Meet the Panther Mentors
Strong Black Alumni Engagement at Browning creates new paths for students.
January 2021
In response to the country’s ongoing racial reckoning, Browning convened Black alumni to hear about their experiences. Those focus groups helped spawn the Panther Mentors, a group through which these men assist in admissions and advancement activities, and partner with Browning to create mentoring opportunities for current students. One of its members, Graig Springer, joined the Board of Trustees in October. Seven Mentors joined Buzzword’s editors for a roundtable discussion in November.
Members of the Panther Mentors discuss their journeys, the deep connections that they have to Browning and each other, and why it is important for them to give back to our school.
Editors: Tell us something about your time at Browning.
Graig Springer ’98: I started Browning in kindergarten and my experience was amazing. I was very much supported by my teachers, classmates, and administration. However, being “the only” has an effect on students. I felt an immense amount of pressure because I felt I was representing the entire African-American race. And so whatever I said, whatever I did, my actions are going to reflect on everyone who looked like I do.
Dennis Coleman ’72: I attended Browning for two years. One of my biggest adjustments was going from being top at all of my classes to just an average student in the competition of Browning, as well as understanding the differences in the economic status of myself and my classmates.
Larry Wallace ’74: I was a member of a foster care agency called the Sheltering Arms Children’s Service. And as a result, I got a fabulous scholarship to attend Browning. There were four of us initially. I learned more in that first year of Browning than I think I’ve ever learned in any institution ever.
Dylan Smith ’11: I entered Browning through the Prep for Prep Program. And I remember my first day, I met Nate Garcia right on the corner of 62nd and Park. And he said, ‘Hey, are you new here at Browning?” and made it known that if I ever need anything, I could ask him. I was the second Black student in my class and felt I was representing the entire race at the time.
Samora Legros ’03: I look at my Browning experience as a glass half full. When I think back to my district’s public schools in Harlem, this was an opportunity of a lifetime. And a number of the people in this room seized that opportunity and took things to the next level and have excelled.
Nathaniel Garcia ’06: First, Dylan, thank you. I very distinctly remember bumping into younger people of color or classmates of color, and just checking on them. I did feel very supported. I did have a tremendous opportunity. I received a world-class education. But then again, there’s the other side of that coin, the culture shock. I too was a Prep kid. As much as I can say Browning’s a forward-thinking institution and has always been, generally speaking, there were still those times where my allowance for the week was 10 bucks, but a classmate’s was $450.
Desmon Lewis ’01: My twin brother and I both went to Browning. We were the first two students to come from The Boys Club of New York program. This came with immense pressure, both in terms of the organization we were representing as well as the cultural shock of being at Browning. Nonetheless, both of our experiences were a very positive one and we felt the support from Browning.
Dennis Coleman ’72: We want to offer our experiences to aid students of color at Browning to get through issues of race. That will enhance their experiences.
Larry Wallace ’74: Having a son who is now 30, I realize how unique my experience was at Browning, and how profoundly and positively it affected my life and worldview.
Samora Legros ’03: I feel that I am giving the best version of myself back to Browning and helping to make our community better.
Nate Garcia ’06: My hope is that I can provide one more avenue of support in the hard times, and one more cheering voice in the stands when things are going well.
Graig Springer '98: I hope to build a bridge between current students and alumni, which will foster a greater sense of community and brotherhood."
Editors: What was your reaction when you were invited to the focus group?
Smith: I was very skeptical because I have not been in touch with Browning much at all after [graduation.].. Whatever issues that I may have with Browning didn’t matter, there is probably a student that has walked through those red doors and is feeling the same way that I felt. And if there’s anything that I can do to make a difference at all through either telling my story or direct action, I have to be there to make a difference.
Coleman: I thought, “Okay, I’m sort of interested.” So I reached out to Caroline Axelrod (director of alumni affairs) and let her know, but then I started to get cold feet. But she reached out to me again which showed there was some interest in having a real dialogue.
Springer: In the past, Browning has been mute on these types of social and racial issues. I was impressed that they created a safe arena for us to have a dialogue, which I felt was necessary. I saw it as an opportunity for people to reunite after all these years.
Lewis: I wasn’t that surprised. As the racial uprising was happening, it was inevitable that it would make its way into the private school system. I was waiting for it. It just made a lot of sense that this was the right opportunity to do some good.
Garcia: I thought there’s going to be a “Black at” account and that was going to be really disappointing to me. We get the invite and I’m immediately skeptical that this is Browning’s way of corralling it before it gets out of hand. And I was worried that I was playing into their hands.
After the initial focus groups, the men continued to meet frequently, and developed a list of ‘asks,’ ranging from increasing the faculty and trustees of color to examining the curriculum and mandating anti-bias training for community members, which they presented to the administration.
“We thought: ‘are we going to sit back and let Browning set the tone or as Black men, can we also take initiative and bring information to the table?’”
Legros: We thought: ‘are we going to sit back and let Browning set the tone or as Black men, can we also take initiative and bring information to the table?’ For example, representation at the board level was important if we wanted to get certain issues discussed. Ultimately, it was about helping current students.
Garcia: Samora never wanted to whittle any asks down to make the list more palatable. We put our bets on the table, Browning matched our bets and then raised us. If Graig being on the board within six months of the presentation is any indication that Browning is all in, we’re in good hands here.
Springer: When I was in fifth grade, my mother went to Mr. Clement (former Headmaster Stephen Clement) and said she couldn’t afford Browning’s tuition anymore. And he said, “tell me what you can afford” and she gave him a number. And he said, “that’s all you’ll have to pay until he graduates.” So the idea that I was so close to leaving, and am now a trustee, is mindboggling to me.
Coleman: John Botti’s blog posts about the racial reckoning gave me hope that we had leverage in terms of what we were asking for because we had leverage. Expecting the list might be picked apart, were we stunned by Browning’s reaction. We thought, “this is awesome.” And it only took nine days for the school to get back to us, surprising given everything that was going on with COVID.
Dylan Smith ’11: “We’re providing the support for each one of these students to be themselves absolutely unapologetically. I want to let them know that no matter what field they pursue that they are deserving of their accomplishments through their hard work.”
Desmon Lewis ’01: We will bring critical consciousness, because of our common lived experiences, to most multicultural students.
The Panther Mentors, whose members range across 50 years, have assisted in admissions and advancement activities, and will soon begin meeting with our Upper School students of color.
Editors: What will the success of this group mean for our school and students?
Legros: We’re working closely with Director of Equity, Diversity and Inclusion Lauren Stewart, and Caroline Axelrod and working with the alumni network. I think the success includes these building blocks and creating a level of trust.
Wallace: Success looks like these guys right here. All that they have accomplished and sharing their talents with the wider community.
Garcia: It looks like completing the list of asks. We’ve already made great strides and have set systems and passionate individuals in place to ensure our success. Even if that representation doesn’t come immediately in the form of a teacher in front of your classroom, it comes in the form of, “Hey, we all went to Browning and we got through it. You’re not alone.”
Springer: Success looks like equity. Students of color are typically disadvantaged academically, financially, mentally. I see this group as a group of individuals who are going to help to bridge that gap.
Smith: It looks like us providing the support for each one of these students to be themselves absolutely unapologetically.
Coleman: I want people to embrace diversity rather than just ticking off a box. It’s going to take a while to achieve this. If it were easy, we wouldn’t be here.
