Catherine Cook Diversity Statement
Catherine Cook School is committed to creating and sustaining a diverse and compassionate community grounded in a culture of integrity.Catherine Cook School faculty, staff, and middle school students have chosen diversity as one of the five core values that characterizes the culture of the Catherine Cook School. The term diversity has a range of connotations and meanings but in the context of this initiative, we define diversity as the range of differences between people, but most commonly: racial; socio-economic; cultural or ethnic/language; physical ability; age; gender and gender identity; sexual identity; and religious differences.
Diversity sustains and promotes the health of an organization. Catherine Cook School will enhance the diversity of the school by intentionally cultivating an empathic and open climate to foster relationships of integrity between the children and families in our school community. The organizational benefits of a diverse community of families, faculty, and staff include increased adaptability, critical thinking, and more effective and innovative problem solving. A diverse school reflects and enriches the community in which it exists.
There is an inherent conflict between the selective nature of an independent school and our ability to be accessible to a diverse community. There are limitations on the extent of educational, family, and financial support the school can provide. We are committed to supporting our current students, and we will continue to enhance the diversity of the school through a variety of initiatives, including but not limited to: making diversity a consideration in all of our hiring decisions; making financial assistance available to lower income families and raising the community’s awareness about the importance of tuition assistance; providing our faculty with effective tools for engaging with a diverse student and parent community.
Our 2013 Strategic Plan states that we will: “Create and implement an authentic diversity initiative with clear/understandable goals, including support and education components to ensure successful implementation.” This means that we commit to do the following things:
1. Seek, support, and retain families, faculty, staff, and board members from groups that have traditionally been underrepresented in elite institutions or in positions of power due to their race, ethnicity/language, age, religion, physical ability, gender, gender identity, sexual identity, or socioeconomic class. Tuition assistance will be used strategically to maintain and enhance diversity in the school.
2. Build our own cultural competence through formal and informal professional development in order to create a welcoming environment for all children and adults and to maintain a vibrant and stimulating learning atmosphere for children and adults. Cultural competence skills are critical learning skills. We define them as the social-emotional and critical thinking skills that enable us to:
a. Notice our own assumptions and beliefs about people from other cultures, races, gender identities, sexual identity, religions, socio-economic groups, abilities, and ages
b. Commit to questioning our own beliefs/assumptions and of testing them for accuracy
c. Reflect on our discomfort with others who seem different
d. Choose to have courageous conversations about our discomfort, without blaming/shaming
e. Become aware of our own power and privilege
f. Understand what it means to share power
g. Cultivate flexible and reflective thinking about our place in the world.
3. Develop and implement curriculum that enables children to become culturally competent.
4. Incorporate mechanisms or systems to measure the school’s progress.