan. 28 2019, via Quaker Bouncers to @hc-all
10
See the MMUF Mission statement here: https://www.mmuf.org/about/mission
11
We suggest doing this by prioritizing students who attended public school per Anthony Jack’s book
The Privileged Poor, which indicates that students who attended public school are doubly disadvantaged
and could benefit from a program like this.
8The idea that if I make a mess it will magically disappear, there will always be food
prepared for me to eat, or that my living space will always operate perfectly, exemplify
the entitlement many members of the community hold. Students will often say “it's their
job they’ll clean it up anyway” “I pay them for … so they have to do it”. We are here to
remind you that they are people not just workers and that your actions towards them have
very tangible effects. In an anecdote from an alumni, we were told that “dining center
staff would comment on how they would have campus safety/police called on them
for just being on campus/napping in the car, even while wearing haverford branded
clothes and uniforms. It was constant”. This violence towards Black staff members has
to end. Anti-racism work begins with personal interactions.
SPORTS
- To understand the grievances brought forth by the Haverford Athletes of Color Coalition see the
letter here.
9BRYN MAWR GRIEVANCES
We acknowledge the recent letter sent out by President Cassidy on “Actions Against Racism”, and offer
more ways to amplify support for Black students, staff, and faculty.
ACADEMICS
- STEM
- Students of color are continuously alienated from and lack support within STEM
departments
- The college does not employ enough Black faculty in the STEM departments
- The number of tenure and tenure-track faculty of color in the STEM department is
extremely low
- “From 2015 to 2019, the percentage of tenure and tenure-track faculty who
identify as African American, Latinx, Asian American, Pacific Islander or
Multiracial has increased from 19% to 30%. We understand that we have not
made as much progress in STEM fields as in other parts of the curriculum.
Provost Mary Osirim is focusing on this issue with chairs of upcoming faculty
searches.” 12
- SPECIALIZED PROGRAMS
- The Posse foundation brings a diverse group of student leaders on campus to fulfill its
mission of “leaders of the 21st century reflecting the country’s rich demographic mix.” 13
Every year, talented students compete for a spot as a Bryn Mawr Posse scholar and prove
their leadership, communication, and problem solving skills. Yet, the same high
expectation has not been applied to selecting their mentors. Thus far, a significant
number of scholars have had mentors who hold harmful views and lack knowledge
on the complex ways racism affects Black people.
- The Mellon Mays program serves to give access to and diversify the academy; as such,
attention must be paid to class, educational, and geographic backgrounds in the
recruitment process
- SOCIAL SCIENCES
- Africana Studies still is not a department/major
- Due to the lack of institutional support, the program is underfunded, understaffed
and inadequately prepared to meet student interest.
12
Annual Report, DEI Framework for Action, (2019-2020).Diversity and Equity Report[PDF file]. Retrieved from
https://www.brynmawr.edu/sites/default/files/DEI-2019-2020-Annual-Report.pdf
13
Cripps, K., & Cnn. (2020, May 27). Mission & History. Retrieved June 16, 2020, from
https://www.possefoundation.org/shaping-the-future/mission-history
10- INSTITUTIONAL INITIATIVES
- The Bias Incident Report is an ineffective resource for dealing with acts of bias,
discrimination, and microaggressions in the classroom
- The process lacks transparency with students on the progression of their case and
what actions can be taken
- There is no analysis of the process and its efficacy, as well as a consideration of
how to rectify it
- The current structure of course evaluations fails to assess the racial climate of a classroom.
- The college does not employ enough faculty and staff of color across departments
- The college employs only 6% Black faculty, 21% faculty of color overall 14
- Faculty and staff of color across departments are doing unpaid emotional labor to counsel
students through the racist social sphere of the school while experiencing it themselves
- The College does not make an effort to help first-generation, low income (FGLI) students
transition into college.
- There is a lack of a summer or spring break program on education surrounding diversity,
inclusion, and preparation.
- The college does not have a credit-bearing, community-building summer program for
first-generation, low income (FGLI) students like the Chesick and Horizons Programs at
Haverford College.
- The college claims to “prepare its (students) for lives of purpose, ” yet lacks an explicit
requirement to learn about Black liberation, social justice, and racism. Therefore, the current
structure fails to train its students to utilize their knowledge and education to contend social
issues.
SOCIAL
- The address of concerns surrounding race, class, and other identities falls on the shoulders of
student groups and the smaller Pensby Center
- There is no official acknowledgment of Black History Month by the college, further
AMOs such as Sisterhood* are subject to not receiving enough funding to host events
such as the annual Black History Month keynote speaker event.
- Black students who stand up to implicit bias and injustices are socially alienated and
labeled as angry and divisive
- The ECC, holding significance both as a cultural space and a dorm, is an afterthought in
social and financial support and attention to facilities; alums are not allowed to donate
towards the support of such a facility
- The ECC does not have enough space to accommodate every Black student who
wants to live there and many students are rejected every year for that reason.
