Diversity Statements in Schools : Two Examples
1) The Blake School in Minnesota
Office of Equity & Community Engagement
After two years of extensive work, in April 2010 the Board of Trustees approved a
statement on Pluralism for Blake. The pluralism framework - which builds on
Blake's 2010 strategic plan and goals articulated therein - reinforces the School's
commitment to being a diverse and inclusive institution.
In order to meet the Board's charge, the School has established an Office of Equity
and Community Engagement which will help guide this important work. Learn more
about mission of the office and its work helping create a courageous, inclusive
learning community that values different backgrounds, experiences and
perspectives.
Learn more about Cornerstone, Blake’s successful program to support Upper School
students and families of color. Starting in the fall of 2010, the mission of
Cornerstone will be to create a developmentally appropriate, PK-12 support system
that will deepen and strengthen the engagement of students and families of color
with each other and the Blake community in pursuit of academic excellence.
Over the past 10 years, Blake has established a series of successful programs all of
which contribute directly to Blake’s commitment to diversity and inclusion, and for
preparing our students for a global community. They include: service learning,
international programs and LearningWorks at Blake.
Blake’s Published Commitment to Pluralism
The Blake School believes that a diverse society enriches all individuals and
communities. Diversity of race, ethnicity, national origin, geography, religion, gender,
affectional or sexual orientation, age, physical ability, and marital, parental, or
economic status forms the fabric of our society. As a result of these beliefs, The Blake
School actively seeks students, families, and employees who value and contribute to the
fullness of a diverse community within the context of its mission. In doing so, we
recognize our responsibility to help make each person’s experience a success.
Blake’s commitment to creating a diverse, culturally competent institution is
integral to its commitment to excellence and is taken very seriously by its Board of
Trustees. The Board accepts responsibility for the promise that “no member of the
Blake community shall feel ‘less than’ another” articulated in Blake’s 2005 strategic
plan.
At Blake, pluralism, which according to Dr. Diana Eck from Harvard, is the active,
mutually respectful engagement of individuals across differences, is what
transforms this diverse group of talented people into a cohesive, values-driven,
college-preparatory learning community. Two core principles define Blake’s
commitment to pluralism: Excellence through Equity and Empathy through
Engagement.
Excellence through Equity
To achieve excellence as a community, Blake must also achieve equity in
opportunity for everyone, so each individual can contribute to the community to the
fullest of his or her capabilities. This requires an acknowledgment that each
community member comes to Blake from a unique place and that the School must
be able to support every student according to his or her talents and in support of his
or her goals.
Empathy through Engagement
A pluralistic community must be committed to helping people build empathy, which
is the ability to acknowledge, see, hear, imagine and value multiple perspectives.
The best way for people to develop empathy is to engage with each other across
differences in a mutually respectful way to the benefit of all throughout the course
of their Blake experience.
An Innovative Structure for the Future
The integration of highly successful initiatives at Blake, including the work of the
Center for Diversity, service learning, LearningWorks, and global citizenship,
provides a unique opportunity for our community to take an innovative step
forward in our journey toward a fully pluralistic community. With our commitment
to pluralism at its core, this new structure will inspire great leadership in our
community and help Blake prepare students to thrive in a diverse and evolving
world.
Administration is charged with envisioning and implementing a pluralism plan and
organizational structure that establishes synergy, avoids redundancy, maximizes
existing resources, achieves PK-12 impact, and reflects the priority of our
commitment to pluralism at Blake. A status report will be presented to the Board
annually with time available for discussion of our pluralism efforts and results.
2) Rye Country Day School, Rye NY
Diversity
An Inclusive Learning Community
“We are actively committed to diversity.” These words deliver the message that
RCDS does not simply acknowledge or value diversity—we act consciously and
deliberately in order to create and sustain an inclusive community, a strong fabric
woven from many different threads. RCDS’s active commitment to diversity is
integral to the fulfillment of every aspect of the School’s mission, from core values of
respect, understanding, and service, to the stimulation of individuals to meet their
maximum potential and develop strength of character in an ever-changing world.
