Transcript NAIS CORE SAMPLES

ISACS Diversity Summit
February 13, 2009
[email protected]
Socio-Economic and Class Diversity
The Assumptions We Make
“Nowhere is there a more intense silence about the reality of class
difference than in educational settings” bell hooks (2000)
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Ice Breaker
Activity!
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Socioeconomic Diversity is a
Cross-Cutting Dimension of Diversity,
including:
(How is this dimension manifested at our school?)
adapted from a soon to be published book on the NAIS Principles of Good Practice
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Education
adapted from a soon to be published book on the NAIS Principles of Good Practice
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Wealth
adapted from a soon to be published book on the NAIS Principles of Good Practice
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Occupation
adapted from a soon to be published book on the NAIS Principles of Good Practice
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Social Position
adapted from a soon to be published book on the NAIS Principles of Good Practice
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Income
adapted from a soon to be published book on the NAIS Principles of Good Practice
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Class provides and transmits to its members a sense of:
(How is this sense manifested at our school?)
identity
belonging
common language and experiences
political and social views and preferences
aesthetic interests
consumption patterns
adapted from a soon to be published book on the NAIS Principles of Good Practice
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Biases among people are often rooted in
class – more so than in race, culture,
sexual orientation, religion , or gender.
adapted from “Class Bias, the Real Enemy” by Dane L. Peters, Head of School, Independent School
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Further Consideration in Defining
Socioeconomic/Class Diversity

Class is always experienced through multiple lenses – race
and class, gender and class, sexual orientation and class,
religion and class, etc.

“People with annual incomes from $20,000 to more than
$100,000 tend to define themselves as “middle class.” –
Vigeland 2008

Stereotyping based on socioeconomic/class background –
white students must be middle/upper class, students of color
must be working class and on financial aid. Makes working
class white students on financial aid and middle/upper class
students of color invisible?
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Socio-Economic and Class Diversity – The Difficult Topics

Privilege, power and its differential impact on individuals, groups, and
the school

Birthday Parties, Bar/Bat Mitzvahs, Play Dates

Gifts to Faculty and Staff

Classroom discussions – vacations, summer/winter homes,
possessions, etc.

The advantages of “cultural/social capital” – connections, group
membership, networks of influence and support sophistication, in-group
knowledge, enriched experiences. (Pierre Bourdieu, 1986)

The advantages of “academic capital” - value of education, excellent
grades, honors and awards, academic clubs. (Pierre Bourdieu, 1986)

Development/fundraising activities
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By the nature of a school’s many
diverse constituents, there is
inextricably woven within the fabric a
class thread which can unravel the
prevailing mission to educate children.
adapted from “Class Bias, the Real Enemy” by Dane L. Peters, Head of School, Independent School
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Socio-Economoic/Class Diversity – The Difficult Questions

In what ways are class differences evident in the school
community?

Are there unwritten school culture rules that some, by virtue
of their socio-economic/class background, don’t know?

How does the socio-economic/class background of students
factor in classroom learning experiences? How does the
socio-economic/class background of teachers factor in
classroom learning experiences?

What are the barriers, if any, to members of the school
community feeling valued and included, regardless of
income, wealth, education, and/or occupation?

Are we vigilant against socio-economic/class shame and
envy?
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Philip K. Howard, a New York lawyer and social
critic, notes that every 30 years or so, the country
has to redefine its social values. We’ve just reached
that next time. “So this end of the new gilded era –
it’s like a bucket that spilled, and finally the money
spilled out, and we were left with a culture whose
sense of purpose and responsibility is lacking. And
now there’s a real need for people, and society as a
whole, to rethink and re-structure their values.”
from the article “Profiles in Panic”, by Michael Shnayerson, Vanity
Fair, January 2009
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It has been a great challenge for us as
parents to help our children realize that
who they are is so much more
important than what they are.
adapted from “Class Bias, the Real Enemy” by Dane L. Peters, Head of School, Brooklyn Heights
Montessori School, Independent School
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AIM I – SELF DISCOVERY QUESTIONS
 Describe ways the school has successfully created
fundraising events that are inclusive of all
members of the school community.
 What does the school do to help overcome and
eliminate any stigma attached to receiving
financial aid?
 How has the school learned to positively address
socioeconomic and class differences?
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AIM II – School Climate Survey Statements
All Respond

In my opinion, socioeconomic diversity is an important
element of an inclusive school climate.
Students

How often have you heard students tell jokes, tease, or make
fun of other students at school because – a. of their
appearance; b. of what they can or can’t do well; c. of their
background or culture; d. of the way they speak or write; e. of
their religious beliefs; f. they are a girl or a boy; g. they are
gay or lesbian or they are questioning if they are; h. others
think they are gay or lesbian; i. of the financial situation of
their family; j. of their lack of athletic ability.
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AIM II – School Climate Survey Statements
Administrators, Teachers, Staff

Socioeconomic status does not limit the ability of any student
to participate fully in the educational (curricular, co-curricular,
and extracurricular) programs available at this school.

How much do you agree or disagree that you have equal
opportunities for advancement at the school regardless of
your: a. gender; b. race/ethnicity; c. religion; d. sexual
orientation; e. (dis)ability; f. age; g. socioeconomic status.

Does your child or do your children receive need-based
financial aid (includes tuition remission? Yes___ No ___

Does your child or do your children receive non need-based
financial aid (merit-based)? Yes___ No___
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AIM II – School Climate Survey Statements
Parents/Guardians
 Students on financial aid are treated the same as
all other students.
 Our family feels respected regardless of our
socioeconomic status or class.
 Which of the following best describes your annual
household income include? a. less than $25,000;
b. $25,000 to $49,000; c. $50,000 to $74,000; d.
$75,000 to $99,000; e. $100,000 to $199,000; f.
$200,000 to $299,000; g. $300,000 and above; h.
decline to answer
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AIM II – School Climate Survey Statements
Alumni/nae
 How much do you agree or disagree that the
school is reluctant to discuss to address certain
aspects of diversity such as… a. gender; b.
race/ethnicity; c. ability/disability; d. religion; e.
sexual orientation; f. age; g. socioeconomic
status.
Trustees
 Socioeconomic diversity is important to
fundraising efforts at our school.
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Mr. Fuentes has a daughter in 9th grade and a son in Pre-K. As a
new board member he is trying to learn as much about the
school’s culture as he can. Mr. Fuentes is also concerned about a
situation that is dividing families of color at Ideal Collegiate. It
appears that a number of Latino and Black/African American
parents refuse to attend Ideal Collegiate’s annual auction (even
with reduced or free admission) for fear of being ostracized.
These families are also reluctant to host Parents Association
functions in their homes. They simply cannot afford to compete
with the more wealthy White/European American families and
they feel that their homes just don’t measure up to the homes of
more wealthy families. They are particularly concerned that other
Black/African American and Latino parents (who appear to be
wealthy or upper middle class) don’t seem concerned about this
issue. Although his is a full-tuition paying family with the
resources to contribute to the school’s fundraising efforts, Mr.
Fuentes has asked for a meeting with the president of the board
and the head of school to discuss these concerns.
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Best Wishes
for a Successful
2008-2009
School Year!
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