Educational Opportunities
Learning Resources
The Anti-Racism Collective Circles (ARCCs) were created by the Coalition for Anti-Racist Literacy (CARLA) in 2022 to hold a space open to students, faculty, and staff to communally understand and practice anti-racism and provide concrete responses to acts of racism that occur on campus.
Haverford College is rich in primary source material related to Asian history and culture. This guide presents some of the items that researchers may find useful. While many of the materials, particularly the manuscript materials, were originally created by Quakers doing missionary work in Asia, they have wide interest beyond their Quaker origins. Links to online collection guides or catalog records have been provided throughout this guide, but most sources must be consulted in paper in Special Collections. Librarians in Special Collections are eager to assist with research and may be contacted at hc-special@haverford.edu.
You can't always know what someone's pronouns are by looking at them. Asking and correctly using someone's pronouns is one of the the most basic ways to show your respect for their gender identity. Learn more with this guide.
A student-led collection of anti-racist resources, including histories, books, articles, scholarly works, podcasts, and racial equity tools. More about the .
CPEAR is a central place to (1) review progress on high-priority actions, (2) offer problem-solving support and feedback to this work, and (3) create an additional channel of communication and transparency to the broader campus about these efforts.
A collection of over 1200 books on issues of women, sexuality, and gender.
Career Engagement acknowledges the importance and necessity for career resources for the many diverse populations of students that we serve.
Started with 16 members in 2018, CARLA — Coalition for Anti-Racist Literacy at ÷ÈÓ°Ö±²¥ has grown to more than 80 members — consistently a mix of students, staff, and faculty.
Creating and Rethinking Syllabi to Open Learning is committed to developing syllabi that honor diversity, promote equity and inclusion, and spur decolonizing practices of thought.
"Equity and inclusion serve as the engine for excellence and innovation. A commitment to racial justice and to equity across all aspects of diversity propels our students, faculty, and staff to reflect upon and work to build fair, open, and welcoming institutional structures, values, and culture." — From the College’s mission statement
This vision of change at ÷ÈÓ°Ö±²¥ outlined in this document draws on principles and values in the College’s mission statement and that resonate with the campus today. This is a living document that is evolving as the needs of the campus change and as we learn from our experience.
Established in 1885, ÷ÈÓ°Ö±²¥ was founded to offer a more rigorous education than any then available to women. Like many projects of late 19th-century Progressive thinkers, this bold vision embodied emancipatory potential and deep contradictions.
Teach-ins are community-led and organized lectures or discussions that raise awareness in the areas of equity, inclusion, and anti-racism. With the assistance of the Teach-Ins Team, sessions are organized by community members who receive compensation for planning and presenting.
A resource created by The Impact Center Fellow Emmett Binkowski, Class of 2016
The land on which ÷ÈÓ°Ö±²¥ stands is part of the ancestral homeland and territory of the Lenape people. As a College, we offer the following land acknowledgements on behalf of the College and for use by the community. The texts of these acknowledgements were approved by the Lenape Nation of Pennsylvania and may be modified as the College engages with multiple Lenape tribes.
The working mission of the group is to engage LGBTQIA+ alumnae/i in the life of the College and Alumnae Association, provide networking opportunities for alumnae/i and, connect with current students.
Pedagogy Circles for Diversity, Equity, and Inclusion aim to support cross-constituency dialogue, and offer a space for members of the community to explore how they are acting on and working toward anti-racism, diversity, inclusivity, and equity within and beyond classrooms.
The Power, Inequity, and Justice Course is a one-unit College-wide distributional requirement fulfilled by taking a single course that focuses on issues of power, inequity, and justice.
SJI's mission is to co-create space and dedicate time for dialogue, reflection, relationship-building, and action to dismantle the structures and systems of injustice that perpetuate social inequities and disparities, honoring inherent interconnections and interdependencies.
Tapestry is supported by the Alumnae/i Relations and Development Office and contributes to the alumnae of color community by strengthening a connected network anchored in mutual trust and respect, advancing constructive and inclusive dialogue, and celebrating our diverse history and experiences.
On May 4, 2023, it was announced that ÷ÈÓ°Ö±²¥ has selected to create a monument addressing a legacy of exclusionary practices at the College and enabling the campus community to respond to the question, What stories are missing from ÷ÈÓ°Ö±²¥?
÷ÈÓ°Ö±²¥ College's first-year student experience is designed to empower and support students, and to make them feel right at home on campus. All first-year students enroll into this college transition and life skills course.
"We Are/We Have Always Been": A Multi-Linear History of LGBT Experiences at ÷ÈÓ°Ö±²¥, 1970-2000 was created by Brenna Levitin, ÷ÈÓ°Ö±²¥ Class of 2016, intern at
Throughout the 1960s, students used experiences and ideas influenced by the national Civil Rights movement to shift the culture of the College. We connect sites around campus to instances of ÷ÈÓ°Ö±²¥ students confronting race during this pivotal period.
The concerns of students in the 1960s are echoed today. In November 2020, Black, Brown, and first generation low income students formed the ÷ÈÓ°Ö±²¥ Strike Coalition and led a strike at the College, the longest in its history. Acting in solidarity with Black and Brown student at Haverford and Haverford’s Black Student Refusing Further Inaction (BSRFI), the demands in the 2020 Open Letter suggest a genealogy of campus activism.
We aim to link campus in the 1960s to the present, inviting you to question who built the ÷ÈÓ°Ö±²¥ we experience today.