The term “affinity group” refers to people who share a common identity and can speak from the “I” perspective, such as gender or race, or a common experience. Participants choose to join an affinity group because they recognize that their shared identity or experience has an effect on the way they understand the world around them. Affinity groups provide a space for reflection, conversation, and support from adults who share similarities in experience and identity. The purpose of affinity groups is to create a space where individuals can positively explore and develop their identities in order to form a thriving and inclusive learning community. Participation in affinity groups is completely voluntary.

Affinity groups meet a particular identity development need in our community, allowing opportunities for students to create a better understanding of how their own identity, especially one that is not shared by many of their peers, impacts their experiences. By becoming firmly rooted in their own identity, students are in a better position to comprehend the way others move through the world and their experiences. Affinity groups are not meant to replace conversations among diverse groups and individuals; rather, they exist as another experience within an inclusive and equitable community. Research shows that affinity group spaces are a critical piece for the healthy development of any community or organization.

In each gathering and in an age-appropriate way, identity development is explored through books, videos, conversation, and activities. Depending upon the student’s age, informal lunches or afterschool meetings take place either monthly or biweekly.

Some past examples from the MSOC group include:

Grades K–2: In a read aloud of Mango, Abuela and Me, a story about how Mia’s Spanish-speaking abuela came to live with Mia and her parents in the United States, the group had a great conversation about their own families. Several students shared that they, too, speak other languages at home beside English, such as Gujarati, Korean, and Italian.

Grades 3–5: Each student received a box with pieces of cut paper, where they wrote down a piece of their identity that others wouldn’t know about them by just seeing them, such as “big sister, soccer player, only child, vegetarian,” etc. As a result, students realized that they hold gifts they can share with others around them.

Grades 6–8: The group discussed the topic of cultural appropriation in reference to the choice of Halloween costumes by using examples of the “We’re a Culture Not a Costume” campaign created by Ohio University.

Director of Multicultural Affairs Yocelin González is available to answer questions and provide further information. Please email her at ygonzalez@meadowbrook-ma.org.