Pipeline of Perception: Barriers, Bias, and Breakthroughs (Series Begins Oct. 9, 2025)

For this webinar series, participants will automatically be enrolled in all 5 sessions.

Speaker

Jessica Pepple, Ed.D.

Description

Pipeline of Perception: Barriers, Bias, and Breakthroughs is a five-part series that examines how bias—both implicit and explicit—shapes the journeys of Black and Brown women in education, from the classroom to leadership roles. Through real stories, reflective dialogue, and actionable tools, participants will uncover how systemic inequities show up in hiring, everyday interactions, and institutional decision-making. Each session builds from awareness to strategy: naming the barriers, unpacking stereotypes, and moving toward equity-driven practices that support both educators and students. Designed for educators, HR professionals, and leaders alike, the series offers not only critical insight but also a blueprint for systemic change—while centering the voices and resilience of Black and Brown women.

To receive PDPs and CEUs, participants must attend all 5 sessions and successfully pass a quiz following Session 5. Within 24 hours of the live webinar, registrants will be emailed a link to view the recorded webinar. The recording will be made available for 7 days after each session.

In hiring for leadership roles—whether principal, instructional coach, or DEI director—anti-Blackness and colorism often show up in subtle yet powerful ways. Black women with the same credentials as their peers frequently face different outcomes. This session will raise awareness of how implicit and explicit bias filters candidates before they are fully considered and invite participants to reflect on how these dynamics may be present in their own hiring practices.

We will explore how Black and Brown women are frequently perceived as ‘too strong,’ ‘not a culture fit,’ or ‘lacking warmth’—despite demonstrated high performance. These same biases also surface in classrooms, where Black and Brown girls are often unfairly judged through similar stereotypes. Such perceptions can negatively shape their academic trajectory, influencing access to opportunities, expectations from educators, and long-term confidence in their abilities.

Educators gain tools to build more transparent, inclusive hiring systems that go beyond surface-level diversity and consider how these decisions shape students’ experiences and perceptions in the classroom.

This session supports aspiring and current Black and Brown women educators with strategies to protect their peace, advocate for equity, and build meaningful networks, leaving participants with a renewed sense of power, language, and community.

This session guides teams and individuals—whether in HR, school leadership, or policy—to develop a blueprint for a hiring equity action plan. By the end, each participant leaves with a clear commitment and a scaffolded approach to dismantle bias within their sphere of influence.

About the Speaker

Jessica R. People, Ed.D., (she/her) is the Founder and Chief Executive Officer of The Reframe Institute and Equitas Consulting & Management, two entities dedicated to transforming systems, advancing equity, and reimagining culture through education, research, and organizational change. Through this work, she partners with institutions, communities, and leaders to reframe systems of oppression into pathways of belonging, justice, and shared power.

Previously, Dr. Pepple served as the inaugural Chief Diversity & Culture Officer at RFK Community Alliance, where she reported directly to President and CEO Michael Ames and was a key member of the executive leadership team. In this role, she championed the integration of diversity, belonging, inclusion, and equity (DBIE) into the core fabric of the organization — guiding individuals and teams to co-create cultures rooted in inclusion, belonging, and accountability.

Before joining RFK Community Alliance in 2022, Dr. Pepple served as Director of Diversity, Equity, and Inclusion for the King Phillip School District. She also held a variety of administrative and instructional leadership roles at Browne Middle School in Chelsea, Prospect Hill Academy in Cambridge, and Orange County Public Schools in Florida.

Dr. Pepple’s leadership philosophy is grounded in the belief that lasting change begins by creating safe places and brave spaces — environments where individuals and organizations can engage authentically in their transformation journeys. Drawing on the scholarship and frameworks of Janet Helms, Beverly Daniel Tatum, Travis Bristol, and William Bridges, she merges theory with practice to inspire sustainable cultural evolution.

A strategic thinker and engaging presence, Dr. Pepple is known for her data-driven approach and ability to translate vision into action. She holds a Doctorate in Educational Leadership & Policy Studies from Boston University, an Education Specialist degree in Educational Leadership from National Louis University, an MBA from Keller Graduate School of Management at DeVry University, a Bachelor’s degree in Risk Management-Insurance from Florida State University, and an Associate’s degree in Business Administration from Valencia Community College.

Her leadership and impact have been widely recognized:

  • 2023 Diversity, Equity, & Inclusion Award, Massachusetts Association of Developmental Disabilities Providers
  • Named among the Power 100 Most Influential Professionals in Central Massachusetts by the Worcester Business Journal for her model of infusing DEI principles into organizational culture

Outside of her professional roles, Dr. Pepple enjoys spending time with her family, going to the movies, and exploring museums and art exhibitions.

Evaluation
Session 1 Slides
Session 2 Slides
Session 3 Slides
Membership Information

Most MPY webinars are available ONLY to current staff from member districts and organizations. Public school memberships include police and fire personnel. Former and retired employees and members of committees, including but not limited to, PTO/PTA, PAC, School Improvement Councils, Health Councils, Drug/Alcohol Councils, and school volunteers, are not considered MPY members.

PDPs and CEUs

MPY is an approved Professional Development Provider through the Massachusetts Department of Elementary & Secondary Education (Provider No. F20180079). Professional Development Points (PDPs) are offered for most MPY professional development webinars. PDPs are issued in 10 hour increments, per DESE requirements.

Continuing Education Units (CEUs) are available for clinical staff through the National Association of Social Workers (NASW) and the Massachusetts Mental Health Counselors Association, Inc. (MaMHCA). The NASW and the MaMHCA approve each event individually. CEUs may be given in hourly increments.

To receive PDPs and CEUs, participants must pass the quiz.

Event Cancellation Policy

If you are unable to attend a MPY webinar you must cancel, through Bonnie Mullen at bonnie@mpyinc.org, one business day before the webinar.

For MPY hybrid conferences, the date in-person registration closes will be posted on MPY’s website. Virtual conference registration will close one business day before the hybrid conference. You cannot cancel or switch your registration from in-person to virtual after in-person registration closes. Please email Bonnie Mullen at bonnie@mpyinc.org with any questions regarding registration.

  • Enrollment in this course closed on October 9, 2025.

All sessions are 12:00 – 2:00 pm

  • Session 1: October 9, 2025, “The Resume is the Same — But the Response Isn’t” — Unpacking Real Stories of Racial Bias in Educational Hiring
  • Session 2: October 23, 2025, “Name, Voice, Hair, Tone” — Implicit Bias in the Classroom-to-Central Office Pipeline
  • Session 3: November 6, 2025, “More Than a Checkbox” — Supporting Diverse Educators & Students with an Equity Lens, Not Just a Diversity Goal
  • Session 4: November 20, 2025, “Rooting for Ourselves” — Tools for Black & Brown Women Navigating Biased Systems
  • Session 5: December 4, 2025, “This Is How We Change the System” — Action Planning & Collective Accountability: Moving from Awareness to Systemic Change in Education