Welcoming SAFS’ new Diversity Specialist: Michael Martínez
SAFS welcomes its first Diversity Specialist, Michael Martínez. The SAFS Diversity Specialist will fill a key role in the School’s ongoing efforts to become an equitable, inclusive, and welcoming academic and professional institution for students, staff, faculty, and colleagues. Michael comes to SAFS by way of the Northwest School, where they were a Residential Life Coordinator who worked to create a culture of inclusion and equity among students and faculty from different backgrounds.
How do you interpret the position of Diversity Specialist here at SAFS?
I consider my primary role to be one of support for folks at SAFS who are marginalized or underrepresented. Support takes a lot of different forms: increasing access, building community, holding space, repairing harm, etc. I am also here to support folks with more power and privilege to learn about and process their own experiences with systems of oppression. Finally, a big part of this position is improving systems to prevent future inequity, which is where I see the most room for meaningful change. I am also helping to create/revise School policies to be more equitable and inclusive, educate/train people on issues related to DEI, and assist folks who are trying to increase DEI in their work. I’m happy to help brainstorm, provide feedback on ideas, and explore solutions to issues of inequity. If it’s even remotely DEI related, come talk to me!
What inspired you to become an educator?
I’ve always enjoyed helping people, and I’m pretty good at explaining things to folks, so teaching felt like the logical choice. I initially taught high school English because I saw reading, discussion, and writing as great ways to teach about structural inequality, build empathy, and inspire students to get involved in activism. It quickly became clear that classroom teaching was not the best place for me, but I still enjoyed working with young folks, which is when I transitioned to residential life. When I was working at the Northwest School, I was encouraged to participate in other aspects of the school community and was able to find ways to educate students and staff about DEI issues. I think the field of education has the greatest room to make social change and improve people’s lives.
When organizing for change gets challenging, how do you reconnect to a sense of purpose?
I have a very strong internal drive for justice. It’s incredibly difficult for me to see or hear about some kind of injustice or unfairness or mistreatment and just… not respond. Like, people are hurting! This isn’t right! Let’s do something! I don’t always know what to do, but I’m always learning from others who are more knowledgeable and have more experience. You can’t do this work alone. I stay connected to people I care about who are involved in the ongoing struggle for social justice. When things get hard, I remind myself: everyone deserves love, care, safety, and dignity; change is necessary and possible; I have the ability to do something. As long as I have the ability to take any action, however small, toward advancing equity and justice, I feel it is my moral imperative to act.
What are some of the differences you’ve noticed so far going from working with high school students to a more age-diverse population?
The biggest thing that’s changed for me is not being in a caretaking role anymore. I expect I won’t be quite as hands-on with mental health and homework help, and I definitely won’t be taking anyone to the doctor! I did a lot of DEI work with teachers, administrators, and other staff at the Northwest School, so quite a bit feels familiar. There is much more structure here than at my old job, though!
When we go back to in-person learning, what do you look forward to the most?
Just seeing people in person again will be so nice! I miss having social interactions that happen organically and aren’t through a screen.
Outside of work, what activities give you joy?
I love messing around with plants. A few years ago, I started propagating succulents from leaves, so I’ve got a pretty wild indoor plant situation. My roommate and I are really into improving our garden, so we’ve got herbs and vegetables in the back, and we’re putting in native plants in the front. I also enjoy going for long walks, either alone or with friends, and spending time in/on/around large bodies of water. Mostly, though, I’m an indoor person. I love reading, especially speculative fiction and graphic novels, baking, playing games, crafting, and listening to podcasts. Oh, and it brings me joy to interact with animals, especially my roommate’s dog, Bean.
Do you have any fun stories from your previous position as Residential Life Coordinator at the Northwest School that you would like to share?
Most of my stories from the Northwest School dorm revolve around student shenanigans. A few years ago, some girls created a genuinely terrifying “haunted house” in their dorm room, complete with bloody handprints and a floating severed head. They were disappointed that no one had come to their room, so I went around and convinced other students to go knock on their door. They ended up scaring a lot of kids. It was great. I’ve got some good pictures of a washing machine mishap that I can’t do justice to in writing (come ask me about it!). Overall, though, my best memories are from the small ways that I hung out with students every day—playing card games, joking around and teasing each other, listening to the kids gossip, and chatting about their lives and their developing understanding of the world.