Where Identity Finds Voice

“Our education is not meant to turn the children out small and finished but seriously begun on a wide basis.” –Mother Janet Erskine Stuart, RSCJ

As the fifth annual Asian American Cultural Festival approaches this May, I find myself reflecting on the work of affinity spaces at Sacred Heart Schools, Atherton, and all that we have accomplished in the last decade. My name is Anna Teruel McDonald, EdD, and I serve as the lead moderator of the Asian American Affinity (AAA) Space at SHP. Our work builds on the vision of the Office of Mission, Culture, and Strategy (OMCS), home to core programs including Social Unity Rooted in Justice (SURJ) and affinity groups across SHS, preschool through 12th grade.

Broadly, affinity spaces bring together people who share a meaningful identity–race, gender, culture, faith, neurodiversity, or lived experience. Neatly aligned with the Sacred Heart Goals & Criteria, our affinity spaces aim to foster kinship and belonging; celebrate the gifts of each student and educator; and protect, nurture, and affirm identity.

This year, the wisdom of Mother Janet Erskine Stuart has guided our work: “We bring up the children for the future, not for the present, not that we may enjoy the fruit of our work, but for others.”  For students and adults alike, leading within an affinity space is a call to servant leadership–an invitation to listen, uplift, and act for the common good.

“Great hearts, generous hearts, are required in the family of God's Heart, because the difficulties in the way of doing good increase day by day.” –St. Madeleine Sophie Barat, RSCJ

Affinity spaces play a vital role in K-12 education. They offer safety, support, and a place to build resilience and develop critical thinking skills, all while fostering cultural awareness, self-esteem, and a sense of belonging within and among marginalized communities. These spaces reflect the RSCJ charism and help ensure our school community “reflects an ethos of joy, hope, and celebration” (Goal I, Criterion 3), dynamically populated by students and families of “diverse races, ethnicities and backgrounds” (Goal IV, Criterion 6). 

 

When I first arrived at SHP in 2013, People United for Multicultural Awareness (PUMA) was the original, singular affinity space for all students of color.  Where interested educators floated in and out of the space, student leadership was at the core. 

Former PUMA president, Dominique Reese (SHP ‘17) reflected on its impact,“Being part of PUMA at SHP was one of the most meaningful experiences of my time. It gave me a sense of belonging, broadened my perspective, and taught me the power of celebrating differences while building unity.”

She continues this practice as executive director of the Plug and Play Foundation, where she shares sage advice:“Lean into spaces that challenge you to grow and connect with people whose stories are different from your own; you'll carry those lessons with you for life.”

A major goal and great benefit of affinity groups is identity formation. Students explore and affirm their identities in a developmentally appropriate way, leading to increased self-awareness, confidence, and cultural pride. Students find emotional and social support sharing challenges and triumphs, building affirming relationships, and developing coping mechanisms to navigate the effects of bias or isolation. 

Another former PUMA president, Brianna Roque (SHP ‘16), described the group’s lasting influence.

“PUMA gave me a space to engage in honest conversations about privilege, identity, and culture. [It]shaped my commitment to elevating diversity. I hope it continues to be a place where students feel safe to share their stories and celebrate the richness of their cultures.” 

Roque carried these lessons to UC Berkeley, where she joined Filipinx affinity groups and later helped coordinate the Minorities in Health Conference. These spaces again provided leadership opportunities, community, and mentorship, “while surrounding me with ambitious, like-minded peers who shared resources and pushed each other to succeed.” 

When students see themselves in the educators who guide them and in the curriculum we teach, inclusivity becomes lived rather than theoretical. Participating in affinity groups can make both students and educators not only more inclusive, but curious and kind, enabling them to be better allies and upstanders for others by fostering deep understanding and appreciation of different identities and unpacking the nuance and complexity of intersectionality. 

Meeting the Moment

“Times change, and we must change too.” –St. Madeleine Sophie Barat to St. Rose Philippine Duchesne, 1831

AAA was founded in 2020, initially meeting in small groups over Zoom a couple of times a month. Alongside then-Director of DEIA Dr. Ben Su, I launched AAA as a place to discuss current events–including the rising Stop Asian Hate movement. Coincidentally, this is the same year that non-profit TeachAAPI was founded. 

The pandemic amplified the challenges of isolation, burnout, and racial injustice. The growing need for affinity and kinship was apparent not only at SHP, but in the world writ large. We could not predict the seismic shift in the educational landscape once we all returned to in-person school. 

AAA’s success grew largely from its dedicated student leaders. Makena Tom (SHP ‘24) became  AAA’s first ninth-grade leader, helping the group expand once we returned to campus in 2021.

“AAA gave me a place to figure out what being Asian meant at a predominantly white school,” Tom said. “It wasn’t just about sharing experiences–though that mattered–but about asking real questions in a space that felt safe to do so.”

She recalled the group’s discussion of R.F. Kuang’s book Yellowface as a powerful moment when students and teachers spoke openly on topics of appropriation, publishing, and “who gets to tell what stories.”

“That mix of community and critical dialogue is what made the space special for me,” Tom said.

That same school year, AAA celebrated Diwali, featuring Middle School Bollywood dancers, a local henna artist, and instruction on modern Bollywood with Mona Khan. We united with the SHP Mandarin Club for the Mid-Autumn Festival, introduced Boba & the Beat with the Heartbeat student newspaper, and hosted a kung-fu master for an SHP Community Life Gathering. 

We then held the first-ever Asian American Cultural Festival, interviewing KTVU reporter Claudine Wong about her experience as the child of immigrants growing up in the Bay Area. The entire SHS community came together to share Asian food, try Chinese calligraphy or origami, and practice tai-chi. Students, parents, and educators shared their time and talent for this joyous event. 

