BB&N Diversity Guide by BB&N

2007-08

First Edition

BB&N Diversity Program Guide

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Ta b l e o f C o n t e n t s 2

I n t ro d u c t i o n f ro m L e w i s B r y a n t , D i re c t o r o f M u l t i c u l t u r a l S e r v i c e s

Part 1: Leadership & Commitment 4 BB&N Board of Trustees’ Commitment to Diversity 6 The Experience of Diversity at BB&N: A Message from Rebecca T. Upham, Head of School

•••••

P a r t 2 : C u r r i c u l u m & P ro g r a m 8 Diversity and Multiculturalism in Curriculum 18 Diversity Focus Groups/Co-Curriculum Programs 2 0 Diversity and Athletics at BB&N

BB&N

2007-08

First Edition Diversity Program Guide

2 0 Community Service at BB&N 2 2 Academic and Counseling Support 2 5 Financial Support

P a r t 3 : Community & Adult Education 2 6 Hiring Practices 2 8 Professional Development 2 8 Diversity Committees at BB&N 3 0 Admission

Always remember you are absolutely unique. Just like everyone else.

MARGARET

MEAD

3 1 Parent/Community Groups 3 2 All-School Diversity Events

Appendix

An Introduction from Lewis Bryant, BB&N’s Director of Multicultural Services We have moved from discussing diversity at BB&N to understanding that diversity is BB&N. What I am most proud of after spending 24 years here is the integrated approach BB&N has taken in its effort to become a truly diverse, inclusive, and multicultural school and community. It is important to understand that the words diversity, inclusion, and multicultural have separate definitions, but when brought together they define a school rich with inclusive programs, core values, a multicultural curriculum, and a diverse population that reflects the world we live in. At BB&N, the word diversity reflects the population of people who make up BB&N; inclusion speaks to the goal of including and considering the backgrounds, cultures, circumstances, and perspectives of all our community members in our programmatic decisions, which should lead to inclusion for everyone; multicultural speaks to the make-up of our curriculum and co-curricular program. BB&N also defines a diverse population as one inclusive of gender, sexual orientation, socio-economic class, race, ethnicity, culture, and religion (and not exclusive of other social identities). As a community and an institution, BB&N is guided by our Mission Statement and several other documents (Statement of Philosophy on Multicultural Education, Community Standards Statement, and Policy on Religious and Cultural Observances; all included in their entirety in the appendix to this Guide) that have been developed and adopted over the years. These documents provide us with a guide as well as a set of institutional reminders, and have created the framework that has enabled us to develop our diverse, inclusive, and multicultural program and community. As you read through this Guide, we hope you will gain a stronger sense of how extensively diversity, inclusion, and multiculturalism are woven into the fabric of BB&N from a program and community standpoint. The Guide consists of three sections that illuminate the scope of diversity-related efforts here at BB&N: Leadership and Commitment; Curriculum and Program; and Community and Adult Education. In these sections, readers are able to use the lens of diversity to take a closer look at many overlapping areas and aspects of the School that, taken together, represent an integrated picture of the experience of diversity in our learning community, including: • • • • • • • • •

our commitment to hiring a diverse faculty, administration, and staff; our ongoing efforts to present course offerings that reflect our diverse, multicultural world; our admission philosophy and practices; diversity-related professional development opportunities for faculty, administrators, and staff; our many student-based affinity and focus groups; academic and other support services for students; parent programs and activities that appeal to our diverse family community; outreach and service efforts to communities beyond our own; and BB&N’s faculty/staff Diversity Committee structure and work, which has helped provide the institutional infrastructure necessary to develop our diversity programs as well as educate and raise awareness over the years.

••••• Read along and discover the many ways we integrate diversity into our school, from curricular offerings and foreign travel opportunities to student support groups and parent education.

