CULVER — A recent
meeting in the senior dormitory at Culver Girls Academy covered a
range of issues.
A student with the title of wellness prefect gave advice on healthy
eating. Another student inquired about interest in ice skating as an
intramural sport. Violations in the honor code were discussed, as was
the importance of taking one’s turn at waitressing in the dining
hall.
“It is a contribution to community,” the student told the
others.
Appreciation of unsolicited help was also noted .
“Yesterday, I went down and all my laundry was folded,” a
student said. “That was Teresa,” another student revealed.
Such meetings in the dorms are overseen by an adult, but led by
students.
When Culver Girls Academy became an entity on the Culver
Academies’ campus in 1971, it was decided that a leadership model
would be at the core of life of the school.
“It was very deliberate from the beginning that the girls’
program was going to be different,” said Dean of Girls Laura Weaser.
“We have a very distinctive leadership-development program that
serves women quite well. Our program is based on a democratic model,
where girls are involved in a variety of committees.”
Committees in the dorms act as a local government as they try to
run the “community” smoothly. The Honor Council serves as the
judicial branch, The Culver Girls Academy Council as the legislative
branch and the Senior Advisory Board as the executive branch of
government.
Not that the students are running the school. The Honor Council,
for example, promotes the honor code, which states that students will
not lie, cheat or steal and will discourage others from doing so. The
council also investigates alleged violations of the code and
recommends corrective actions to Weaser.
Although the Honor Council may consider a proposal that girls be
allowed to leave the dorms at 6 a.m. instead of 6:30 — so girls may
run before class — it does not legislate rules for the school.
Weaser likens the Senior Advisory Board to the presidential
cabinet. Should members of that board hear of girls’ frustrations,
they bring their concerns to Weaser.
“We just chew on things,” Weaser said.
In the process, the students and dean may find something that will
suit all.
Likewise, Weaser prefers to talk to the board about possible
actions on her part.
“If I’m considering some new element to the program, whether
it’s a new rule or a change of some sort, I routinely talk to the
Senior Advisory Board,” she said. “Whatever we’re working on is
usually better if the adults and youth are working on it together.”
Such cooperation prepares students for later roles of leading
others, Weaser said.
“We’re trying to groom girls for roles of leadership and what
better way than to give them adult roles to practice with and provide
feedback and guidance along the way?” she asked.
As students develop leadership skills, they might interview
candidates for positions and eventually help leaders with decisions.
The school’s leadership model gives students a voice in the rules by
which they live.
“We want the kids to figure things out,” Weaser said. “It’s
just so much healthier for them to figure things out, instead of just
telling them how things should be.”
