Inclusivity & Multiculturalism ACTION PLAN
From the head of school Nansemond-Suffolk Academy is a very welcoming community that attracts students from diverse backgrounds and perspectives. Every student who attends NSA brings something unique to our school. As part of our core values, NSA seeks to promote inclusivity and multiculturalism throughout the school community. Inclusivity and multiculturalism speaks to identities including but not limited to ability, age, ethnicity, gender, national origin, race, religion, sexual orientation, socioeconomic status and all the ways these unique identifiers intersect. Over the last year, the Board of Trustees has worked to develop an Inclusivity and Multiculturalism Plan, which we have already begun to implement. We are very appreciative of the inclusivity and multiculturalism committee members of the Board and of the school for their leadership and guidance in creating the plan and would also like to thank everyone who participated in the discovery committees and the Assessment of Inclusivity and Multiculturalism (AIM) survey. We stand together in creating a sense of belonging for all of our community members through the following five goals: Goal 1: Growth and Support of Cross-Cultural Competency and Multiculturalism: NSA will implement regular formal professional development and programs for faculty, staff, trustees and students to promote cross-cultural competency and other areas of multiculturalism. The programs will promote a sense of respect and inclusivity for all regardless of individual differences. Goal 2: Employee and Board Diversity: NSA will take measures to increase diversity of the faculty, staff and Board of Trustees to reflect the multiculturalism of the student body. Goal 3: Teaching and Learning: NSA will review its curriculum on how multiculturalism is incorporated into the curriculum for all students using a balanced approach, not reflective of one viewpoint or another, but rather one that promotes independence in thought. Goal 4: Leadership and Policy: NSA will examine its policies and practices to determine if they appropriately support the multicultural efforts of the school and ensure that policies and practices do not favor specific subsets of groups within the school. Goal 5: Community Engagement: NSA will implement plans to incorporate its larger community, including alumni, to further support the mission of inclusivity and multiculturalism in the school. United, we will work together to help to ensure that our faculty, staff, students, families, alumni and trustees each feel that they belong here, and we recognize that this work, rooted in our distinctive culture and mission, is challenging, ongoing and essential to who we are and what we aspire to be. We thank you in advance for your support of our goals to create a community where every member feels a sense of belonging, valued and respected. With much gratitude,
Debbie Russell Head of School
Promoting Multiculturalism and Inclusivity in our Community In January 2021, the Board of Trustees and NSA administration decided to engage the services of the National Association of Independent Schools (NAIS) to launch the Assessment of Inclusivity and Multiculturalism (AIM) survey and school self-assessment and hire a third-party consultant to further build upon the school’s diversity, equity and inclusion efforts as well as to assist NSA in its strategic planning efforts. This inclusivity and multiculturalism plan is the result of the comprehensive survey and school selfassessment, which evaluated diversity, multiculturalism, equity and justice within the school as well as how individuals experience the school as it is today.
AIM Survey and School Self-Assessment Overview
42%
1
Overall Survey Participation
1,521 individuals from seven constituent groups were invited to participate in the AIM Survey, and 639 responses were received
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Third-Party Consultant to convene and facilitate meetings and to consult with the Board of Trustees’ Inclusivity and Multiculturalism Committee on the survey results and data analysis
Over 70 individuals participated in the discovery committee meetings
70
+
The AIM Climate Survey was designed to gauge the attitudes and impressions of all constituents on a number of issues, with particular emphasis given to the satisfaction levels related to the school’s climate, approach to inclusiveness and approach to multiculturalism.
Discovery Committees
High-Performing Schools
All Schools
NSA
Admissions and Financial Aid
5
5
5
Alumni Involvement and Investment
4
4
4
3
3
3
2
2
2
1
1
1
Reflection on Student Life Reflection on Faculty/Teachers Parent/Guardian Involvement Teaching and Learning Staff Involvement and Life School Governance/Leadership and Policy and Administration School Publications and Environment
Overall School Morale
Satisfaction with Multiculturalism
Satisfaction with Inclusiveness
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Our Purpose NSA’s mission statement and our Saints Values shape the school’s culture and inspire us to foster an intentionally diverse, equitable and inclusive community. We respect one another and believe that friendship teaches us to find beauty and strength in our differences as well as our commonalities. An NSA education embraces both the open exchange of ideas and learning from varying perspectives, inclusive of the beliefs and identities reflected within our community. We strive to embed these principles in our curriculum, our admissions, financial assistance and hiring practices as well as in the way we develop relationships and cultivate character. United, we work together to help ensure faculty, staff, students, families, alumni and trustees each feel that they belong here, and we recognize that this work, rooted in our distinctive culture and mission, is challenging, ongoing and essential to who we are and what we aspire to be.
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Creating a Sense of Belonging for All At NSA, we believe that success is reflected in how we respect and support each other. Our principles of inclusivity and multiculturalism are woven into the fabric of our identity, and we stand together in creating a sense of belonging for all of our community members through the five goals below.
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Growth and Support of Cross-Cultural Competency and Multiculturalism NSA will implement regular, formal professional development and programs for faculty, staff, trustees and students to promote cross-cultural competency and other areas of multiculturalism. The programs will promote a sense of respect and inclusivity for all regardless of individual differences. Action Items: Consider the need for an inclusivity and multiculturalism position to advance the growth and support of the school’s inclusivity and multiculturalism efforts. Research and schedule regular, formal professional development for faculty, staff and trustees regarding cross-cultural competency and multiculturalism. Research and schedule regular, formal programs for students regarding cross-cultural competency and multiculturalism.
