THE HUN SCHOOL OF PRINCETON’S
STRATEGIC PL AN FOR CULTURAL COMPETENCY 2020 - 2024
PUBLISHED: JULY 2020
INTRODUC TION We would like for every member of the Hun School of Princeton community to feel as if ‘Cultural Competency’ is relevant and relatable to their experience at Hun. Through increased and strategic programing, community assessment, and community outreach and relationship building we hope to implement strategies that will create a mutually beneficial community of cultural exchange and learning. This strategic plan was drafted in 2020 with the help of numerous faculty and student leaders. Otis Douce Director of Equity, Inclusion, and Global Diversity
CONTRIBUTORS CULTURAL COMPETENCY COMMITTEE (CCC) EXECUTIVE BOARD: Otis Douce, director of equity, inclusion, and global diversity Dayna Gash, ninth grade dean Chantille Kennedy, Middle School counselor Dara Martin, faculty, NextTerm co-director Meghan Poller ’95, associate director of resident life HUN SCHOOL CHAPTER OF SEEKING EDUCATIONAL EQUITY AND DIVERSITY (SEED): Dayna Gash, ninth grade dean Rory Hart, history and global studies faculty, director of John Gale Hun Program for Civics Education Davirah Timm-Dinkins, associate director of college counseling Black Student Union Group Black Student Union Parent Group Gender and Sexuality Awareness Group Student Government
SNAPSHOT OF STUDENT DEMOGRAPHY AT THE HUN SCHOOL 2019
55%
20%
56%
GENDER IDENTITY
RACE
42%
44% 2%
BIPOC
NON-WHITE WHITE
9%
FEMALE NON-BINARY MALE
8%
4%
6% 2% 2%
9%
SEXUAL IDENTITY
RELIGIOUS AFFILIATION
15%
58% 87%
HETEROSEXUAL
LGBTQ SELF-IDENTIFYING
CHRISTIAN NON-AFFILIATED JEWISH HINDU ATHEIST BUDDHIST MUSLIM
GEOGRAPHIC DIVERSITY
Home States
18
Home Countries
*The Hun School does not compile admission data on race or religion. The statistics above were generated by an anonymous Student Culture Survey, completed by 94% of Hun School students in 2019.
24
FOUNDATION The Hun School has a robust Cultural Competency curriculum, with several pinnacle programs currently in place. These programs have been designed to help create a mutually beneficial community of cultural exchange and learning. As a community there is a strong understanding that the creation of an equitable campus community is an ongoing commitment that requires continual learning and periodic assessment and reevaluation of the changing needs of students, faculty, and staff. THE CULTURAL COMPETENCY COMMIT TEE Established in 2014, The Cultural Competency Committee is an advocacy group that identifies, recommends, and supports creative strategies for promoting and supporting campus diversity, inclusion, and equity. It works to establish effective and collaborative working relationships between departments, offices and student groups that will assist in fostering a supporting and equitable environment for Hun community members.
MARTIN LUTHER KING JR. LEADERSHIP SUMMIT Named for Rev. Dr. Martin Luther King, Jr., and established at Hun in January 2015, the MLK Leadership Summit is a three-day leadership-development institute for students. Participants in the MLK Summit have the opportunity to examine and develop their own leadership potential within a multicultural context.
FOUNDATION
The retreat is held annually at The Hun School for Upper School students who are interested in gaining a better understanding of diversity and working towards social justice at their respective schools and beyond. Trained facilitators provide a framework and opportunity for students to create a greater sense of community, explore critical issues related to social inequality, and expand their own potential for multicultural leadership in an emotionally safe environment. The Summit is grounded in the Social Change Model of Leadership which believes leadership development is embedded in collaboration and concern for fostering positive social change. The model examines leadership development from three different perspectives or levels: The Individual, The Group, and The Community/Society.
PROGRAMS IN PL ACE AT THE HUN SCHOOL TO ADVANCE STUDENT AND FACULT Y CULTURAL COMPETENCY EDUCATION:
MLK Leadership Summit - Established 2015
National SEED Project, training for faculty, staff, and students
Bystander Training - Established 2017
Sexual Assault Training - Established 2017
Facilitating Difficult Conversations - Established 2018
Cultural Appropriation Training
Young Women’s Leadership Program
Establishment of the Cultural Competency Committee (CCC) - Established 2014
Anti bias training for all faculty/staff with Lee Mun Wah
The Hun Way, Middle School Cultural Competency/Anti-Racism, Positive Psychology, and Team-building Orientation Program - Initiated Fall 2019
White Ribbon Campaign
International Week and various cultural celebrations
Annual Day of Silence
FOUNDATION
PRINCETON COMMUNIT Y EVENTS HOSTED OR SUPPORTED BY THE HUN SCHOOL’S CULTURAL COMPETENCY COMMIT TEE:
CCC and Community service: Hunger Banquet at Hinds Plaza in Downtown Princeton
Unity Walk
Ally Training for Princeton University students
Training for Princeton community members in conjunction with
Princeton Public Library and Not In Our Town Princeton (NIOT)
on difficult conversations and engaging in intergroup dialogue
Waking Up White Presentation with Debby Irving, in collaboration with PPL and NIOT
Sonia Nazario at Princeton Presbyterian Church, hosted by CCC
Facilitators for Princeton University Incoming Freshman Discussion
Princeton Slavery Project, facilitated and hosted by CCC and NIOT
The Germination Project in Philadelphia
The Princeton Migration Project
Angst at Princeton Garden Theater
DIVERSIT Y-BASED CLUBS AND AFFINIT Y GROUPS
The Asian Culture Club
Gender and Sexuality Awareness Club
Black Student Union
Jewish Studies and Culture Club
Buddies without Borders
Latin American and Culture Club
Diversity Club
Masala Club
Gender Equity Matters Club
Middle Eastern Society
EXECUTIVE SUMMARY Cultural Competency Programs are broken into three main areas.