14
Barry, R., & Palumbo, L. (2020, February 25). 2019-2020 Employee Factbook. Retrieved June 16, 2020, from
https://www.brynmawr.edu/institutionalresearch/facts-about-bryn-mawr-college
11- The Pensby Center does not currently employ Black staff, to the detriment and
alienation of Black students
- The Counseling Center does not currently employ enough Black staff or staff of color, to the
detriment and alienation of students of color
- The Center currently only employs one Black counselor and two Black social work
fellows
- Students of color, especially Black students, are unable to find a safe space or access to
therapy/therapist with a background in acknowledging/addressing issues of race
- Students are misled through the dispersal of admissions materials and lack of transparency
surrounding race, class dynamics on campus
- Images of students of color are used for the benefit of the college and its image,
without regard to the reality of their experiences there
- Access to Philadelphia is used as a drawing point, though in reality transportation to the
city remains largely inaccessible
- Black people on campus are racially profiled by campus safety and non-Black students
- Events hosted by Sisterhood* and BACaSO are over policed by Campus Safety, Student
Activities, and other students
- Family members and friends of BIPOC students disproportionately have had Campus
Safety called on them without reason
PUBLIC
- The response to the call to rename Old Library and remove Thomas’ name inscribed on the
building was inadequate
- In the current moment of protest against systemic racism and anti-blackness, considering
actions taken towards the removal of monuments to racist figures, the removal of
Thomas’ name must be reconsidered
- Support of only “peaceful” protests is patronizing and does not reflect care or solidarity
with Black students
- Failure to speak out against the Montgomery County Police Commissioner does not reflect care
for Black lives
- A significant and accessible relationship with the city of Philadelphia requires a dedicated
investment into organizations fighting for racial justice in the city
Our list of grievances is by no means exhaustive, but in writing them here, we want to bring
them to your attention, and ask that the Bryn Mawr and Haverford Colleges commit to the long-
term process they necessitate. Furthermore, we ask that the colleges work to end the continued
marginalization of Black people on the Bi-co campuses in ways that do not further burden Black
students, staff, and faculty.
12DEMANDS
Our lives have been made dispensable and little has been done to acknowledge that we matter in
the bi-college community. Currently, we have groups and offices on campus such as CODEI, the OMA,
the Pensby Center, etc. but these entities do little to nurture Black students on campus. Bryn Mawr and
Haverford often speak of “diversity and inclusion”, though this initiative has been co-opted to make white
allies feel comfortable while doing little to recognize and interrogate the ways in which Black students
feel antagonized on campus. Diversity, inclusion, and anti-racism cannot stop at theory; they must
become praxis. We, the Black students of your campuses, are disappointed with the lack of urgency with
which this crisis was addressed. After a week of violence, protests, and trauma for the Black community,
the college’s statements were lackluster and underwhelming. With ample time to prepare, we expected
more resources and especially more action on behalf of the college, and our disappointment will not be
masked. This is not the time to cower behind closed doors, and as accomplices 15, it is imperative that your
anti-racist efforts be committed out loud. These institutions have the choice to join in the efforts led by
Black people across the country to influence its community as stewards of justice and Quaker action.
I. We Demand a Bi-Co course on Blackness and white Privilege as part of the college-wide
requirements implemented in the next academic year (2021-2022). The course would be designed
alongside Black students, faculty, and staff with the objectives of exploring the history of race to
understand current social, economic, political, and cultural conditions. It will educate on the
history of police brutality, explicit biases, and address microaggressions, cultural appropriation
and other forms of hidden biases.
II. We demand the formation of a credit-bearing, community-building summer program for FGLI
students at Bryn Mawr, focusing specifically on introducing them to STEM courses and other
preparatory courses so that they may be further prepared* for college life. In addition to this,
emphasis will be placed on social justice and leadership, and a continuation of programming will
continue on into the year. This program would be four weeks long, and offer the ability to earn 2
credits, free of cost, including excursions. Program facilitation is modeled after Boston College’s
OTE program and Haverford’s Chesick and Horizons Programs.
III. We demand an increase in representation by hiring Black faculty and faculty of color and in
both colleges. This demand includes increased attention to retaining and supporting existing
faculty of color in each department as well as creating new administrative positions dedicated to
anti-racism within the colleges. The hiring process for these positions will consider the extreme
workload and labor required of such work, and refrain from attributing multiple jobs’ worth of
work onto one/a few individuals. Lastly, this demand includes creating opportunities for more
Black students to be stakeholders and serve as representatives in faculty search committees.
IV. We demand an implementation of yearly faculty diversity training encompassing cultural
competency and the need for social justice in their day to day work. This training must be
15
Accomplices of White supremacy and racism. (1989) Peggy McIntosh. “White Privilege, Unpacking the Invisible
Knapsack”. Available at: https://www.racialequitytools.org/resourcefiles/mcintosh.pdf. Accessed: 6 June 2020.
13developed by people with significant expertise and scholarship in social justice work.
Furthermore, as part of new faculty orientation, all faculty will be required to read chapters of
Ruth Enid Zambrana’s Toxic Ivory Towers, The Consequences of Work Stress on
Underrepresented Minority Faculty. Current professors will be required to read these chapters as
well, the summer before the 2021-2022 academic year.
V. We demand the implementation of a “reparations fund” towards a yearly allocation of funds to
Black students in the form of grants for summer programs, affinity groups, multicultural spaces,
and individual expenses such as books, online courses, and therapy. This fund will be pooled
from tuition in the form of a $31.26 fee 16. This fund should also be used to support the local
Black community in Ardmore, Lower Merion, and particularly the residents that were
displaced in the creation of the Haverford Apartments.
VI. We Demand the Colleges’ Formal Recognition of Black History Month as well as allocating
funds for events to be hosted: e.g.) keynote speaker(s), special catered dinner, physical
display/banner.
VII. We demand the removal of M. Carey Thomas’ name inscribed on the Old Library building
façade.
VIII. We demand the Bryn Mawr and Haverford Colleges take an active role in Police and Prison
Abolition. Currently, the Campus Safety departments at both colleges claim to work very closely
with the Police Departments of Haverford and Lower Merion Townships. These relationships
must be terminated immediately. The colleges will also divest, both in and of themselves, from
any partnerships that may exist, with companies that rely on prison labor. In addition, the
departments must reopen all racial discrimination cases against Campus Safety and take
actions accordingly. Finally, we call for a stop in hiring those who’ve had a history working with
law enforcement.
IX. We demand the immediate creation of an Africana Studies major, including taking appropriate
actions toward coursework and hiring faculty for its fruition.
X. We Demand that Bryn Mawr College Special Collections recognize the history and ongoing
colonial racism that the existence of the “African Collections” commits on their website. This
demand requires that the college engage in active, dedicated, research toward finding the specific
origins of each item, and above all, create an action plan toward repatriation of these items to
the fullest extent possible. We also demand that Haverford take these actions regarding the
artifacts on display in the KINSC and other campus locations.
