Building a Pathway to Inclusive Communities

BUCKINGHAM BROWNE & NICHOLS SCHOOL

BUILDING A PATHWAY TO INCLUSIVE COMMUNITIES

by Leila Bailey-Stewart Special Assistant to the Head of School for Inclusive Communities

HONOR ~ SCHOLARSHIP ~ KINDNESS

TABLE OF CONTENTS 1

Welcome

2

Working Definitions

3

Framing Language

4

History Acknowledgments

6

Findings 1) Assessment vs. Action

7

Findings 2) Increased Interest and Involvement

8

Findings 3) Incremental Change in Data

10

Findings 4) Pain of Underrepresentation

12

Findings 5) Beyond Race and Gender

14

Findings 6) Multicultural Services and Global Education

16

Findings 7) Faculty and Staff Demographics

18

Recommendations 1) Establish Office for DEIG

20

Recommendations 2) Adopt Strategic Objective

Dear BB&N Community, At the beginning of the 2018-2019 academic year, the BB&N community was engaged in multiple conversations to help the new Head of School, Dr. Jennifer Price, and her leadership team learn about BB&N’s gems and challenges, resulting in the Head’s Entry Report. In addition to Dr. Price’s listening tour, I was tasked by Dr. Price and BB&N’s Board of Trustees to take a deeper look at BB&N‘s approach to creating and fostering an inclusive community and make some recommendations for how we should move forward.

A few critical components of my approach were to leverage the voices of the whole community, to develop relationships, to understand BB&N’s history, and to identify both adaptive and technical challenges, as well as early wins.

Over six months, I spent time with many members of the BB&N community, including, but not limited to: students, parents, faculty and staff, alumni/ae, families, senior leadership, and the board. I spent time at all of BB&N’s campuses and focused on multiple functional areas, i.e., Multicultural Services, Global Education, Admission, and Family Engagement. In this report, you will find seven themes that emerged and two recommendations. Because we recognize that conversations about diversity, equity, and inclusion are complex, this report is designed to make the information as accessible as possible. Everyone who reads this report will have different experiences and understanding of the findings and concepts represented.

On the next two pages, I’ve provided some introductory language and working definitions that are important for navigating the report.

As you move through the findings, I invite you to make your own observations and generate questions. There is space on the back of the report for you to join the conversation about building a pathway to inclusive communities at BB&N. Thank you to all who shared your thoughts, ideas, concerns, and time contributing to this report and the ongoing work ahead of us.

LEILA BAILEY-STEWART Special Assistant to the Head of School for Inclusive Communities

“I think it’s crucial that all of our students are able to bring their whole, authentic selves to school every day. I’m thrilled that the work Leila and her team are overseeing will help us deliver on that promise.”

DR. JENNIFER PRICE Head of School

“The Board puts its full-hearted support behind the findings and recommendations that Leila details in this report. We all agree that this community-shared DEIG work will be a cornerstone of the forthcoming strategic plan for the years ahead at BB&N.” CHUCK BRIZIUS Chair, BB&N Board of Trustees

WORKING DEFINITIONS I Throughout this report, you will frequently see the following terms. We offer these definitions to provide you the proper context when reading the report’s findings and recommendations.

DEIG refers to Diversity, Equity, Inclusion, and Global Education.

Diversity is a variety in a group. The presence of diversity provides an opportunity for individuals to appreciate and celebrate the difference between individuals and groups. By participating in a diverse environment, our students will be able to acknowledge difference and leverage it as an asset that enhances their learning experience.

Equity is the process by which a person or an entity acknowledges that all people don’t start at the same point and/or with the same resources. It requires working both daringly and strategically to remove barriers and to ensure that all people have equal access and ability to take advantage of opportunities, particularly those who face the greatest disadvantages. By helping to build an equitable environment, our students will be practiced advocates for others and themselves. They will be able to identify inequitable situations and have the skills to act.

Inclusion is the practice of making conscious and deliberate efforts to welcome individuals and groups, and to cultivate a sense of belonging through embracing diversity and valuing authenticity. By building an inclusive community, our students will be able to feel confident and free. They will be more aware of others and able to build a network of support to help them thrive.

Global Education incorporates learning about the cultures, geographies, histories, and current issues of all the world’s regions. It emphasizes the interconnectedness and diversity of peoples and histories. Global education will develop our students’ skills to engage with their global peers and will highlight actions they can take as citizens of the world.* Race is a social construct (not based on biology) with real, lived consequences for people based on physical characteristics including, but not limited to, skin color, skin tone, and hair texture.