INTRA-COMMUNITY INTER-COMMUNITY COMMUNITY ADVANCEMENT
INTRA-COMMUNIT Y: Intra-community work focuses on constituency-based support and education, particularly for historically and socially marginalized and underserved communities. Programming and resources can include exploring the intersections of multiple identities within a community, learning about the history of social oppression and how it affects a community, and celebrating the experiences and heritage of a group.
INTER-COMMUNIT Y: Inter-community work focuses on cross-cultural dialogue and building bridges with others across communities. Programming and resources that fall within this area encourages community education and collaboration among different communities and supports the forming of allies groups.
COMMUNIT Y ADVANCEMENT: Building upon both the intra-community and inter-community, community advancement speaks to the work to change individual, cultural, and institutional actions and policies that may discriminate or marginalize any group. An integral part of this area is strategically engaging, working, and collaborating with many areas of the Hun community, including faculty and alumni. Programming and resources may include cultural competency education and training across campus as well as advocacy on the institutional level.
EXECUTIVE SUMMARY
Process 1. Develop a rolling four-year strategic plan that reinforces Hun’s
commitment to the core theme of Diversity and Inclusion; 2 . Discuss frameworks, strategies, initiatives, programs, and actions Hun
could proactively implement that can address issues of inclusion, access,
diversity, and global engagement; 3. Monitor external trends, national, local and community dynamics,
uncertain budgetary forecast, etc., that could threaten or create setbacks
in Hun’s diversity efforts.
Summary of Goals and Priorities
Develop a common language and focus.
Develop a culture of accountability on issues of inclusion and equity.
Create a culture of collective responsibility around inclusion.
Create a framework for on-going internal programming and continued
assessment and reevaluation of programming and curriculum.
Create systems for reporting and tracking and responding to bias incidents on campus.
AC TIONS Specific actions and approaches that will be taken and implemented by The Hun School in order to create a more inclusive campus community in practice and in policy.
1. Structure and Accountability a. Express commitment to diversity and equity through the inclusion of diversity
position in Administrative Team, Completed June, 2020; b. Ongoing Board of Trustees commitment to enlisting diverse Trustee
candidates and participating in equity training;
c. Expansion of the Cultural Competency Stipend positions; d. Faculty evaluations to include Identity Standards and how well they are incorporating
those standards into the curriculum during year end review;
e. Policy on language in-person and online that reinforces School values and
commitment to address behavior that can erode community standards;
f. Administrative team sets a goal of 100% of the faculty going through SEED training
in the next five years;
g. Student survey on diversity and equity once every four years.
AC TIONS
2. Programming and Curriculum a. Support club and affinity group space and structure; i.
Ensure appropriate time is established for clubs to meet regularly
ii. Support and provide structure for advisors
1. Training
2 . Stipend
3. Program management iii. Support student leaders through training and assistant with club management b. Introduce and develop scope and sequence of Social Justice Standards and
benchmarks in programming efforts;
i. The Hun Way, Middle School Cultural Competency/Anti-Racism,
Positive Psychology, and Team-building Orientation Program, Initiated Fall 2019
ii. SEED student training, Initiated Fall 2019 iii. Student club activities and Intra- and Inter-Community programming c. Intentional and conscious efforts to broaden representation in School assemblies
and speakers;
d. Support of and collaboration with Residential Life ; i. Work with director of residential life and team to support and create
intentional programming that creates community and intentionally works
to create equitable spaces.
ii. Increase interaction between domestic and international students. iii. Mitigate the barriers for community building. iv. Tailor programming to support the specific needs of boarding students.
Create a Middle School Cultural Competency Committee;
e.
i. Create programming more flexible and responsive to the needs of
6-8 grade student development.
ii. Develop Middle School faculty leaders through training internally and
externally, that will help drive curriculum development and responsive
programming. f. Increase attendance and visibility at Cultural Celebrations; i. Partner with department heads to connect curriculum to cultural programing g. Increase online outreach and visibility to reach students quickly and implement
passive programming; i. Keeps parents, faculty, staff and alumni engaged and informed in events on campus.