The following diversity initiative has been fully supported by the Board and the Administration: BB&N has long been

concerned about the academic achievement of students of color and following years of

This integrated approach to creating a diverse learning environment would not be possible without the strong leadership and commitment from the Head of School, Rebecca T. Upham, and the Board of Trustees, led by Laura Hodges Taylor ’74; an outstanding and increasingly diverse faculty; many committed, involved, and caring parents; and a bright, talented, and diverse student body. Our program elements reflect years of honest self-analysis, critical review, and a pursuit of sound educational thinking, as opposed to convenience, political correctness, and short-term success.

discussion and debate, concerns expressed by parents of color, and some anecdotal

information (not always reliable), decided to explore this issue from an institutional and schoolwide point of view. With the help of a matching grant from the Edward E. Ford Foundation, we hired a research team led by Professor Lisa Gonsalves from UMass Boston to do comparative research on academic achievement at BB&N during the 2006-07 school year. The research team spent the entire year gathering information, which will be presented to the board and administration

BB&N is proud of its efforts around diversity, yet we also know that the work never ends. We continue to strive toward the ambitious goal of creating a school and community that provides a safe haven for all of our students to reach their full potential in and outside of the classroom. We support and commit to this ongoing work because we believe that embracing, respecting, understanding, and taking into account the full meaning of diversity makes us a better and richer school, and prepares our students for the world around them.

this year, along with a set of recommendations. What is unique about this study is the comparative aspect, wherein the research team looked at various student groups based on factors such as race and ethnicity, a student’s entry point into BB&N, and socio-economic status (along with other factors). The school is very excited about this endeavor and we look forward to hearing from the research team, entering into dialogue with them, and following up on their recommendations over the next couple of years.

“Each member of the BB&N community has a right to be treated with civility and respect.” F R O M B B & N S T A T E M E N T O F C O M M U N I T Y S T A N D A R D S

part 1

Leadership and Commitment BB&N Board of Trustees’ Commitment to Diversity BB&N’s mission statement speaks to the goals for our students of self-reliance, knowledge of oneself, and a capacity for leadership. The Board of Trustees has long recognized the important role that community-wide diversity plays in achieving these goals. In 2003, the Board of Trustees endorsed the recommendations of the Board’s Diversity Committee, which presented a vision of diversity at BB&N that includes: 1) a critical mass of student diversity; 2) the recruitment of a more diverse work force as a high priority; 3) support for the development of a cohesive multicultural curriculum; 4) outreach to our local communities; and 5) use of the resources of the School to further this vision.

BB&N strives for diversity that reflects the urban environment in which the School is located, as well as the world in which our students live. That diversity—whether racial, religious, socio-economic, cultural, or even philosophical—is what brings texture to the BB&N experience, and allows the School to prepare our students to become citizens of the world. B B & N 4

—L AURA H ODGES TAYLOR ’74, C HAIR , BB&N B OARD

T RUSTEES

â&#x20AC;&#x153;It is the

opportunity to share our diversity in heritage, values, and skills that enriches our experience at BB&N.â&#x20AC;?

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The Experience of Diversity at BB&N: A Message from Head of School Rebecca T. Upham

BB&N’s commitment to diversity is integral to the mission and vision of the School. The different perspectives and experiences of our students define the fabric of our community. These many perspectives and experiences contribute to the growth of the individuals who call BB&N their alma mater and shape the classroom and extracurricular experiences. To have as classmates and friends people who are different from oneself, to come to truly know the background, experiences, and beliefs of a new friend, is to learn more deeply about oneself and our world. There is no more important attribute in the preparation for global citizenship. The vibrancy and vitality we feel in the hallways and classrooms and playing fields of BB&N derives from the people who are here. At its root are the varied interests and experiences, the different backgrounds, cultures, religions, views, and perspectives that our students bring to their classes and that faculty and families bring to myriad activities. Each of us adds to the richness of another’s experience. Working and playing together teaches us lifelong lessons about appreciating each other, about knowing and understanding each other, about learning from each other. The unique vibrancy of our School is created through the openness and diversity of our community. —R EBECCA T. U PHAM , H EAD

S CHOOL

B B & N ’s M o t t o re p re s e n t s t h e S c h o o l ’s fundamental values and guides our mission: H O N E S TA S , L I T T E R A E , C O M I TA S ( H o n o r, S c h o l a r s h i p , K i n d n e s s )

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“We will act to create

• We are a PreKindergarten through Grade 12

an environment where

coeducational day school, located on three

diversity is welcomed

campuses and working as one school in the pursuit of excellence. • We celebrate the diversity of our community which enriches our daily experience. • The heart of our educational program, as well as its success, lies in the connections between faculty and students. We provide a rigorous core academic curriculum, taught in innovative ways and strengthened by our commitment to a comprehensive program in the arts and athletics.

and nurtured.... Each member of the BB&N community has a right to be treated with civility and respect.... We will refrain from and discourage behavior that threatens the dignity

• We foster intellectual curiosity, critical thinking,

of others.”

and a deep concern and respect for others.