Ethnicity refers to belonging to a group with shared cultural or social traits, including, but not limited to, language, dialect, religion, history, or nationality. Ethnicity can be used to describe a group of people with shared national, cultural, social, or linguistic heritage. Some examples of ethnicity are Haitian, Jewish, and Irish.

Gender Binary is the classification of gender into two distinct, fixed, separate categories of masculine, or male, and feminine, or female. The gender binary excludes those with more expansive gender identities, including non-binary, genderqueer, and transgender individuals.

Latinx (pronounced Latin-X) is a gender-inclusive term that refers to people in the U.S. from, or descended from, Central America, South America, and the Spanish-speaking Caribbean. Latinx also refers to a shared cultural heritage, a history of colonization by Spain or Portugal, and a common language (mostly Spanish or Portuguese).

Primary Source: https://www.primarysource.org/about-us/what-is-global-education

*

2

FRAMING LANGUAGE I BB&N students will be prepared to live, work, and thrive in our ever-changing world. They will be ready and comfortable to navigate diverse environments, able to take full advantage of new opportunities and, hopefully, excited to leverage their developed global perspectives as an asset for contributing positively to the world.

We are engaging in DEIG work: »»To ensure that all students, faculty, and staff can come to school and work as their authentic selves without working hard to do it; »»To create an environment where all people feel a sense of belonging and can thrive; »»To create safe spaces where people are equipped and desire to have courageous conversations that lead to people truly seeing and respecting each other;

»»To cultivate a school community where people can develop trust and strong, genuine relationships that will last beyond their time at BB&N; »»To be able to engage productively, respectfully, and lovingly across lines of difference.

MISSION BB&N’s mission is to promote scholarship, integrity, and kindness in diverse, curious, and motivated students. The school prepares students for lives of principled engagement in their communities and the world.

VALUES (excerpted)

»»We value a diverse and inclusive community that fosters respect for the identities and perspectives of all. »»We value kindness and compassion among all members of our community.

»»We value encouraging our students to learn and serve in their local, regional, and global communities.

MOTTO Honor Scholarship Kindness

3

HISTORY I BB&N is proud of its long history of being an inclusive community of diverse learners. The school’s commitment to diversity, equity, and inclusion dates back many years. As our guiding mission states, “The school prepares students for lives of principled engagement in their communities and the world.”

A DEI&G TIMELINE AT BB&N

1974 1903 Myron McAdoo attends Browne & Nichols School for three years

Co-educational independent day school is established with the merger of Buckingham School and Browne & Nichols School

1994 BB&N students attend the People of Color Conference for the first time

1951

1997

BB&N Circus begins, an inclusive, communitycentered tradition that continues to this day

1983

School’s annual financial aid commitment tops $1 million (today it is $8.65 million)

Lewis Bryant hired, becoming one of the first directors of multicultural services in the entire country

ACKNOWLEDGMENTS I

=

$

+

BB&N is balanced almost equally by gender*

BB&N has provided financial support for DEIG over multiple decades

Percentage of students of color has grown over the past 20 years

*Data is collected in a binary manner

4

2001

2016

Goal is set for school’s enrollment to reach 33% students of color (this year, students of color make up 39% of BB&N’s enrollment)

Dr. Karina Baum appointed as BB&N’s first director of global education

2007 BB&N conducts first-of-kind achievement gap study with the assistance of an E.E. Ford Foundation grant

2014 2007 First year of the biennial One School One World celebration of cultures and heritages

All academic campuses have DEIG programs or initiatives

BB&N becomes a member school of Global Online Academy

Families are eager to engage more around diversity, equity, inclusion, and global education

2018 Leila Bailey-Stewart named Special Assistant to the Head of School for Inclusive Communities

There are a wealth of programs and initiatives that have grown over the past 30 years

5

FINDINGS: 1 I Assessment vs. Action KEY TAKEAWAY:

Over the past 25 years, BB&N has executed six major assessments related to diversity, equity, and inclusion. While a deep level of thought and analysis around the challenges BB&N faces emerged, most recommendations were not implemented consistently.

Of Interest:

»»These studies, conducted by highly skilled experts in the field of education, have generated similar patterns and themes over a 25+ year period.

