BY SARAH CAVAR '20
English class curricula are fairly predictable in their homogeneity, especially prior to college-level courses. Throughout my high school career, despite two Advanced Placement English classes and four years’ worth of excellent teachers, our curriculum sorely lacked diverse representation. To my knowledge, of all of the assigned works I read throughout high school, less than 10 were authored by someone who was not a white man. Less than five were authored by women of color. There was no LGBTQ+ representation, and very little representation of any non-Western nations or cultures.