B B & N S TAT E M E N T O F C O M M U N I T Y S TA N D A R D S

FROM

• We ask all of our community members to be engaged learners, compassionate individuals, and productive citizens who live the School’s core values of Honor, Scholarship, and Kindness. In addition to the School Mission Statement, BB&N makes its views and policies clear through its statements on Community Standards, Philosophy on Multicultural Education, and Policy on Religious and Cultural Observances. Please turn to the appendix for full text of these statements.

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“At BB&N, we foster curiosity, critical thinking, and a deep concern and respect for others.” FROM

part 2

B B & N M I S S I O N S TAT E M E N T

Curriculum and Program Diversity and Multiculturalism in Curriculum Diversity and Multiculturalism in Lower School Curriculum In the Lower School, students from ages 4 through 12 span eight grade levels, an enormous spectrum of academic and social/emotional development. Teaching priorities include not only cognitive and academic development, but social and community development appropriate for each stage of the Lower School journey: early, middle, and upper elementary. Diversity in its broadest definition is therefore integral to the Lower School curriculum, providing the means through which students understand themselves and others in the context of family, community, country, and world. The Lower School’s anti-bias study in 2006-07 afforded the faculty an opportunity to review the extent of diversity-related efforts across the curriculum as the campus engaged in inventorying anti-bias curriculum approaches used to further both social and academic development.

Responsive Classroom Curriculum The Responsive Classroom approach is a major component of the Lower School’s diversity efforts. A central underlying principle of the Responsive Classroom approach is to respect and support diversity in all its aspects.

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The Responsive Classroom approach, developed by Northeast Foundation for Children, Inc., consists of practical strategies for bringing together social and academic learning throughout the school day, every day. Respect for social interaction and inclusion in the learning process, along with sensitivity to how children learn and acquire specific social skills needed in a learning community, are fundamental components of the Responsive Classroom approach. Among the main teaching practices of the Responsive Classroom curriculum are daily morning classroom meetings; clear and consistent rules and logical consequences; guided

“There are such a

few places where

mélange of people

can gather and

work well

together; BB&N just happens to be one.”

part

discovery that encourages inquiry and heightens interest in material being presented; academic choice to encourage investment in the process and motivation; organization strategies for arranging classrooms to encourage independence, promote care of the classroom environment, and maximize learning; and partnering with families in their children’s education.

Language Arts In the study of language arts, diversity is respected through the Lower School’s sensitivity to differentiated curriculum approaches based on the variety of learning strengths and preferences among children. For example, the blended techniques employed in the reading acquisition program appeal to many different learning approaches and preferences: sight words, word families, phonics-based learning, and reading comprehension. The program is extended significantly through the use of technology-based modalities. Language arts-based exposure to the diversity of cultures, traditions, ethnicities, religions, family composition, etc., occurs regularly through many program avenues, including book and author studies, read alouds, history/social/culture studies, and classroom discussions about our diverse lifestyles. In Early Elementary grades, discussion units include “Self and Family,” “Alike and Different,” and “All About Me” projects, which provide areas for discussion about similarities, differences, and families. Cultural awareness units including Navajo Native Americans, Africa, Japan, the Arctic, Mexico, “Fairytales/Folktales Around the World,” “Families of the World,” and the exploration of holiday traditions for Hanukkah, Christmas (including Danish/Norse/Icelandic holiday traditions), and Chinese New Year. In Middle Elementary grades, diversity-themed units include community building/friendship, study of the history of Native Americans, life in China, a biography study of Martin Luther King, Jr., “Understanding Our Differences” (physical and cognitive); an exploration of modern and ancient Egypt, an immigration unit exploring our multicultural roots and population with visits from immigrant parents and others in our community, and literature studies including Shiloh, Charlotte’s Web, and Witch of Fourth Street, focused on issues of discrimination and stereotypes. In Upper Elementary grades, diversity is explored through a Native American cultures unit focused on the New England area, as well as extensive study of the cultural issues of early North American settlement by Europeans. Another unit focuses on the roots of the American Civil War and the history of slave trade. In grade 6, diversity-themed units include a thorough exploration of the U.S. Civil Rights movement, followed by a unit on the ancient Islamic world, focused on Persia. Curriculum includes a series of discussions and activities based on awareness of Eurocentrism in the West, including “Rethinking Columbus.” Also, grade 6 engages in a series of anti-bias discussions, including “Wheel of Oppression,” and “Safe Zone” discussions, focusing on language, common practice, and awareness of bias in cultures. The two libraries at the Lower School, as well as the classrooms, have extensive inventories of diverse literature as well as diversity-themed literature, and numerous resources related to the social studies units presented in each of the grade levels. In 2006, the Lower School hosted diversity book fairs that increased awareness of the numerous opportunities to increase diversity-themed literature for elementary-aged students.