XI. We demand a revision to course evaluations to include a question concerning the racial climate
of the classroom to be implemented by fall 2020.
16
This number was decided upon as an amalgamation of the graduation years of the first Black students at each
Institution. Enid Appo Cook graduated from Bryn Mawr College in 1931 and Osmond Pitter graduated from
Haverford College in 1926.
14XII. We demand that Haverford and Bryn Mawr follow in the footsteps of our peer institutions and
make monetary contributions to local Black Lives Matter efforts. These efforts include but are not
limited to BLM Philadelphia Chapter, The Mainline NAACP, Philly R.E.A.L Justice, Free
Mumia Campaign, The Abolitionist Law Center, Human Rights Coalition, Coalition to Abolish
Death by Incarceration, Philadelphia Community Bail Fund, Shut Down Berks Coalition, etc. We
expect the colleges to recognize the ways in which they have extracted from local Black
communities and use this as an opportunity to begin the process of amending said relationships.
XIII. We demand Protection and support for Black staff and staff of color which includes an annual
report similar to the Clearness Report on the working environments for Black staff and staff of
color, access to apply to the reparations fund discussed in demand five, and the offering of a
free semester at Haverford or Bryn Mawr for staff of color/Black staff.
XIV. We demand that Haverford and Bryn Mawr colleges respond to each of the individual
above demands in the form of concrete action and change. First, we expect a statement
issued within two weeks time in response to this letter, and a timeline created by the end of
the fall 2020 semester detailing how specific demands will be fulfilled. The schools will
maintain transparency with the entire community as the demands are fulfilled,
(remembering that the brunt of this labor should not be on the backs of Black students,
staff, and faculty) but will employ underclass and upper-class year students in the fulfilling
of these demands.
Should our colleges openly refuse or fail to meet these demands within the given time period (two weeks time), we
are prepared to be uncooperative with standard college procedures and expectations until expeditious,
recognizable, and vigorous efforts are made.
CONCLUSION
While the grievances listed above do not constitute all the ways in which the Bryn Mawr and
Haverford Colleges have been complicit in the harm of Black people, slightly different forms of these
15demands have been brought to the administrations’ attention on multiple occurences from as far back as
the 1970s. We come again with unwavering dissent and urge these colleges to make significant structural
changes. E. Raymon Wilson, first head of the Friends Committee on National Legislation wrote in 1943,
“We ought to be willing to work for causes which will not be won now, but cannot be won in the future
unless the goals are staked out now and worked for energetically over a period of time.” 17 Although the
battle against white supremacy is systemic and cannot be won overnight, we cannot afford to settle
for expressions of care. The responses from our colleges must be oriented toward long-term change.
Once again, if there is a lack of effort to alleviate our grievances and eliminate systemic inequities, we are
willing to remain uncooperative with our institutions until change occurs. Once our demands are
implemented, we as students can finally do what we came to these campuses for, learning.
Signed,
Camille Samuels HC ‘21 Aishah Collison-Cofie HC ‘22 Lourdes Taylor HC ‘21
Aszana López-Bell HC ‘21 Zakiyyah Winston HC ‘22 Alma Sterling BMC ‘21
Rihana Oumer BMC ‘21 Vic Brown HC ‘23 Mammie Barry BMC ‘22
Shaylin Chaney-Williams BMC Mercedes Davis HC ‘20 Jasmine Reed HC ‘22
’22
Shoaib Shamsi HC ‘21 18
17
E. Raymond Wilson, first FCNL executive secretary, Letter in 1943.
18