RCDS Diversity Mission Statement
How do we define diversity?
At Rye Country Day, we believe that diversity is the existence of human variety. As such,
each one of us is diverse in multiple ways and in a variety of contexts. We recognize
diversity as including, but not limited to, differences in ability/disability, age, ethnicity,
family structures, gender, geographic origin, life experiences, physical appearance,
race, religion, sexual orientation, and socioeconomic status.
Why is our school actively committed to diversity?
As educators, we are committed to creating and sustaining a school community that is
diverse and inclusive, one in which all members can participate fully and maximize
their potential. We believe that only an inclusive school community can be equitable
and just.
We are proactive about teaching our students the importance of diversity and
inclusion in an increasingly interconnected, multicultural, and ever-changing world. As
we prepare our students for leadership in the world beyond Rye Country Day, we are
responsible for teaching them how to communicate with and be respectful of othersbeginning with those in our school community and extending to those who live beyond
our nation's borders. Every global citizen should be able to thrive in a diverse and
interconnected society.
Our commitment to inclusion enriches our community with diverse ideas and
perspectives. Students grow and flourish in this type of environment, where they can
safely explore their individual identity while developing and exercising strength of
character, healthy self-esteem, and confidence.
Through our commitment to diversity and inclusion, we strive to be good role models
for the individuals in our care so that their present and future actions and choices may
positively impact the world.
Diversity In Practice
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Student Initiatives and Support
Family and Alumni Initiatives and Support
Community Partnerships and Programs
Faculty and Staff Initiatives and Support
Curricular Initiatives
Student Initiatives and Support
Support for Learning Styles
Every student at RCDS receives individualized attention and support through the
advising system. Faculty and staff communicate with advisors, grade level deans,
and counselors to support students with personal and academic issues. The School
is committed to supporting students with diverse learning styles through full-time
learning specialists in all three divisions.
The Diversity Coalition
The Upper School's Diversity Coalition ensures that diverse student voices are
included in the decision-making of the Student Senate. The Coalition is a subcommittee of the Student Senate composed of the presidents of the member clubs of
the Coalition. Diversity Coalition Representatives are members of the Student
Council and are the direct liaisons between the Coalition and the Student Senate.
The Coalition meets monthly with an advisor to coordinate the posting of inclusive
email messages about holidays, celebrations, and observances that are important to
members of the community.
Upper School Student Clubs and Organizations include:
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African American Culture Club
Asian-American Club
Environmental Awareness Club
French Club
Gay-Straight Alliance
Hebrew Culture Club
H.U.R.D. (Hispanos Unidos for Rye’s Diversity)
Hip-Hop Culture Club
International Club
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Irish Heritage Club
L.I.F.E. (Living in Faith Every Day)
Mandarin Culture Club
Peer Leadership
Poetry Slam
SWEET (Spreading Women’s Equality Everywhere Together)
SWIRL (Students With Inter-Racial Lives)
Middle School Diversity Clubs
These clubs provide a forum where Middle School students can come together to
discuss diversity topics openly and seriously in a safe, supportive environment. The
clubs also hone students' leadership skills, cross-cultural communication skills,
social justice awareness, and networking strategies. The clubs meet approximately
once per month for snack or lunch and discussion, and they are open to all Middle
School students who want to participate. Two co-chairs, one from each grade, lead
the clubs.
Students of Color Mentoring Program
The mentoring program for students of color is coordinated by Upper School
students and provides an added layer of support for Middle School students of color.
Students meet as a large affinity group once per month after school for activities and
discussion. Additionally, each mentor meets one-on-one with her or his mentee at
least once more per month.
SDLC
Since 2005, a number of RCDS Upper School students have attended the Student
Diversity Leadership Conference (SDLC), the student component of NAIS’s People of
Color Conference (POCC). Each time, students have been enlightened and have
returned with a tangible energy that they contribute to the School’s mission to be
more inclusive. For more information on SDLC, see the NAIS POCC website.