»»The committees who worked on past assessments put forward a series of recommendations for the school. »»Past assessments indicate a pattern of inquiry and study followed by a six-year gap.

Questions to Think About: »»How does BB&N break the cycle of assessment and inaction? »»How do we best leverage the recommendations that have not yet been implemented to inform our future direction?

6

FINDINGS: 2 I Increased Interest and Involvement KEY TAKEAWAY:

The greatest observable change at BB&N has been the increased desire and involvement of our community toward the goal of BB&N becoming a more diverse, equitable, and inclusive school.

Of Interest: »»Many stakeholders have come together to create, lead, and participate in groups around DEIG work. »»There are at least 14 student affinity groups across all three BB&N campuses. »»There are at least six committees of faculty and staff, and seven parent groups devoted to DEIG work.

Questions to Think About: »»How do we individually and collectively continue to evolve our attitudes and mindsets? »»What are the benefits and challenges of many groups mobilizing to enact change?

“Students are allowed to express our opinions in a respectful way and we’re also encouraged to educate others who might have misconceptions.”

US STUDENT

7

FINDINGS: 3 I Incremental Change in Data KEY TAKEAWAY:

While BB&N has made demonstrable progress in increasing racial and ethnic diversity of the student body over the past 30 years, plenty of important work remains ahead of us.

6-Year Change in Student Diversity: Race/Ethnicity

1100 1000

1009

1017

1017

1007

1022

1003

1012

900 800 746

700

730

710

700

681

600

641

627

500 400 300

263

317

287

297

2013-14

2014-15

385

362

341

200 100 0 2012-13

——— AS Total Population

2015-16

——— AS Caucasian/White Students

Of Interest:

2016-17

2017-18

2018-19

——— AS Students of Color

All BB&N Students 2018-19

»»BB&N has achieved significant progress over the past 6 years in its goal to increase the racial and ethnic diversity of its enrolled students, moving from 26% students of color in 2012-13 to 38% in the 2018-19 school year.

62%

Students of Color Caucasian/White

38%

8

Of Interest:

BB&N Students of Color 2018-19 (N=385)

»»While BB&N’s enrollment of students of color has increased by 12 percentage points at the all-school level over the past 6 years, the impact of that commitment grows more complicated at more granular levels.

16% 14% 12% 10% 8% 6% 4% 2% 0%

Asian

Black/ African American

Hispanic/ Latinx

Native American

Asian

Multiracial

Black/African American

Middle Eastern

Hispanic/Latinx

Native American

Multiracial

Middle Eastern

»»Compare the composition of the Upper School student population from 30 years ago to today. If, for example, you’re a black student, it would appear that things haven’t changed much at all.

»»The multiracial category is the least defined at BB&N; it’s important to note that all demographic data is selfreported by families during the admission process.

»»The Upper School is the only campus with student-of-color data from the 1980s-90s that could be measured, though Hispanic/Latinx and multiracial categories were not measured 30 years ago.

Questions to Think About:

Upper School Students of Color, Change Over Time 20%

»»In what ways does increasing the percentage of students of color at BB&N support the school’s educational mission?

»»In what ways can BB&N work to create a more diverse, inclusive community for all students, even at the more granular levels of grade and classroom?

15% 10% 5%

19 18 -

18 20

17

17 20

16 -

16 20

15 -

15 20

14

14 -

20

13 -

13 20

12 20

92 91 -

91 19

90 -

90 19

89 19

19

88 -

89

0%

——— ——— ——— ——— ——— ———

Asian Hispanic/Latinx Middle Eastern Black/African American Multiracial Native American

9

FINDINGS: 4 I Pain of Underrepresentation KEY TAKEAWAY:

In making strides toward more inclusive communities, we have uncovered that underrepresentation of specific groups has led to individual and collective pain. We have important work ahead of us in addressing these individual and collective challenges caused by underrepresentation.

Of Interest:

»»Currently, many grade levels have multiple racial or ethnic groups that are significantly underrepresented (two or fewer students who identify as members of those groups).

»»For the 2018-2019 academic year, there are no students who have self-identified as Native American students enrolled at BB&N. (There is one Native American student in 2019-2020.)

Questions to Think About: »»What might be the unintended impact of underrepresentation on our community? »»What are ways BB&N can work toward creating a more diverse and inclusive community for all students, especially at more granular levels such as grade and classroom?