Special thanks to Shoaib for coding our ‘In Support’ section with Zakiyyah. We couldn’t have done it without
him!!!
16In support:
Shoaib Shamsi, HC 21
Hasibe Caballero-Gomez, HC 21
Jesse Turkson, HC21
Rasaaq Shittu, HC'23
Chace Pulley, HC21
Dex Coen Gilbert, HC 21
Ebony Graham, HC 23
Sadie Kenyon-Dean, HC20
Sarah Cahn, HC ‘22
Maya Wernick, HC 22
Mariana Ramirez , HC'20
Mia Reyes, HC22
Gabriel Durso, HC22
Wynter Douglas, BM '19
Marina Kheyfets, HC 21
Ernest Keefer-Jacques, HC21
Eyasu Shumie, HC '21
Dylan Dixon, HC '22
Aidan Chapin , HC23
Aarushi Mohan, HC 20
Shreya Bhutani, BM 22
Jack Hendon, HC21
Gabriel Pascal, HC '21
Jordan Shand, HC23
Eliza Koren, HC21
ALiza Resnick, HC 12
Sarah Kate Feferman, BM '22
Malin Ehrsam, HC ‘18
John Donovan, HC24
Rebecca Suzuki, HC '16
Amara Gregorek, BM ‘23
Divya Shiv, HC 16
Federico Perelmuter, HC '21
Seth Todd, HC 22
Caroline Soffer, BM 20
Ananya Prakash, HC 21
Ahmed Ishtiaque, HC 20
Isabelle Johnson, HC22
Maggie Parham, HC ‘22
Ari Kim, HC 20
Samantha Olivares-Mejia, HC'22
17Alex Rodriguez-Gomez, HC 23
Ruanna Small, HC 22
Delia McHale, HC 21
Matthew Heim, HC 22
Maddy Rosen, HC 23
Valentina Zavala-Arbelaez, HC 21
Alexandra Edwards, HC 22
Hannah Fackler, HC 10
Elena Marcovici, HC '21
Kelsey O., HC 16
Ananya Hindocha , BM’23
Eva Ferguson, HC ‘24
Cara Cobden, BM 23
Henry Plambeck, HC
Deniz Gonen, HC ‘23
Laura Seaberg, HC 20
Rania Dali , BM 22
Caroline Steliotes, HC '18
Alyssa Espulgar ,
Eva Ackerman, BM 18
Rafa Khan, BM 22
Makoto Manheim, HC 21
Kelsey Smith , HC 20
Zara Levy, HC '23
Saskia Holman, BM 21
Ingrid , BM22
Gabrielle Cipriano , HC 22
Silvan Sooksatan, HC 21
Alvaro Aguilar , HC 23
Eliza Brody, HC21
Drew Cunningham, HC '20
Becca Morency,
Leila Bagenstos, BM 22
August Muller, HC 23
Woodkensia Charles, HC 24
Daniel Sole-Barber, HC21
Colin Riley, HC22
Haverford College Club Crew Team,
Collin Kawan-Hemler , HC 22
Richard Graham Barrett , HC’15
Eloise Kadlecek, BM22
Julia Coletti, HC 21
Lindsey Lopes, HC 2016
James Barker, HC 20
18Miriam Hwang-Carlos, HC '17
Dahlia Barton , HC23
Victoria Hatchell, BM '20
Houda Bouchouari , BM 22
Isabella Leone, BM 23
Valentine Courouble, HC 17
Ian Woodhouse, HC '19
Brandon Alonso , HC 22
Nicole Giannetti, HC 18
Grecia Prieto Colón, BM ‘23
Michelle Luu, HC 20
Rachel Schiffer, HC 23
Emma Martignoni, HC 23
Ryan Quenemoen, HC 23
Adena Kibel, HC 23
Natalia Barber, HC ‘23
Zack Mason, HC 16
Benjamin Klamka, HC22
Celine Demir, HC 23
Allison Hall, HC '21
Emma Iacobucci, HC21
Katie Safter, HC 19
Madison Adore, HC 21
Madeline Webster, HC '23
Jenna Van Holten, BM21
Sophie Khanna, BM2022
Lili May Muntean, HC 23
Helena Frisbie-Firsching , HC ‘21
Genna Yarkin , Hc 11
Sarah Jesup, HC 20
Kirsten Mullin , HC 19
Nichole Almanzar, HC 20
Genna Cherichello, HC11
Ellie Camry, HC22
Jack Murphy, HC 21
Caroline Quenemoen,
Maxwell Mondress, HC 23
Elicie Edmond, BM’21
Sarah Coufal, BM '22
Kate Packer-Dawley, BM21
Catherine Kim, HC 21
Edna Creelman , HC ‘23
Emma Regev, HC ‘22
Leanne Ludwick , HC20
19Kayla Baquiran, HC 23
Sally Pearson, HC '21
Malcolm Thompson, HC21
Kyle Bledsoe, BM ‘24
Emily Thissen, HC 21
Rebecca Britt, BM 21
Liz Turner, HC 08
Katherine Lee, HC 16
Beatrice Kennison , HC '21
Jacob Epstein, HC 21
Oishi Bardhan, HC 20
Andrew Smith, HC 11
Lily Goltz, BM 23
David Watt, HC 20
Nicole Johnson , HC 13
Mira Overbye, BM 24
Arshiya Bhayana, HC22
Emmy Wisz, BM 23
Jennifer Nguyen, BM 22
Emily Herzfeld, HC 19
Mia Kussman, HC 23
Bethany Rutkowski, BM 24
Rachel James, HC 16
Cara Netzer, HC 20
Nathan McGinty, HC22
Max Cox, HC ‘23
Rachel Spitzer, HC20
Ashley Guevara , BM 24
Olivia Yoshida, HC/23
Kay Miranda, BM 23
Ryan Healy, BM 24
Catherine Bactat, BM 20
Alexis Giron, BM20
Liana Thomason, BM ‘19
Isabella Miller, HC 22
Hayat Shibeshi,
Mehrbano Naseem , BM2023
Lexi Boutchie, BM 20
Jalen Martin, HC 23
Cole Sansom, HC 19
Carlie Hansen, BM 21
Veronica Sargent, BM 21
Anna Thompson , BM 22
Katja Schmid-Doyle , BM 21
20Lía Hermosillo Rojas, HC 22
Zoe Trosclair, HC 20
Raynor Bond-Ashpole, HC '21