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Science at the Lower School is attentive to the diversity of learning styles: hands-on, auditory, visual, and written forms. Labs for all grade levels provide opportunities to focus on each of these learning styles, giving all students opportunities

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Foreign Language Starting in Beginners, students receive a half year of French and a half year of Spanish instruction. In fifth grade, students elect to focus exclusively on one of the two languages. Cultural aspects of the countries in which Spanish and French are spoken are an important component of language study.

“An inclusive curriculum and a diverse community where members learn to live within and to appreciate and celebrate a rich variety of cultures is fundamental to excellence in BB&N’s educational programs.” FROM

B B & N S TAT E M E N T

PHILOSOPHY

M U LT I C U LT U R A L E D U C AT I O N

Visual Arts Studio arts explores the art and lives of different cultures around the world through a diversity of genres and types of art from around the world, including folk art, as well as the exploration of a diversity of visual artistic expression. Through the School’s collaboration with the Museum of Fine Arts, museum work provides regular opportunities for students to look at, think about, and explore both historic and contemporary cultures and their visual art. A collaborative project that has been expanded this year is an MFA-based study of French, Spanish, and American artists from the 19th and 20th centuries. Other examples of Lower School visual arts units include African fabric work, Nubian jewelry and objects, the making of kufi hats, Guatemalan-based sculpture, Japanese bamboo art, urban arts, symbols in art and how they reflect religions and cultures, and the study of American folk art and its diverse roots. In woodworking, diversity-themed units include a Native American food paddles project, and spoon-making and bowl-making projects based on spoon and bowl forms of cultural groups from the Philippines, Hawaii, the Trobriand Islands, Suriname, Ghana and other African cultures, and the Northwest coast Native Americans.

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Music/Performing Arts An important priority of the music program at the Lower School is exposure to music from different lands and traditions. Virtually all of the Lower School’s musical performances reflect this focus on cultural diversity. In class, students have regular opportunities to listen to composers from different lands, including women artists, and study different musical genres, including American jazz. Diversity of learning is also respected through curriculum delivery that includes distinctly different learning modes, including kinesthetic movement, visual, aural, rhythm, reading music, and presentation of musical forms and purpose.

Physical Education The PE program attends to different physical abilities, likes and dislikes across the physical development and sport spectrums, as well as awareness of and sensitivity to the competitive elements in sports. The PE program also strives to incorporate cultural traditions into physical activities, including instruction in a range of dances from around the world that celebrate spring. Inclusion, objectivity, and supporting each student’s personal best are also curriculum delivery priorities.

Diversity and Multiculturalism in Middle School Curriculum At the Middle School, the program is developmentally appropriate and students benefit from having a space and campus of their own. With the combination of rising sixth graders and our newly admitted students, community building is a focus in the beginning of the year, and together we establish a strong foundation from which to grow. At this age level, it is critical to create a safe place for our young community members, and a thoughtful lens into diversity often serves as a springboard for students as they begin to branch out to establish an identity independent of family and friends. The curriculum works to invite and nourish reflection on that journey as well as provide concrete content, tools, and study skills along the way. The curriculum, community opportunities, and Advisory Program reflect the school’s commitment to multiculturalism and diversity. Our students come from diverse backgrounds and we support and nurture their differences as well as work to prepare them for their future contributions to our increasingly diverse world.

Foreign Language

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The French, Spanish, and Latin language curriculum is infused with the teaching of diversity. Along with learning a new language, students are guided to understand, be empathetic toward, and value the culture of that language. Instructors highlight both the similarities and differences between our culture and that of the chosen language. The textbooks present many aspects of culture: art, political and social history, customs, and beliefs. Individual teachers create lessons around culture and the countries in which the language is spoken.