2018-19 Student Demographics

B K 1 2 3 4 5 6 7 8 9 10 11 12

Total Population 33 40 38 40 41 40 42 59 78 91 133 129 122 126

0 2 2 0 3 0 3 2 5 2 5 14 7 6

Hispanic/ Latinx 4 0 1 4 4 1 3 6 6 3 7 6 2 8

Native American 0 0 0 0 0 0 0 0 0 0 0 0 0 0

MultiRacial 7 7 8 5 9 11 5 11 8 10 10 14 6 9

Middle Eastern 1 2 1 1 1 0 1 0 0 1 2 2 3 4

White/ Caucasian 17 22 22 26 21 24 29 34 53 58 84 76 86 81

Total

1012

134

51

55

0

120

19

633

Total Grades with 2 or fewer

1

7

4

14

0

12

0

Total Grades with 0

0

3

1

14

0

3

0

Grade

10

Asian

Black/AA

4 7 4 4 3 4 1 6 6 17 25 17 18 18

“A teacher asked me to take off my headphones because I’m only supposed to wear them for academic purposes. It makes me so mad because everyone wears their headphones and it’s different for me.

She doesn’t understand that these (pointing to the earphones) are my only friends here.”

US STUDENT OF COLOR

9

FINDINGS: 5 I Beyond Race and Gender KEY TAKEAWAY:

In the past, our work has generated extensive data relating to the state of racial and ethnic representation at BB&N. Community members, however, identify themselves across many different aspects. As we strive to create a more inclusive community, we must broaden beyond just race and gender in how we define and recognize individuals.

Of Interest: »»At present, we do not collect student-level data to represent identities along additional lines of difference, such as non-binary gender identity or ability.

Questions to Think About: »»Think about the multiple identities you hold. Which parts of you are appreciated or represented within the BB&N community? Which parts are less so? »»How might the adoption of a broader definition of diversity foster more inclusive communities?

SocioEconomic Status

Faith

Gender Identity

Geographic Location

IDENTITY Ability

Sexual Orientation

Race Thought

12

Ethnicity

“Outward diversity is not enough. We also need diversity of opinion, thought, traditions, and more.�

LS/MS PARENT

11

FINDINGS: 6 I Multicultural Services and Global Education KEY TAKEAWAY:

The Multicultural Services Office has been in place at BB&N for 36 years and the Global Education Office was created four years ago. Our community believes that both of these functions are necessary and important, yet at the time of this study, both were understaffed and had insufficient resources available.

MULTICULTURAL SERVICES

GLOBAL EDUCATION

This multi-faceted program has been managed by just one person over many years.

The Global Education program is still new.

There is low to medium awareness about all of the aspects of the global education program.

The program’s scope has grown significantly over time.

People mistakenly equate trips with global education.

Programs are spread wide and thin.

Community believes the function is necessary and needs more resources.

Faculty and staff aren’t fully aware of the range of available global education partnerships.

Professional development of faculty and staff is a high need.

Students who experience the global education program view it positively.

Programmatic reach across all campuses is inconsistent.

Of Interest:

14

»»BB&N has been inconsistent in extending the reach of these two programs across all three campuses. This is primarily a problem of finite resource allotment.

»»There is widespread agreement about the necessity of providing ample professional development opportunities to support faculty and staff ’s awareness and understanding in both the multicultural and global areas.

Programmatic reach across all campuses is inconsistent.

Questions to Think About:

»»How can the school increase awareness of its global education program?

»»How do we best leverage these two programs’ strengths and opportunities to inform our future direction?

15

FINDINGS: 7 I Faculty and Staff Demographics Faculty/Staff Race 2018-19

KEY TAKEAWAY:

The growth in the diversity of BB&N’s student enrollment over the past three decades has not been matched by similar trends in the faculty ranks, though the results for faculty and staff hired for the last two school years are encouraging.

N=88

N=162

N=45

N=15

Staff w/o Leadership Responsibilities

Faculty w/o Leadership Responsibilities

2nd-level Leadership Faculty/Staff

Senior Leadership Group

100 90 80 70 60 50 40

Asian Black/African American Caucasian/White

30 20 10

Hispanic/Latinx Multiracial Native Hawaiian or Pacific Islander

16

Of Interest:

»»Faculty are less diverse the higher one progresses from entry level to the most senior level, particularly as relates to race and ethnicity.

»»There is a higher attrition rate for faculty of color. »» There seems to be a lack of clarity about career progression for faculty and staff, which was amplified for faculty and staff of color.