Reece Carew-Lyons, BM 2023
Erica Kaunang, HC '22
Jayah Feliciano BM 16, BM 16
Becky Yu, BM 24
Ellie Greenler , HC ‘17
Ekaterina Nekrasova, BM 24
Becca Pearlman, BM 21
Vivian Altopp, BM ‘22
Kendall Robison, HC ‘20
Stephanie Bursese , HCAH
Daniela Moreira, HC '23
Sydney Cummings, HC23
Kylie Woo, BM 21
Marc Jaskir, HC 20
Madison Sultan, HC 19
Marcia Adams, BM 21
Matthew Curran, HC ‘24
Sophia Vaidya, BM ‘23
Fiona Kegler, HC 21
Alyx Freed, BM 20
Chloe Juriansz, HC21
Gabby Sugarman, BM 20
Kate Silber, HC 20
Lina Klose, HC 20
Anna West, BM 21
Dori Hoffman, BM 23
Roberto Castillo Sandoval, HC Spanish and HC/BMC Comparative Literature
Valeria Aguilera Avila , BM ‘20
Rafael Jovel, HC ‘22
Sophie Mitchell, BM20
Bss Cohen, HC 19
Heather Burkhardt, BM ‘23
Isabelle Rule-Becker, BM22
Cassandra Manotham, HC 21
Ippolita di Paola, HC 08
Calla Carter, BM18
Christina McBride, HC 23
Katherine Nickols, BM 17
Claudia Ojeda Rexach, HC '21
Jamie Needham, BM 22
Milo Nauman , BM 21
21Molly Clarkson, BMC '02
Maddie Figueredo, HC '22
Charlotte Scott, HC 21
Kate Weiler, BM ‘20
Jennifer Schwartz, HC 11
Natasha Rojas, HC 22
Mckenna Krall, HC20
Liz Burke, BM '23
Ally Freemond, BM 21
Allison Wise, HC 20
Rachel Gass, BM '23
Rachel Adler, BM'21
Sophia Nelson, HC’20
Rebecca Chang, HC19
Emma Schechter , BM 23
Lillian Spiller, BM24
Robbie Spratt, HC '21
Joie Ling, HC 20
Michelle Lin, HC 20
Elizabeth Mari, HC’23
Caroline Cosby, BM 17
Sofia Colosimo, BMC 19
Jared Saef, HC 24
Emily Britt, BM21
Gabe Sekeres, HC 22
Emilia Zegers, HC 23
Claire Knight, BM’20
Kyra Sagal, BM 17
Daniel Feshbach, HC '20
Danika Rasmussen, HC 23
Ilana Panth, BM 22
Emily Rho, BM 23
Emersen Rabuse, BM 24
Emma Glazer, BM 21
Isabella Canelo Gordon, HC '18
Angelina Marsella, HC ‘23
Noa Scheinfeld, HC 22
Soha Saghir, HC ‘21
Erin Jackson, BM ‘24
Logan de Raspide Ross, HC 23
Kara Williamson, BM 21
Tiffany Jacobo, BM 21
Marika Takeshita, HC 21
Oona Ryle, BM ‘19
22Carlee Warfield, BM ‘24
Letícia Ortega, BM ‘20
Mikal Hayden-Gates, BM 19
Martina Dang, BM 19
Katie Chung, HC ‘21
Kelsey Chai, HC 21
Noelle Stockwell, BM ‘20
Gabriela Grady, BM24
Yael Day, BM '22
Cecil Ross, HC '20
Claire Sargent, HC ‘18
Angela Zhang, BM 19
Rebecca Boden, HC ‘21
Anthony Carrillo, HC 23
Karen Guo, BM 22
Lauryn White, HC21
Hannah Adler, HC 21
Ariana Martinez, BM '23
Clarice Xu , HC'23
Casey C. Ross, HC 10
Elsa Nierenberg, BM 21
Julia Frederick, BM '20
Kate Scully, HC 22
Katy Frank, HC 17
Sydney Kim, BM 20
Marilyn Chavez, BM ‘24
Juan Miguel Pinto Díaz , HC23
Kate De Wind, BM 24
Rebeca Salas, BM '19
Sophia Brown, BM 19
Desiree Bagot, BM '20
Vic Say, BM ‘21
Jessie Lamworth, HC ‘18
Genevieve Dallmeyer-Drennen, HC 22
Sarah Moses, HC '16
Julie Rebh, HC22
Chloe Liu, BM ‘21
Alexandra (Sasha) Klugar , BM19
Amolina Bhat, HC '23
Joseph Stein, HC '21
Logan Smith, HC23
Fiona Flynn, HC 22
Diana Varenik, HC '22
Angie Yang, BM 22
23Sophie Gibson, BM 20
Sophia Mohammed, HC23
Ellis Maxwell, HC20
Martina Dang, BM 19
Rachel Grunden, HC 16
Charlie Ferguson, HC 23
Thea Rugg, HC23
Roy Simamora, HC '22
Abby Agranoff, BM23
Riley Sobel, HC ‘24
Anisha Thornabar , BM 19
Vanessa Shehu, BM '22
Katherine “Kwass” Wass, HC 22
Sofia Trimble, BM 24
Reyna Gariepy, BM '21
Maeve pascoe , BM 22
Annie Connolly-Sporing, HC 20
Cecelia Moss, HC23
Emily Ozer, HC 16
Chadey leon,
Caroline Ford, HC ‘21
Nell Fitts, BM 22
Jessie Smart , HC18
Lucy Bruemmer , Bm21
Ella Kotsen, BM23
Genevieve Altman, BM ‘22
Callie Folke, BM 20
Anisha Thornabar , BM 19
Amalia Cottrell, BM 22
Ariana Sulpizio, HC 21
Lillian DiPetrillo-Hunter, BM21
Matthew Sabitsky, HC ‘21
Ash DiCristofalo, HC '23
Emma Richards, HC 12
Cathy Zhu, HC '23
Callie Crawford, HC 22
Tilemachos Matkaris, HC 21
Grace Bundens, HC10
Diana Beninati, BM '21
Caroline Ediger, BM ‘23
Ariana Wertheimer, HC 2018
Jharna Jahnavi, HC 19
Madeline Shuron, BMC 20
Taysha Torres, BMC 20’
24Logan Ward, BM 22
Lizzy Sobiesk, BM 19
Nicolas Ramos-Zapata, HC 22
Shiza Ranamagar, HC, '24