Diversity Days
Diversity Days, whole or half days dedicated to diversity awareness, take place in
each division. Guest speakers, workshops, large- and small-group activities, and
facilitator-led discussions are all typical features of the programs. Collaborations
with the Rye Youth Council and Diversity Directors at Fairchester independent
schools enhance our offerings each year. In the Upper School, students make up a
part of the Diversity Day Leadership Team responsible for planning the days and
follow up activities. Faculty and staff are directly involved in planning and
facilitating.
Family and Alumni Initiatives and Support
The Director of Diversity is available to meet with parents and families about any
issue relating to diversity at RCDS. Please call Meredith deChabert, RCDS's Director
of Diversity, at 914-925-4613 to schedule an appointment.
Parents Committed to Diversity
Parents Committed to Diversity (PCD), a standing committee of the RCDS Auxiliary,
supports Rye Country Day's active commitment to building an inclusive and diverse
learning community, one that understands and affirms the value of global
citizenship and that respects and celebrates human differences and similarities. PCD
strives to promote a welcoming environment in which all families can become
active, contributing participants in our talented and vibrant school community.
Meeting several times each year, PCD facilitates the networking of parents
interested in the School's diversity initiatives, promotes critical discussion of
diversity issues at RCDS among parents, and provides venues for community
awareness. PCD sponsors events for families such as the fall Welcome Barbecue, the
spring Evening Celebration of Diversity, and the International Festival. Click here to
download a pdf of 2010-2011 PCD events.
Alumni Initiatives
The RCDS Development Office hosted an Alumni of Color Dinner during reunion
activities in 2007, when alumni received an update on the School's progress in the
area of diversity, heard reflections from alumni of color about their experiences at
RCDS, and had a chance to reconnect with friends. Thus began a new tradition. A
multicultural dinner gathering is now offered to alumni every other year. The
Alumni Diversity Representative works with the Director of Diversity to plan and
implement alumni diversity initiatives.
Community Partnerships and Programs
Community Partnerships
RCDS is committed to active partnerships with programs and organizations such as
A Better Chance (ABC), ACTION, the Oliver Scholars Program, CITYSquash, New
Heights, Prep for Prep, REACH Prep, and the TEAK Fellowship that identify, place,
and support students of color pursuing independent school education. For more
information, please contact the Director of Admission, Matt Suzuki.
ACTION
The four-week ACTION Program at RCDS is a summer academic enrichment
experience for gifted and motivated students of color from public schools in
Westchester County, Southern Connecticut, and the Bronx. For more information,
see ACTION.
SET Program
Since the fall of 2008, RCDS has partnered with the Ward Summer Institute to
sponsor the Saturday Enrichment and Tutorial (SET) program, based at RCDS. The
SET program provides free reading and writing tutorial for Spanish-speaking
students in first through fourth grades as well as their parents. To practice their
reading beyond the Saturday program, SET students and their families can borrow
books each week from a lending library, the result of a book drive also spearheaded
by Headmaster Scott Nelson. The program, which is staffed by RCDS student and
teacher volunteers, has Saturday sessions during the fall, winter, and spring.
Refreshments are provided free of charge for all program participants. For more
information on the SET program, please contact Stacy Kaufman or Nicole Morais,
SET Program Coordinators. Rye Record article
Faculty and Staff Initiatives and Support
RCDS actively seeks to increase the diversity of its faculty and staff. We participate
annually in the NYSAIS Job Fair to Promote Diversity, and we seek a diverse pool of
qualified candidates for openings on an ongoing basis. For available job openings,
please visit Employment at RCDS.
RCDS Teaching Fellows Program
The Teaching Fellows program is a one- or two-year commitment designed for wellqualified college graduates. It provides aspiring teachers of color with the
opportunity to work in Rye Country Day’s Upper, Middle, or Lower School while
earning a Master’s Degree.