“It is the goal of BB&N to be inclusive and respectful of all while we educate ourselves about the observances and celebrations of a wide range of religious and cultural traditions.” FROM

BB&N POLICY

RELIGIOUS

AND

C U LT U R A L

OBSERVANCES

••••••••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••• History In many ways, diversity is the foundation of the seventh and eighth grade history curriculum. Latin American History in grade 7 looks at the changing demographics of the United States, including an exploration of traditional cultures and values, women’s roles, the evolving place of Native Americans, African-American roles, current events (including issues of immigration), and examination of traditional and contemporary Mayan life and culture in Guatemala. Carnaval is a celebration of Latin American arts and culture in early May. Conversations about personal and sociological differences are common in seventh grade classes. Eighth grade U.S. History curriculum begins with discussions about the “First Americans,” with a focus on Native Americans, the “disadvantaged” (indentured servants, Native Americans, children, African-Americans, other religions) and others who were not included in Puritan culture. Students compare the Salem witch trials to McCarthyism and other “witch hunts” in U.S. and world history. They learn about colonial women and their struggles with and contributions to colonial culture. The government unit involves discussions of inclusion and exclusion (from the Declaration of Independence to the 19th Amendment) and Supreme Court cases like Plessy v. Ferguson and Brown v. Board of Education, women’s rights, and other current events. The U.S. Civil War unit involves all of the topics above.

English Middle School English presents diverse points of view and a range of life experiences through thoughtfully selected literature and specific writing projects. Seventh graders read a wide selection of short stories, including those by Maxine Hong Kingston, Langston Hughes, Toni Cade Bambara, Saki, Feng Jicai, and Daniel Garza. Students read several novels that complement their study of Latin America in history, including The Pearl, Bless Me Ultima, and The House on Mango Street. Eighth graders become familiar with a wide range of poets and short story writers of differing backgrounds and with a variety of perspectives. Students read selections from the anthology Leaving Home, including pieces by Amy Tan, Sandra Cisneros, Charles Mungoshi, Vickie Sears, Edward P. Jones, Francisco Jimenez, Gary Soto, Toni Morrison, and others. Students also study Narrative of the Life of Frederick Douglass. In both grades, students engage in writing projects that reflect the diversity of their heritages and interests. In the seventh grade, students write a Family Portrait Sketch Album about their family histories. In eighth grade, students write a 10-page story about a topic of their own choosing.

Science The Middle School science curriculum has been revitalized throughout the years to reflect the evolving needs of our diverse student population. Through a variety of activities, we attempt to engage students in dialogue about facets of diversity that are both age- and curriculum-appropriate. In both grades, students are given opportunities to pursue their own interests through individual projects such as the Eighth Grade Science Fair. In projects such as the mini-biography posters, students are challenged to research and create a presentation about a scientist, inventor, or engineer of their own choosing through their own personal lens. Additionally, students explore science and its place in the larger context of our community, country, and world through activities that range from reading and discussing current research in class, to watching specials such as PBS’ Nova: Forgotten Genius (the story of chemist Percy Lavon Julian) on their own time.

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The after-school Science Club participates in Challenge 20/20, a program designed to enhance awareness of global issues among students. Club members communicate regularly with students from around the world and are working closely with schools in other countries to develop local solutions to global problems.

Math The concepts we cover in the Middle School are fairly straightforward, so we use the applications to be inclusive; for example, word problems reflect a broad range of settings, names, cultures, and activities. We address varying learning styles both by ability grouping and providing weekly support in Math Lab. A math field trip explores the ways math is reflected in our neighborhoods, helping to make the students more aware of the diverse communities of Boston and Cambridge.

Arts Understanding the cultural context of art is an important component of the Middle School visual arts program, in which students explore materials and skills through the lens of different cultures. For example, seventh grade students study Mimbres pottery and iconography to better understand the worldview of the Mimbres peoples and their artistic expression. The entire fourth quarter is devoted to the study of Latin American arts, culminating in a Carnaval celebration of the artistic expressions such as a Cuban musical performance, theatrical performances using folk tales, ceramic tiles documenting the Cuban sugarcane industry, and the rich architectural legacy in Cuba. In the eighth grade, social justice and awareness is an important aspect of two arts courses. In printmaking, students create paper prayers to educate the community about the AIDS epidemic in Africa by raising funds through a sale of the paper prayers for people living with HIV in South Africa. In the pottery elective, an empty soup bowl project raises funds for children in Northern Vietnam. An essential component of the arts courses is for students to know themselves and bring aspects of themselves, their ethnicity, and significant moments of their lives into their work. One unit in the eighth grade painting class focuses on family roots from which the student creates a visual expression of their family.