Zoe Arditi, HC 20
Alanna Mora-Mickens, BM23
Sydney Churchill, HC ‘20
Chisom Obi, Bm21
Chan Hee Jeong, BM 22
Hannah Yeakey , HC 21
Carlotta Pazzi, HC 20
Josh Klein, HC '20
Grace Dupont, BM + 24
Sarah Sherman, BM 11
Annette Lee, HC '22
Emily Elstad, BMC 02
Deeksha Raina, BM '21
Grace Thiele, HC ‘17
Grace Curtin, BM 24
Nadia Stodder, BM’24
Christina Altman, BM ‘22
Carolyn Woodruff, HC '17
Golda Glasser, HC 22
Shreya Kishore, HC 21
Katie Manyin, BM '23
Avery Matteo, BM 22
Kendra Norrell, HC 11
Harrison Lennertz, HC 24
Emily Williams, HC '20
Maddy Brosius, BM 24
Lipi Paladugu, BM 21
Cora Johnson-Grau, HC 16
Anna Navin, HC 14
Bharati Ganesh , BM 22
Tala Anderson, BM22
Kristin Weaver, LITS Staff/Alum, BWOC, BM 16
Feven Gezahegn, HC19
Levi Raskin, HC24
Amelia Stillwell, HC '12
Lilian Domenick , HC'19
Amanda Blatz, BM ‘23
Gabe Halperin-Goldstein , HC 19
Julie Post, HC 22
Bianca Teves, HC '23
25Travis Grant, HC '20
Leela Krishnan, HC ‘21
Maya Johnson, BMC '23
Raina Gully, HC 21
Ekaterina Nekrasova, BM 24
Liva Pfuhler, BM 22
Kate Sollee, HC18
Ari Katz, HC 20
Ravenel Davis , HC ‘22
Halena Martin, 20
Lindsay Reckson, HC Department of English
Sidney Bachrach, BM ‘22
Karen Prangan, BM 22
Kieres Regensburg , BM 16
Abe Doroshow, HC 21
Ruby Irani, BM ‘21
Nina Inman, BM20
Peyton Straubel, BM 2024
Ellie Burns, HC ‘21
Anushka Robinson, BM 19
Batia Katz , HC 19
Sonia Schmidt, HC 21
Maisie Smith, HC '23
Caya Simonsen, HC '14
Amy Tse, BM 20
Sarah Evenson, HC 21
Madhumita Gupta, BM22
Nuria Inez Benitez, HC 22
Sarah Wilner, BM 24
Elizabeth Hilton , BM19
Neilay Shah, HC 14
Caroline Smith, HC '23
Tatiana Le, HC 21
Judy Wang, BM ‘23
Isabella Gross, HC 19
Sthefany Jáquez-Lopez, BM 23
Precious Robinson, BM ‘19
Aaliyah Joseph, BM ‘22
Flora Lepeska-True, BM 21
Emily Lobel, BM 20
Rubia Fernanded, BM 23
Amanda Grebas, HC 22
Chloe Nash, BM21
Charlie Hale, HC 17
26Sophia Dauria, BM 15
Grace Caterine, BM 20
Sophia Dauria, BM 15
Alexandra Lamacki, HC '16
Ellie Kimmelman, HC21
Alexandra Lamacki, HC '16
Beatriz Mondragon , BM 2020
Maise Shepard , BM 20’
Andrea Moreno, BM 20
Madison Cassidy, BM 19
Justine Stiftel, BM '20
Caro McCarver, BM 21
Rachel Hoang , HC Biology Department
Elizabeth Hankins , BM ‘22
Leah Haidar, BM 21
Isabelle Loftis, BM ‘23
Paola Delgado, HC 23
Aine Carolan, HC2020
Julia Smeltzer , HC23
Gabi Watkins, HC ‘23
Zarin Mohsenin, HC '21
Sophie Brous, HC 21
Sara Hunsberger, HC 22
Delphine McCann, BM ‘21
Joe Dizenhuz, HC '21
Emily Harrington, BM 20
Isabel Schwam, HC 22
Sophie Philip, BM 22
Emma Rogers, BM 20
Erica Belfi, HC '21
Anu Atte, BM ‘19
Maeve pascoe , BM 22
Jason Wild, HC 24
Johanna , BM 22
Talia BarNoy , BM '22
Jessica Lopez, HC 21
Anna West, HC Health Studies
Margaret Muñoz, HC 18
Sydney Chun, BM ‘22
Drew Genel, HC ‘24
Graciela Kennally-Presslaff, BM 24
Kyle McCloskey, HC11
Sarah Abraham, HC 23
Maya Stucky, BM 20
27Abbygail Brewster , BM 18
Megan Petero, BM 22
Carla Bautista, HC12
Chloe Stapleton-Gray, BM 23
Peter L. Cruz Parrilla, HC '20
Skye Henderson, BM 22
Sarah Svetec, HC19
Keisuke Sawada, HC '17
Georgia Meyer, HC 19
Andrew Lummus, HC 21
Yeidaly Mejia, BM19
Stephanie D. Keene, CPGC,
Lucas Richie , HC 18
Karina Gonzalez, BM 20
Drew Genel, HC ‘24
Julia Giordano, HC 21
Arielle Schultz, HC 20
Michael Weber, HC ‘19
Averi Gaines, HC17
Sophie Daley-Harris, BM 23
Miriam Bernstein, BM '21
Rachel Lee, BM 22
Michaela Novakovic, HC 17
Natasha Neil, BM '20
Will Harris-Braun, HC 22
Emily Shein, BM 22
Susan Kulp Herder, BM 92
Emily Dombrovskaya, HC ‘19
Katie Schroeer, BM 24
Tomiwa Famodu, HC 18
Frances Condon, HC 21
Ann Kelly, HC 16
BACaSO,
Hayle Meyerhoff, HC 20
Xavier DeVore, HC 2023
Isabel Oalican BM 19,
Jolie Jaycobs, HC '20
Lily Warnke, HC 12
Johanna Fowler, HC 21
Dina Kosyagin, HC22
Isabel Floyd, HC 20
Hannah J. Kim, BM 19
Ceara Buzzell, BM 20
Phoebe Bolz, BM 23
28Alissa Valentine, HC 19
Miles Knecht, HC 19
Matthew da Silva, HC 14
Willa Sippel, BM 24
Charlotte Edelstein, HC 17