AC TIONS
3. Inclusive and Equitable Climate:
Introduce new processes to strengthen the focus on diversity, inclusion, and the broader climate a. Introduce departmental- and division-based Diversity and Values Statements
and specific annual goals;
b. Conduct a departmental curriculum audit: How are different identities represented
in the curriculum and what stories are either being told or left out;
c. Commitment to regular surveys and reviews of climate, workload, and experience; d. Establish an Exit Interview Process for capturing testimonies of faculty who depart; e. Regular review of discipline data and update handbook policies regarding bias language,
including the use of social media on and off campus;
f. Parents Association to consider the addition of a DEI position to the Executive Committee.
4. Faculty Development:
Increase the capacity of faculty and staff to identify and respond to bias, harassment,
and problematic language, through internal and external training. a. Offer workshops for chairs and others in leadership positions on diversity, inclusion,
and equity:
i. Having difficult conversations ii. Responding to bias and problematic language iii. Personal identity work and self-reflection iv. Bystander training v. Teaching English Language learners b. Faculty assessment to include cultural competency benchmarks; c. Adopt percentage goals for Hun faculty and administration to complete SEED training.
AC TIONS
5. Diversity Recruitment a. Human Resources and Admission included in internal and external trainings.
Unconscious bias training and standard for hiring teams as well as the development
of a standard for hiring for all search committees;
b. Hiring and expanding diversity outreach for positions at Hun; c. Develop long-term recruitment plan and promotional tools to attract diverse and
culturally competent candidates;
d. Support retention for faculty of color through the development of mentoring programs
to support new teachers;
e. Active and ongoing recruitment for diversity on The Hun School’s Board of Trustees
(gender, race, ethnicity, nationality, sexual orientation, religion, etc.)
f. Partner with Admission on student recruitment including panels, student interviews,
leveraging alumni and parent relationships.
g. Assist with student retention through mentorship and identifying students who
could have trouble transitioning to Hun. This could include race, social class, gender
identity, nationality or other identities.
6. Establish a Community Engagement Team a. Breakdown silos in programming around critical service learning; b. Create common language and goals around critical service-learning: i. A social change orientation ii. Working to redistribute control iii. Developing authentic relationships c. Develop long term skill building through service, diversity, and global
programming partnership.
ANCHOR STANDARDS IDENTIT Y ANCHOR STANDARDS 1. Students will develop positive social identities based on their membership in
multiple groups in society.
2 . Students will develop language and historical and cultural knowledge that affirm
and accurately describe their membership in multiple identity groups.
3. Students will recognize that people’s multiple identities interact and create unique
and complex individuals.
4 . Students will express pride, confidence and healthy self-esteem without denying
the value and dignity of others people.
5. Students will recognize traits of the dominant culture, their home culture and
others cultures and other cultures and understand how they negotiate their
own identity in multiple spaces.
DIVERSIT Y ANCHOR STANDARDS 1. Students will express comfort with people who are both similar to and different
from them and engage respectfully with all people.
2 . Students will develop language and knowledge to accurately and respectfully describe
how people (including themselves) are both similar and different from each other and
others in their identity groups.
3. Students will respectfully express curiosity about the history and lived experiences
of others and will exchange ideas and beliefs in an open-minded way.
4 . Students will respond to diversity by building empathy, respect, understanding,
and connection.
5. Students will examine diversity in social, cultural, political and historical contexts
rather than in ways that are superficial or oversimplified.
ANCHOR STANDARDS
JUSTICE ANCHOR STANDARDS 1. Students will recognize stereotypes and relate to people as individuals rather than
representatives of groups.
2 . Student will recognize unfairness on the individual level (e.g., bias speech) and injustice
at the institutional or systemic level (e.g., discrimination).
3. Students will analyze the harmful impact of bias and injustice on the world,
historically and today.
4 . Students will recognize that power and privilege influence relationships on
interpersonal, intergroup and institutional levels and consider how they have been
affected by those dynamics.
5. Students will identify figures, groups, events and a variety of strategies and
philosophies relevant to the history of social justice around the world.
AC TION ANCHOR STANDARDS 1. Students will express empathy when people are excluded or mistreated because
of their identities and concerns when they see bias.
2 . Students will recognize their own responsibility to stand up to exclusion,
prejudice and injustice.
3. Students will speak up with courage and respect when they or someone else has
been hurt or wronged by bias.
4 . Students will make principled decisions about when and how to take a stand against bias
and injustice in their everyday lives and will do so despite negative peer or group pressure.
5. Students will plan and carry out collective action against bias and injustice in the world
and will evaluate what strategies are most effective.
“It is a power, the way of peace, the way of love, the way of non-violence. We are trying our best to inspire another generation of young people not just in America, but around the world, to stand up, be brave, to be courageous. And, when you see something that’s not right, make a little noise.” – THE L ATE CONGRESSMAN JOHN LEWIS AT THE HUN SCHOOL IN 2015
THE HUN SCHOOL OF PRINCETON 176 EDGERSTOUNE ROAD PRINCETON, NJ 08540 (609) 921-7600
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