Library Our library includes a variety of books, periodicals, and electronic resources that support the Middle School’s diverse curriculum. The librarian works collaboratively with classroom teachers to implement our rich and varied programming. Our collection includes books that feature characters, settings, and themes that allow students to explore and appreciate various cultural, ethnic, religious, and sexual orientation perspectives.

Diversity and Multiculturalism in Upper School Curriculum

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Students in grades nine through twelve encounter a challenging academic program taught through a variety of methodologies designed to foster intellectual engagement, creativity, and the acquisition of knowledge and academic skills necessary for advanced scholarship. These skills include, but are not limited to: research, literary/historical analysis, logical/analytical/ scientific thinking, study of one or more non-English languages, aesthetics, and an understanding of and appreciation for multiculturalism. The diversity of the student body and faculty, combined with the inclusive pedagogical approach leads to rich and complex discussions regarding race, gender, religion, sexual orientation, culture, socio-economic class, and other

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forms of diversity. Many courses use multicultural texts within the curriculum, and some elective courses (especially in English and history) are focused primarily on the above forms of diversity. As students progress from grade to grade, they have increasing access to elective courses within the different academic disciplines. In addition to specific courses, course content, and pedagogical approaches designed to expose students to multiculturalism and promote appreciation for diversity, the Upper School provides opportunities for students to participate in multicultural clubs and assemblies, community service endeavors throughout the greater Boston area, cultural enrichment trips, diversity conferences, and semester or yearlong study away programs in foreign countries or different regions within the U.S. Sophomores can spend a semester in Switzerland. Juniors may attend programs in Rome, China, the Rocky Mountains, rural Vermont, the Maine coast, the Colorado Rockies, or New York City. Students may also undertake a self-designed independent study course with a faculty sponsor.

Visual and Performing Arts Offering a wide array of courses, the arts department aims to expose students to many forms of creative expression and those artists who have mastered their mediums. Ninth grade students take a semester course in the visual arts and a semester course in the performing arts. This year is designed as an introduction to the yearlong art courses available to sophomores, juniors, and seniors. The personal nature of the creative process and projects undertaken, as well as the exhibition of completed work lend themselves to a wide variety of multicultural expression. Our photography course, for example, asks students to use their families, communities, and neighbors as photography subjects. In past years, students have chosen to photograph cultural gatherings such as the annual Dominican festival and the Gay and Lesbian Pride parade, political rallies, a portfolio of extended family members, and the neighborhood activities they participate in outside of school.

English Students fulfill a four-year English requirement by taking two years of general English and two years of elective English courses, in which they choose from a menu of thematically designed courses, some of which are multicultural in nature. With a focus on mastering writing skills and literary analysis, students reflect on a variety of texts in discussion-based classes. Some examples of multicultural texts used in English courses include Beloved, Chronicle of a Death Foretold, The Bluest Eye, Warriors Don’t Cry: Searing Memoir of the Battle to Integrate Little Rock, Black Boy, The Fire Next Time, The Wind-Up Bird Chronicle, and Song of Solomon.

Sample elective courses in English include: African-American Literature Irish Renaissance Considering America An Intensive Study of Invisible Man Landscape and Identity

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••••••••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••• History/Social Science All ninth grade history courses begin with Facing History and Ourselves, a quarter-long study of the Holocaust that shows the complexity of this tragedy in world history and becomes the basis for understanding related examples from history of persecution, genocide, discrimination, racism, government oppression, and international intervention. Students then continue a study of either world civilizations or early western civilizations. In sophomore year, students opt for either a world history course or begin a two-year study of U.S. history in a global context. The history department recently redesigned a number of courses to include a more global perspective. Moving away from standard survey courses in history, the department has focused on themes that supercede national or regional borders, or specific time periods. In eleventh grade, students either continue to study U.S. history in a global context, or undertake a yearlong U.S. history course in which a number of multicultural themes are presented. In the senior year, students choose from a broad selection of elective courses, some of which focus on ethnic/cultural studies.