Elisabeth Johnson, BM15
Billie Mwangi, BM 20
Gabriel Cruz Navas , HC 21
Eric Beery, HC 22
Miriam Chalfoun, HC23
Casey Wakai, HC ‘20
Ethan Baker, HC 24
Demian Yoon, HC 17
John Muse, Visual Studies
Lauren Lummus, HC 17
Claire Fitzgerald, HC14
Kristian Moravec , BM 20
Isabel Russak , HC 23
Alexa Biswal, BM 21
Gabriela Capone, BMC '22
Meagan Thomas, BM21
Sophia Vines, BM 23
Caitlin Haskett, BM ‘20
Kameice Francis 20, BM 20
Mary Emma Hignite, BM 21
Itzel Delgado-Gonzalez, HC' 16
Rachel Kobasa, HC ‘13
Rosemarie Fettig, BM 20
Julia Pascarella, HC ‘21
Sophie Greer , BM ‘23
Hannah Ivester, HC 24
Al Mazzoli, BM 22
BMC Student-Athlete Advisory Committee,
Selena Martinez , BM 18
Aviva Soll, HC ’23
Keishla Sanchez, HC 22
Isabella Elyse Letson Ettin, BM 19
Camden Nguyen, HC ‘24
Alyssa Kerper, HC 20
Sunrise Bryn Mawr,
Briana , HC ‘24
Kenyatta Golson, HC 20
Fiona Gowin, HC 24
Ethan Flicker, HC 20
29Musckaan Chauhan , BM 20
Bryn Mawr College Democrats,
Jared Turner, HC ‘19
Amanda Halliday, HC 23
Moselle Burke, HC 21
Codie Collins, HC ‘21
Benjamin Clark, HC '19
Miranda Goldberg , HC 22
Susan Kelly, HC 18
Kiri Bartels, HC '21
Moorea Morrison, HC ‘22
Leticia Robledo, BM '20
Hannah Friedrich, HC 22
Anna Hartzell, BM 22
Jorge A Paz Reyes, HC24
Sisterhood*,
Jess Saludades, BM 21
Leigh Porter, BM 24
Amanda Feinberg , BM20
Angelina Pires , BM 24
Elizabeth Shaw, BM 07
Valerie Tobin, BM 94
Lindsay Wytkind, HC 20
Dalia Bercow, HC 23
Karla Sofia Garcia, HC 21
Stephanie Wang, BM 24
Ethan Emmert, HC '19
Lillian Oyen-Ustad, BM 19
Ehaus ,
Ashley Pyo, BM21
Katy Herman, HC 17
John-Christian Davey, HC '21
Owen Genco-Kamin, HC 24
Fiona McHale , BM 24
Sarah Sheplock , BM10
Famo Haji, HC2024
Anna Fiscarelli-Mintz, HC '22
Tiana Evelyn, BM 20
Tamar Hoffman, HC '16
Caitlin Otter, BM ‘19
Olivia Min , HC24
Rubia Fernanded, BM 23
maria , BM 20
Lena Yeakey, HC '19
30Katherine Mallea, BM 20
Alikhan Nurkhaidarov, HC 24
Thea Hogarth, HC 11
Bailey M. Willhite, BM 22
Kaden St Onge, HC '20
Adam Hsu, HC34
Jashiry Ayala Pimentel, BM ‘23
Kaya Brannen, BM 21
Tess Oberholtzer, HC 19
Corey Model, HC21
Gabriella Garza, HC24
Rebecca Richie , HC 20
Bryn Mawr College Hillel,
Lindsey Keener, HC 23
Madeline Kessler, BM 24
Abby Letts, HC 17
Natalia San Antonio, BM 21
Rosemary Cohen, HC ‘18
Maura Schiefer, HC11
Anna Wright, HC 20
Mary Alice Furgeson, BM 23
Juliet Smith, BM 22
Rachel Silverman, BM '19
Ashvika Dhir, BM 18
Elizabeth Zegarowicz, BM ‘24
Courtney Dalton, BM 19
Linden Wright, BM '22
Georgina Dominique, BM ‘16
Rebecca Stern, HC '24
Hannah Beilinson, HC '20
Elise Phung, BM 24
Madeleine Durante, HC 16
Allison Adams, BM, ‘18
Harlow Figa, HC 16
Ellen Carlson, HC '22
Morgan Turner, BM 13
Gebhard Keny, HC14
Catherine Beveridge, BM '22
Estefania Torres, HC ‘23
Geeta Sharma, BMC '20
Grace Hwangbo, BM 22
Peyton Moriarty, BM '21
Anna Torres, HC 24
Kristen Andersen, HC '15
31Cara Navarro, BM '20
Manroocha, BM 18
Claire Hylton, BM23
Kate Crotty, BM ‘19
Zachary Bressman, HC 21
Emma Miller, HC 22
Talia Goerge-Karron, HC '22
Sanjeevi Nuhumal, HC21
Kelsey Weymouth-Little, BM 16
Erin Verrier, HC12
Margaret Chen, HC21
Maja Kleihs, BM 20
Jennifer Pranolo, Visual Studies
Zachary Cho, HC 20
Emily Elmore, BM 20
Margaret Martin, HC 24
Nahara Saballos , HC 15
María Reyes Pacheco, HC 24
Amelia McDonnell, BM ’22
Qwajarik Sims, HC19
Victoria McKeown, BM23
Schuy Neuhauser, HC '20
Jessica Israel, HC 22
Matthew Willig, HC ‘18
Nina Shah, HC19
Lydia Brunk, BM '19
Ilianny Grullon, BM'21
Michelle Smith, BM 12
Kyra Booth , BM 22
Allison Eckert, BM ‘22
Mindy (Steinberg) McGrath, BM '00
Yelin Jung, BM20
Julian Frost, HC23
Bridget reed, Bm 20
Abigail Mumme-Monheit, HC 20
Erin Schoneveld, BiCo Dept of East Asian Languages and Cultures / Visual Studies HC
Junie Sok, BM '21
Dina Mazina, BM 08
Mawrtyrs for Access,
Lauren Hunter, BM 19
Julia Tanenbaum , BM 17
Isolde Gerosa, BM 23
Olivia Franco, HC 18
Madeleine Maier, BMC 19
32Laura Been, HC Psychology and Neuroscience