Fellows are full participants in the classroom experience, gaining firsthand
knowledge in curriculum development, classroom management, lesson planning,
time management, and other areas of teaching. Each fellow is an integral part of
student evaluations, parent conferences, and staff meetings. Regularly scheduled
meetings with a mentor and the Assistant Head of School provide guidance for
professional growth.
In the Lower School, fellows work primarily in grades 2, 3, and 4 with lead teachers
and special area teachers. In the Middle and Upper Schools, fellows work within a
chosen discipline and gain experience working with all grade levels in their subject
area.
During the fellowship, tuition for graduate studies is fully funded. On-campus
housing may be available. Additionally, fellows are eligible for benefits, coaching
stipends, faculty professional development grants, and laptop computer subsidies.
For more information, please contact Meredith deChabert, Assistant Head of School
and Director of Diversity.
The Faculty and Staff Diversity Committee
The RCDS Faculty and Staff Diversity Committee is an active school committee
comprised of faculty from all three divisions, administrators, and staff committed to
the ideals of diversity, equity, justice, and inclusion. The goal of the Committee is to
raise awareness of diversity issues among faculty and staff in order to support our
students more effectively.
The Diversity Committee meets regularly throughout the school year to discuss
relevant topics and to share ideas and innovative strategies for working with
students and multicultural curricula. The Committee is charged with conducting
periodic assessments of the curriculum and the RCDS community, coordinating
faculty discussion groups around changing diversity themes, and coordinating
programs for educating the RCDS community about issues related to diversity and
inclusion.
Professional Development
RCDS faculty and staff have numerous opportunities to participate in workshops,
conferences, and graduate studies as part of the School’s robust support of
professional development. Faculty and staff are especially encouraged to pursue
professional development opportunities in the area of diversity. The School
supports faculty and staff participation in NAIS’s annual People of Color Conference,
NAIS’s Summer Diversity Institute and NYSAIS Diversity Committee events.
Throughout the year, the Director of Diversity disseminates information on
conferences, workshops, seminars, talks, and courses related to issues of diversity in
education.
During the opening days of school, new faculty and staff meet with the Director of
Diversity to learn about the School’s commitment to diversity and its diversity
initiatives. Awareness activities and diversity training are an ongoing part of allschool and divisional faculty meetings.
For more information on diversity-related professional development opportunities,
see the NYSAIS Diversity Committee.
Collaboration
RCDS faculty and staff participate in the Fairchester Faculty of Color group, formed
in 2000 as an affinity group providing a safe place for conversation and support for
faculty and staff of color working in independent schools in Fairfield and
Westchester Counties. RCDS faculty members also are active members of the
NYSAIS Diversity Committee and participate in Committee-sponsored events
throughout the year. RCDS sustains a healthy partnership with both Fairchester and
New York City schools to sponsor professional development, speakers, and
community awareness events and programs.
Curricular Initiatives
Curriculum Audit: 2007-2009
The Faculty and Staff Diversity Committee embarked on a two-year diversity audit
of the entire RCDS curriculum-PreK-12-in the fall of 2007. While diverse content
enters our curriculum in a number of ways, the Committee believes it is important
to review it periodically to ensure that we reflect and embrace multiple perspectives
to meet the needs of all of our students. The curriculum audit has given the
Committee, along with faculty across the three divisions, a chance to look at our
curriculum holistically, to engage in dialogue and critical debate about what our
goals should be, and to spark new thinking in the development of inclusive content.
Review of Best Practices in Curricular Diversity
In conjunction with 10 other independent schools in Westchester and Fairfield
counties, RCDS spearheaded a review of best practices in PreK-12 curricular
diversity. The 72-page report contains hundreds of examples of diversity-related
lessons and topics in every subject area across all three divisions. The document is a
valuable resource for faculty seeking to include various aspects of diversity in their
curriculum.