Sample elective courses in history include: Modern China African-American History World Religions Presidential Politics and America’s Global Role 20th Century U.S. Culture and Society

Math/Science While the focus of our science and math courses is tied directly to the mathematical or science sub-topics such as algebra, geometry, calculus, biology, physics, and chemistry, elective courses offered by faculty members in the math and science departments encourage students to undertake projects of their own design, which, to varying degrees, allow for multicultural exploration. The culminating project in the AP Statistics course, for example, requires students to create a self-designed statistical analysis of a series of data sets. Students might examine the percentage of athletes of color on professional sports teams, or the economic analysis of homeowners in a particular neighborhood, for example. The Current Topics in Scientific Research class asks students to explore cutting-edge developments in a number of science sub-fields such as genetics, biotechnology, immunology, and environmental science. In the second half of the course, students pursue an in-depth analysis of a topic they find most intriguing. In the past, topics with a multicultural focus have included the viability of ethanol as a fuel source in the U.S. compared with Brazil, and the link between global warming and asthma rates in urban centers. Independent projects in science and math electives such as Environmental Science, Current Topics in Scientific Research, Statistics, and Computer Science encourage students to pursue research and apply what they have learned to areas of interest.

Foreign Language The Upper School requires students to complete three consecutive years of language study. Arabic, Chinese, French, Latin, Russian, and Spanish are offered. Courses focus on cultural aspects of the language in addition to speaking, reading, and writing skills in that language. Most students continue in their chosen language(s) beyond the three-year requirement. In advanced levels, students read texts in the original language and discuss the literature in that language as well. Some students pursue BB&N’s double language programs that require seven years of cumulative study of two different foreign languages. The language department has sponsored cultural trips and home-stay exchanges in different countries including Chile, China, Costa Rica, France, Greece, Italy, Russia, and Spain.

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Diversity Focus Groups/Co-Curriculum Programs L o w e r S c h o o l C o - C u r r i c u l u m P ro g r a m s Assemblies: At the Lower School, assemblies occur throughout the year. Discussion-focused assemblies feature speakers on topics ranging from raising awareness of the needs of others to issues of health and wellness. Several other assemblies provide opportunities for multicultural and historical exploration through student performances as well as performances from outside groups. A parent-led Committee for Cultural Enrichment lends support to these efforts by arranging periodic assemblies featuring culturally-based performance groups. Assemblies may be for the entire Lower School population or segments of the population, based on subject matter and developmental appropriateness. Affinity Lunch: All students of color from grades K through 6 are invited to participate in the Affinity lunch program, a weekly lunch program mentored by faculty of color and designed to support and bring together a “community within the community.” Peer Lunch: All students in grades 5 and 6 participate in a weekly peer lunch program with six or seven peers and one teacher/administrator/staff member. These lunch groups are generally based on gender and provide opportunities for a wide range of social and community discussions in an intimate setting. The groups are designed to bring together students in the same grade from across the homerooms, to help strengthen relationships beyond the contained classroom.

Middle School Diversity Focus Groups/Co-Curriculum Programs Advisory/Co-Curriculum is at the heart of the Middle School program. Students are paired with either a seventh grade or eighth grade advisor, and this person becomes the student’s (and family’s) primary adult contact throughout the year. Students meet with their advisors/ homeroom teachers several times a week in the morning, and then for a full period every Friday during Advisory period. At this time, advisors and their partnered homeroom teacher(s) work with their advisees through the Advisory/Co-Curriculum program. Generally, this program offers students an opportunity to engage in age-appropriate discussions with trusted adults and peers about various issues facing middle schoolers today. The goal is for students to learn responsibility for themselves and others, and to be productive, respectful, and thoughtful members of the BB&N community. The seventh grade Co-Curriculum program covers a wide range of topics including study skills, group building, relationships, bullying, community service learning, internet safety, gender differences, and race; the program also asks students to engage in discussions about prejudice, stereotyping, and discrimination.

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The eighth grade Co-Curriculum programs covers many of the same topics, although in a manner that fosters more independence to prepare students for the challenges of the Upper School. Some specific activities that students participate in during their eighth grade Advisory experience are: homeroom speeches in which students complete a five-minute autobiographical speech, and viewing and discussion of Not in Our Town, a video about discrimination in a small town and how the town responds, and Race: The Power of an Illusion, which challenges students to explore and challenge racial stereotypes and differences. All eighth grade students also participate in an eight-session Sexuality and Relationships seminar.