Sarah Blatchly, BM ‘11
Isabelle Finkler, BM 21
Isabella Acuña, BM 22
Beck Morawski, BM '21
Alex Rittler, HC ‘21
Tracey Cadet, BM 22
Silvia Susai, HC ‘20
Sonja O’Brien, BM 21
Amadea Bekoe-Tabiri, BM 21
Maggie Amuso, BM24
Kevin Kaufman, HC 21
Kalaina Thorne, BM 18
Zarahy Rivas, HC22
Elena Veale, HC18
Lydia Smith, BM '18
Amelia Couderc , BM 16
Dounya Ramadan, BM'22
Julia LeBouvier, BM 11
Maria Yea, HC '22
Isabel Plakas , BM19
Ada Marcovitz, BM 22
Ava Hawkinson, BM 16
Mayra Lopez, ‘21
Magdalena Steiner, HC 06
Faryal Khan , BM 22
Jeanette Holdbrook, HC 06
Marion Silas, BM ‘17
Elizabeth Zhao, BM 22
Kyra Hoerr , BM 20
Eleanor McMahon, HC 24
Agatha Sloboda, BM '18
Jwahir Sundai , BM 19
Simona Clausnitzer, BM14
Sophia Jackson , HC ‘20
Betelhem Muno, HC'22
Khari Bowman, BM 21
Cullen McAnally, HC 22
Marley Asplundh, HC 19
Christina Bradley, HC ‘12
Aakriti Dhital , BM 21
Tien Vu, HC ‘23
Jessie Zong, BM 20
Naomi Komatsu, HC 24
33Sam Danish, HC 20
Jackie , BM 22
Mallory Kastner, HC 21
Hiroshi Kawakatsu, HC 20
Melinda Evans, BM02
Nico Tripeny, HC22
Kathryn Bratt-Pfotenhauer, BM 20
Karuna Doraiswamy, BM '14
Laurel Benjamin, HC 21
Adelyn Kishbaugh, BM 12
Justin Otter, HC19
Sarah Puryear, HC15
Zoe Frazer-Klotz, HC22
Phoebe Garfield, HC 24
Miranda Smith, BM 16
Ethan Lyne, HC 19
Lis Evans, Environmental Studies
Ethan Donlon, HC’21
Chandini Ragobar, HC24
Zach Brown, HC 21
Sarah Puryear, HC15
Emilia Cobbs, HC 17
Katie Van Aken, HC '12
Thao Luu, BM 20
Phillip Reid, HC 19
Angie Bonanno, BM 22
Marea Newell, BMC 17
Marisa Antinori , HC 20
Lis Evans, Bi-Co Environmental Studies
Sean keenan, BM ‘20
Alison Bretti, BM23
Ellie Kerns, HC 22
Lucy Miller, BM 23
Beatrice Greeson, BM '19
Alisha Clark, BM 18
Kinbrae Sperstad, BM ‘19
Emily Forbes-Mobus, BM 14
Alyssa Nash, BM 23
Jia-Ming Tuan, HC ‘21
Hannah Amendola, HC ‘24
Krithika Tupil, BM 23
Evie Boland, BM23
Eleanor Morgan, HC 20
Samantha Lyster, BM 24
34Manal Hussain, BM20
Sally Blue , BM 98
Janielle Vidal, BM 14
Proteeti Bhattacharya, BM ‘23
Adam Van Aken, HC 15
Elizabeth Tinker , BMC ‘97
Sana Venjara, BM 12
Jacob Valero, HC22
Margaret Hardigg, BM ‘23
Rachel Langgin, BM23
Dylan Kupetsky , HC 23
Bankston Creech, BM 22
Aditya Dias, HC19
Angelique Spencer, HC '17
Rachel E. Brill, BM '99
Kaylee Hain, BM ‘23
Bobbie Villaloboz, BM 22
Catherine Bunza, BM 18
Sofia Nicolayevsky, HC 22
Leif Parente, HC 20
Ellen Reinhart, HC 15
Peter Abraham Fukuda Loewi, HC 12
Briana Quinn , HC ‘20
Geneva Stein , BM 06
Emma Ryan, BM ‘24
Jake Van Wiggereb, HC '21
Marianne Wald, BM 14
Haverford College Democrats,
Julia Nessman, BM 20
Caroline Aronowitz, HC20
Meghan Ferri, BM23
Emily Greetis, BM 23
Miles Salisbury, BM 22
Chris Goings, HC 19
Kara Fagerstrom, BM 22
Katie Perry, BM 21
Justin Marshall, HC 18
Robin Banerji, HC ’15
Claire Armstrong, HC 20
Emma Ecker , BM 21
Morgan Hartlein Allen, BM 21
Faith Apencha, HC 21
Sydney, BM 23
Jenn Tham, BM '20
35Faia Kronick, BM ‘23
Claire Eckstein Indik, BM 20
Genevieve Love, BM 22
Luann Wilkins Abrahams, BM 87
Claire Jones, HC 24
Hannah Curry-McDougald, BM 10
Karyn Ruark Brown, BM 06
Avery Martin , BM '12
Hannah James , BM 23
Amanda N. Wade, BMC 02
Rhea Manglani, BM 17
Anita Brown, BM '18
Jessica Shaham, BM03
Caleb Conner, HC 20
Inge Hansen, BM95
Charley Mestrich, BM 22
Edie Jamison, BM78
Catherine Opsahl, BM ‘24
Claire Burdick, HC 19
Elizabeth Kiely, BM 22
Erin Saladin, BM 16
Ashlee Anstead, BM 21
Colleen Williamson, BM19
Giulietta Schoenfeld, BM 16
Michael Brier, HC 17
Emily G. Maroni, BM 15
Hipolito Salazar, HC 23
James Truitt, HC 17
Nora Gaby-Biegel, HC '24
Hannah Gruen, BM 22
Evelyn Fort, BM 23
Lulu Obaditch, HC22
Rachel N’Diaye, BM 01
Olivia Harkins-Finn, BM23
Annie Preston, HC 12
Lauren Trembath-Neuberger, BM
Michelle Scuzzarella, BM 21
Megan Heflinger, HC 23
Lauren Kim, BM17
Tazkia Afra, HC23
Rania Hammami , BM 22
Nunnapat (Ploy) Cook, HC '22
Rebecca Kaplan, BM 19
Catherine O'Connor, BM 24
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