As Asian American student and educator communities continue to grow across campus, students and educators have deepened their understanding of the Asian American experience in independent schools through participation in the People of Color Conference and the Student Diversity Leadership Conference and the Asian Educators Alliance (ASeA) Conference.

AAA took every opportunity for cross-campus collaboration, sending student leaders to support the P-8 Holi Festival and attending as many P-8 cultural celebrations and events as possible, like the  Gene Yang author visit at Stevens Library. These collaborations strengthened our “one school” vision.

Another foundational student leader, Lauren Matsuda (SHP ‘24), described her experience as uniquely community building.

“Our events were rooted in supporting each other and amplifying our voices,” said Matsuda. “[The group] offered me a unique space to connect with peers who share my cultural background and values.”

Finding compelling guest speakers from the local AAPI community has become a key goal. In 2024, rapper and scientist, Ruby Ibarra–winner of the 2025 NPR Tiny Desk Award–kicked off the AAA festival with much enthusiasm and what can only be described as palpable electricity, bringing everyone in the Harman Auditorium to their feet. Fueled by this energy, several teachers integrated Ibarra’s story into their English and history lessons that same afternoon.

That year, I presented at the ASeA conference in Atlanta on the value of affinity groups and was consequently invited by the nonprofit TeachAAPI to develop the Affinity Group Toolkit to share my passion and experience and empower other AAPI educators nationwide. The strength of this movement has been absolutely thrilling! Sacred Heart has leaned into the momentum, growing our affinity spaces, sponsoring school-wide cultural assemblies, and integrating curriculum that reflects the diversity of the Asian American diaspora. 

Building on this momentum, SHP has also launched a required Ethnic Studies course that extends the purpose of affinity spaces into the core curriculum. 

As SHP Social Science Department Chair and teacher Lindsay Phillips explained, “As a school, our decision to build a required Ethnic Studies course for all students responds to the same needs that have fueled the growth of affinity spaces like the AAA. Our course is designed to mirror the shift in our student demographics, including the increase of Asian American students.” 

Developed in partnership with experts in Ethnic Studies content and pedagogy from the XITO Institute, the course was also shaped by deep listening within the SHS community. In spring 2024, Phillips met with student leaders of the AAA to hear their questions, perspectives, hopes, and concerns.

“Their voices were critical in designing a course that makes more space for representing the stories and experiences of our diverse student body,” said Philips.

“[Students] must leave us with some self-knowledge, some energy, some purpose.” –Janet Erskine Stuart, RSCJ

Affinity group membership helps students grow essential skills–communication, facilitation, organization, and leadership. They provide a “soft launch” for ideas and a supportive environment to practice leadership. 

Student leaders of AAA connect not only across campus but across the broader community. They collaborate with other affinity groups, nearby schools, and national organizations such as TeachAAPI and NAIS. Many participate in the SHP cultural exchange or conduct research through SHP’s Senior Honors Independent Study (SHIS) program. 

Recent SHIS projects include Makena Tom’s study on"Christianity in China: Understanding China’s View of the West from the Taiping Rebellion to the CCP” and senior Emily Xiao’s  “The Making of a Future: Stories from Inside and Outside the Gaokao.” These projects give students the chance to study AAPI culture, activism, and history firsthand. 

Through cultural exchange, students connect with Sacred Heart schools in Japan and Taiwan, while educators participate in reciprocal teacher exchanges with Sacred Heart schools in Asian-majority countries India and Taiwan, as well as New Zealand. SHP’s service learning program sponsors a Hawaiian immersion exploring the tension between tourism and native Hawaiian life in the context of environmental sustainability. 

As I look to the future of AAA, the words of Mother Stuart ring true today. I am excited about the opportunities to collaborate with other affinity spaces such as Middle Eastern Affinity (MENA), Polynesian Affinity (PI), Women’s Group, and SoulSis. These partnerships reflect our call to form global citizens rooted in faith and justice.  

While I approach my sixth year leading AAA, I continue to appreciate the dedication, passion, and energy of our AAPI students, educators, and families. For the last two years, my co-moderator, Patrick Ban, SHP math teacher, and I have encouraged new student-led initiatives–from an AAA-curated playlist of Asian musicians, to sushi-making demonstrations and ramen raffles at lunch. 

Meeting topics come from our student leaders and range from current events such as the Hyundai Raids to cultural phenomenons like Anime and KPop. We believe that student voice is essential to the vitality and integrity of the space.

Always forward-thinking, Makena Tom offers her wisdom for future generations. “Know your setting. Every affinity group should build community, but at a predominantly white institution, it’s also about creating space to talk openly about what it means to be Asian there, in that specific environment. [But also] think about how your group can face outward. Hosting cultural festivals or book talks which don’t just strengthen the group, but also help educate the wider school community.” 

In the same way, my role as a moderator is to find talented student leaders and encourage even more students and educators to get involved. There is so much untapped potential on our campus, and if the past is prologue, I only see AAA becoming bigger, brighter, and stronger every year. 

With this amazing growth, our student leaders understand the importance of building this legacy. The seeds are firmly planted. One of my favorite end-of-year AAA traditions is when the student leaders pass the torch to the next generation. They interview the leadership candidates and share resources and advice. But most importantly, they make authentic connections which both inspire and prepare their successors before they even graduate. There’s tremendous growth, learning, and gratitude in the process and I feel blessed to witness it firsthand. 

Apropos, Lauren Matsuda agrees, leaving this final gem for future generations of students: “Embrace authenticity and listen deeply to your community; real impact comes from understanding and representing the needs and visions of those you serve. Spaces like these foster belonging and empower students like me to lead with purpose and pride.” 

I couldn’t have said it better myself.