»»Ample research demonstrates the strong correlation between the presence of teachers of color and the success of students of color.

Hiring Results 2018

53%

71%

(17 of 32)

(15 of 21)

of hires

diversified the pool

»»What can the school do to increase opportunities for leadership throughout our faculty and staff ranks?

of hires

diversified the pool

2019 Breakdown Lower School

6 of 7 hires (86%) represent some form of diversity

Middle School

4 of 4 hires (100%) represent some form of diversity

Upper School

5 of 10 hires (50%) represent some form of diversity

Administration/Staff

4 of 7 hires (57%) represent some form of diversity

Questions to Think About: »»How can BB&N go about improving not only its hiring but also its retention of faculty and staff of color?

2019

17

RECOMMENDATIONS: 1 I Establish Office for DEIG KEY TAKEAWAY:

To better support BB&N in its work toward becoming more diverse, equitable, and inclusive, the current DEIG capacity will be expanded.

In February 2019, the Board of Trustees approved this recommendation, and implementation of the new office began immediately.

Of Interest:

»»Beginning in the 2019-2020 school year, six individuals work full time in the Office for Diversity, Equity, Inclusion, and Global Education.

»»The Global Education Program Director joined the DEIG Office to ensure an integrated and collaborative approach. »»A DEIG Practitioner works with faculty, staff, students, and families on each of our three campuses. »»The Community Outreach and Engagement Specialist strengthens BB&N’s work in the local Cambridge and Greater Boston community.

Questions to Think About: »»How can combining DEIG into one unified office strengthen BB&N’s commitment to this work? »»What new or expanded projects would you envision for this restructured office?

Special Assistant to the Head for Inclusive Communities

DEIG Practitioner LS

DEIG Practitioner MS

DEIG Practitioner US

Director of Global Education

Global Education Operations Coordinator* *Pending position

18

Community Outreach & Engagement Specialist

Leila Bailey-Stewart Special Assistant to the Head of School for Inclusive Communities

Karina Baum Director of Global Education

Lewis Bryant Director of Multicultural Services/Upper School DEIG Practitioner

Simone Miles Esteves Middle School DEIG Practitioner

Emma Price Lower School DEIG Practitioner

Candie Sanderson Community Outreach and Engagement Specialist

Amani Abu Shakra Upper School Diversity Liaison

Betsy Canaday Global Liaison

19

RECOMMENDATIONS: 2 I Adopt Strategic Objective KEY TAKEAWAY:

As part of BB&N’s Strategic Design, the board has adopted the following strategic objective on diverse, equitable, and inclusive communities: “Ensure that the student body, faculty, and staff of BB&N accurately reflects our diverse communities and that all members of our school feel safe and supported to bring their authentic selves to school each and every day so all of our students feel confident and prepared to excel in our complex society.”

Of Interest: »»Three major initiatives will support the achievement of this strategic objective: 1) Recruitment and Retention of Students

2) Recruitment and Retention of Faculty & Staff

3) A UKnighted, Inclusive Community »»These initiatives are supported by committees co-chaired by trustees and the members of the senior leadership group.

»»Families, faculty, and staff are welcome to join in the work toward making BB&N’s shared vision a reality.

Questions to Think About: »»How might you support BB&N’s building of more inclusive communities in your role as a member of the school community? »»How can BB&N support you in feeling more welcomed, affirmed, and included?

20

Early Actions: »»Two consecutive years of Community T-Shirt program

»»Team-building focus for all school employees on Opening Days and Professional Days »»Streamlined international trips program

»»All hiring searches now feature an inclusion representative

»»Equitable food options are now provided at the NAC for students after school

»»Financial aid support was increased for the 2019-20 school year

Join With Us! As the title of this report indicates, BB&N is engaged in the building of a pathway to inclusive communities. This is an ongoing, collaborative process. As members of our BB&N community review this report, we very much expect that they will bring unique experiences and understanding to the findings herein.

That’s exactly why we think of this report as a conversation starter. Please reach out to us at deig@bbns.org to share your feedback, your observations, and your questions. We are eager to continue this ongoing dialogue with all of you!

21 19

Buckingham Browne & Nichols School 80 Gerry’s Landing Road, Cambridge, MA 02138-5512 www.bbns.org

YOUR OBSERVATIONS:

Be a Part of the Conversation!

Reach out to deig@bbns.org with your ideas, comments, or questions.

FALL 2019