*This is an extension of the “Breaking the ‘Madison Image‘” in-depth from the February 2026 cycle*

Madison is often viewed, and sometimes criticized, as a rather white and monocultural school by many of its students. According to the FCPS School profiles, in the 2024-2025 school year, approximately 60% of the student body was white and it has not fluctuated much from year to year. These statistics, along with the general Madison culture, have impacted the relatively small Multilingual Learner (ML) community—making up around 6% of students—in a number of ways. 

When non-English-speaking students first arrive at Madison, they take certain classes with other international students until they are proficient in English and graduate from the program. Then, they are placed in courses with the rest of the school, often as one of the few foreign students in their classes and surrounded by the Madison stereotype.

When asked to describe the Madison stereotype and community, the ML community was split on whether Madison was monocultural or multicultural.

“[I think] white, blonde, [and] probably athletic,” German Lopez Rodriguez (’27), a student from Mexico, said. 

Others perceived it as overwhelmingly diverse and multicultural. 

“It’s a mix of all people around the world,” Raihana Ahmadi (’26), a student from Afghanistan, said. “It’s multicultural…the stereotype about how this school is monocultural isn’t true.”

Interestingly, students who graduated from the ML program and thus have a weaker connection to the program were much more likely to consider Madison white and monocultural whereas students still in the ML program, or recent graduates of it, viewed the school as extremely diverse. This is likely because the ML students are readily exposed to other international students of different backgrounds, and unlike their graduated peers, they may not have experienced the lower levels of diversity found in other corners of the school. Oftentimes, ML students can feel like cultural outcasts to the Madison culture, especially when they first arrive from their respective countries. 

“They already know how to interact with each other, and my way of interacting with others is different,” Melanie Morrison (’28), a student who moved from Chile last year, said. “Their way to socialize, their jokes, their way to make friends is different.” 

Lopez Rodriguez feels that the different culture makes for a weaker sense of community than in his home country.

“They don’t usually talk to strangers, which I guess is part of the ‘American culture,’” Lopez Rodriguez said. “Everyone is an individualist and lives in their own bubbles.” 

Despite some non-ML students having roots from culturally diverse backgrounds, such as parents coming from different places, they can seem completely American from a cultural lens. 

“Even if they’re not American and are from another culture, everyone is really similar because they have all adapted to American culture and fully embrace it,” Julia Vieira Garcia (’28), a student from Brazil, said in Portuguese. 

Garcia also feels that Americans often only know about America and are not very familiar with other cultures in general. However, despite the unawareness, she found that students were very open to learning about new cultures.

Cultural and linguistic differences have become barriers for some and bridges for others as ML students try to navigate through different communities at Madison. 

“[In my leadership class] there were some words I couldn’t pronounce [in English] making it difficult to communicate with Americans, so I have very few white friends and I’m mostly friends with other Latinos,” Bismar Lemus (’26), a student from Honduras, said in Spanish. “I’m more comfortable when I’m with people that speak Spanish because I can communicate better and savor the moment while speaking in my native language.”

This was a frequent case for many ML students who struggled to find community beyond a pre-established language bubble. Jaylin Posadas Dias (’26), for instance, had a similar beginning to her story. 

“At first, I told myself that making friends was going to be hard because no one would speak my language…I clung on to the idea that I would only stay in my little group of Latino friends, and I stuck with them since I didn’t know [English],” Posadas said in Spanish. 

In her second year, however, she began practicing her English more by speaking with teachers and other students which she claims helped her improve and learn more about the world.

One of the most effective strategies for integration into Madison culture has been by simply learning English and putting oneself out there by finding opportunities to practice. 

“[When I first got here] I tried to make more American friends, or friends that were not from Afghanistan, because it would help me learn about the country and the culture,” Ahmadi said. “If it weren’t for that, I don’t think I would have grown as much as I have [with my English].”

Lopez Rodriguez also worked tirelessly to improve his language skills and cultural awareness by surrounding himself with English speakers. However, he, and other students like him, found it difficult to take initiative and establish these interactions in the first place.

“When I got to sophomore year, I started practicing English and talking with more people, but I was shy and scared because it was not my territory,” Lopez Rodriguez said.

Even after gaining proficiency in English, not all ML students felt automatically closer with other American students. 

“I belong more with the other international students than Americans and feel a greater sense of community with the international community because I think we have more things in common,” Morrison said. 

A sense of belonging to Madison culture entirely depends on students’ individual experiences. Some feel like they belonged only after having found their own cultural hubs that speak the same language and share the same customs. Others believe that they felt they belonged to the general culture once they learned English.

One student criticized that we shouldn’t necessarily correlate an institution’s cultural diversity with its culture of inclusivity and welcomeness. Manuel Bellot (’26), a student from Bolivia, takes an academy class at Fairfax High School, where he has observed an interesting trend. 

“Fairfax High School is much more diverse [than Madison], but it’s a lot less welcoming,” Bellot said. 

He revealed that he feels more included at Madison despite a higher percentage of students looking like him at Fairfax, which challenges the narrative that community arises mostly from cultural similarities.

“[Madison] has a sense of community, like one big family,” Bellot said. 

Ultimately, while some students criticize Madison as a monocultural mainstream-American school, there continues to be a culture of inclusivity for those who do not fit the stereotype. ML students have made friends and found communities that help them feel seen and included, whether it be in or out of the ML department.