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Employee and Board Diversity NSA will take measures to increase diversity of the faculty, staff and Board of Trustees to reflect the multiculturalism of the student body. Action Items: Broaden recruitment outreach efforts for all open positions and increase attendance at more diversity career fairs to increase the pool of diverse candidates. Actively recruit diverse candidates to serve the school and the Board of Trustees as well as leadership positions on standing committees within the Board.
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Teaching and Learning NSA will review its curriculum on how multiculturalism is incorporated into the curriculum for all students using a balanced approach, not reflective of one viewpoint or another, but rather one that promotes independence in thought. Action Items: Review of curriculum with multicultural lens to be completed, which includes recommendations and opportunities for inquiry-based learning to promote independent thought. Develop a schedule for celebrating and educating the school community about cultural observances.
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Leadership and Policy NSA will examine its policies and practices to determine if they appropriately support the multicultural efforts of the school and ensure that policies and practices do not favor specific subsets of groups within the school. Action Items: Review student and employee policies/handbooks and determine if policies or practices favor specific subsets of groups within the school. Consider how to further improve mutual respect and inclusivity among students. Review of financial aid policy by Audit Committee to determine how it will support the inclusivity and multicultural initiatives of the school and make recommendations to the Board of Trustees. Review by Finance Committee of annual budget to determine if expenses incurred for inclusivity and multicultural initiatives are properly supported and make recommendation of any budget changes to the Board of Trustees. Conduct NAIS AIM survey again in three to four years to understand and measure progress.
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Community Engagement NSA will implement plans to incorporate its larger community, including alumni, to further support the mission of inclusivity and multiculturalism in the school. Action Items: Formalize the communication process, engagement and outreach to promote congruence in the transition from student to alumni.
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Community Engagement (continued) Action Items: Continue to formalize the communication process to all NSA constituents. Create plan to solicit additional funds for inclusivity and multiculturalism initiatives and to fully leverage the funds received to date.
Important Terms and Definitions NSA uses the definitions below in order to provide a common language within our community as it relates to our inclusivity and multiculturalism initiatives.
Climate of the School Climate can be defined as individuals’ perceptions of how they exist within the school (or other organization), including perceptions of routine behavior that affect attitudes, feelings and behaviors within the context of the school. Climate is also the atmosphere in the school as experienced by individuals who are part of the school community or come into contact with the school in some way. This is different from culture, which is a set of unspoken rules that shape values, beliefs, habits, patterns of thinking, behaviors and styles of communication.
Cultural Competency Cultural competency is the application of a defined set of values, principles, skills, attitudes, policies and behaviors that enable individuals and groups to work effectively across cultures. Cultural competence is a developmental process (and continuum) that evolves over time for both individuals and organizations. It is defined as having the capacity to (1) value diversity, (2) conduct assessment of self, (3) manage the dynamics of difference, (4) acquire and apply cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities in which one lives and works.
Cultural Identifiers Cultural identifiers can be used to assist in recognizing and understanding the unique aspects of individuals based on their backgrounds, values, experiences, traditions and the contexts in which they are expressed. There are countless demographic markers and ways people identify, and these categories are changing and emerging with the times. The National Association of Independent Schools suggests independent schools consider and plan for the following cultural identifiers: ability/disability, age, citizenship status, ethnicity, family makeup, gender, learning style, linguistic difference, race, religion/spiritual belief, sexual orientation and socioeconomic status.
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Important Terms and Definitions (continued) Diversity The concept of diversity embraces the wide range of human characteristics used to mark or identify individual and group identities. These characteristics include, but are not limited to, ethnicity, race, national origin, age, personality, sexual orientation, gender, class, religion, ability and linguistic preferences. Diversity is a term used as shorthand for visible and quantifiable statuses, but diversity of thought and ways of knowing, being and doing are also understood as natural, valued and desired states, the presence of which benefit organizations, workplaces and society.
Equity Equity exists as a condition that balances two dimensions: fairness and inclusion. As a function of fairness, equity implies ensuring that people have what they need to participate in school life and reach their full potential. Equitable treatment involves eliminating barriers that prevent the full participation of all individuals. As a function of inclusion, equity ensures that essential educational programs, services, activities and technologies are accessible to all. Equity is not equality; it is the expression of justice, ethics, multipartiality (giving equal attention to multiple identities and experiences) and the absence of discrimination.
Inclusivity/Inclusiveness Inclusiveness means encompassing all — taking every individual’s experience and identity into account and creating conditions where all feel accepted, safe, empowered, supported and affirmed. An inclusive school or organization expands its sense of community to include all, cultivating belonging and giving all an equal voice. Inclusivity also promotes and enacts the sharing of power and recognition of interdependence, where authorizing individuals and community members share responsibility for expressing core values and maintaining respect for differences in the spirit of care and cooperation.
Multicultural Education Multicultural education is an approach to education that is grounded in the ideals of social justice and educational equity. It is dedicated to facilitating educational experiences in which all students reach their full potential as learners and as socially aware and active beings in the local, national and global arenas. The objective of multicultural education, simply stated, is to help students learn how to live in an ethnically and culturally rich, diverse society.
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Multiculturalism Multiculturalism refers to the presence of many distinctive cultures and the manifestation of cultural components and derivatives (e.g., language, values, religion, race, communication styles, etc.) in a given setting. Multiculturalism promotes the understanding of and respect for cultural differences and celebrates them as a source of community strength. Multiculturalism is also defined as a set of programs, policies and practices that enable and maximize the benefits of diversity in a school community or organization.
Social Justice Social justice is a vision of society in which the distribution of resources is equitable and all members are physically and psychologically safe and secure. Social justice involves social actors who have a sense of their own agency as well as a sense of social responsibility toward and with others and the society as a whole.
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