••••••••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••• D-Squared is the Middle School’s diversity-themed student club, which meets once a week. Members join in discussions and activities that facilitate community and self-awareness through identifying and understanding differences (and similarities) and exploring multiple perspectives and points of view.

U p p e r S c h o o l D i v e r s i t y F o c u s G ro u p s / C o - C u r r i c u l u m P ro g r a m s Focus Groups: These groups (see below) are designed to provide support, enrichment, education, and fun for their members and the broader Upper School community. Each group chooses student leaders and has at least one faculty advisor. They meet weekly, offer activities, bring in speakers, and generally support the diversity efforts at the Upper School. The Office of Multicultural Services, the Upper School Director, and the Office of the Dean of Students support these groups. Women’s Issues Group Gay Straight Alliance Social Service Club SHADES (Students Honoring All Differences and Embracing Similarities) Asian Cultural Society Christian Cultural Club Jewish Cultural Club Islamic Society All of the student groups mentioned above come under one umbrella organization called the Multicultural Students Alliance, which meets together monthly. The following leadership opportunities are available to all students: Peer Counseling Sophomore Guides Senior Prefects Student Activity Committee(s) Grade Council(s) BB&N students regularly attend the following diversity conferences offered by the National Association of Independent Schools (NAIS) and the Association of Independent Schools in New England (AISNE): NAIS Student Diversity Leadership Conference AISNE Middle School Diversity Conference AISNE High School Diversity Conference AISNE Middle School Student Of Color Conference AISNE High School Student Of Color Conference Upper School Co-Curriculum Morning and X-Block Assemblies: The assembly program supports the diversity program by bringing in outside speakers and performers, as well as encouraging students and faculty to share. The assembly program is a vital part of our effort to both educate and expose our students to a wide range of issues and topics. Recently, we have covered topics including; Hispanic Heritage Month, Chinese New Year, Black History Month, Global Warming, and the Don Imus controversy. Morning assemblies occur twice weekly and there is one X-block assembly each month (mandatory attendance). The Upper School Diversity Committee is responsible for planning four X-block assemblies each year.

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Diversity and Athletics at BB&N Jackie Robinson breaks the color line in professional baseball, the Boston Celtics field an all-black starting five for the first time in the NBA, Bill Russell becomes the first black coach of a professional basketball franchise, and Doug Williams, a black quarterback, leads the Washington Redskins to a Super Bowl win. Sports have always been a place where the pursuit of a competitive edge has forced people to see beyond race and ethnicity. Social lessons have been taught and learned on the playing fields and in practices for years. Here at BB&N we have seen and nurtured these types of opportunities and experiences for our student-athletes. Playing a sport at BB&N is much more than just learning how to shoot, run, and jump; it’s about learning how to co-exist with people who are both similar and different than you. Combining different skills, attitudes, personalities, and cultural backgrounds is as much a part of a successful and enjoyable athletic experience as winning and losing. We want our student-athletes to come away from the experience having learned something about competing and having learned something about each other. Our coaches are expected to honor and respect cultural, racial, religious, sexual orientation, and ethnic difference, as well as the reality that some of our student-athletes may miss an occasional practice or game because of their socio-economic status and/or need to work. The athletic department also has a policy that all student-athletes will be able to be included in all aspects of the program and financial resources will be made available when necessary for things like equipment, team trips, or other related expenses. Creating an environment free of racism, homophobia, and sexism is an explicit expectation shared with every BB&N coach, full time or part time. The overall goal of the athletic program at BB&N is to encourage fun, learning and growth, competition, and fair play. We recognize that in order for this to happen we must hire and retain a diverse coaching staff and provide professional development in the areas of coaching and diversity. In doing so, we hope to create an environment where all of our studentathletes are valued for who they are by their teammates, coaches, and members of the athletic department. With this comprehensive understanding and a full array of teams and other athletics-related experiences, we feel strongly that we reach our goals each and every day.

Community Service at BB&N Diversity at BB&N includes reaching out to the local and global community to assist those in need. Each campus provides community service opportunities organized by campus, individual classrooms, and parent and student groups.

Lower School Community Service

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Early Elementary students participate in community service through a series of schoolwide programs, including a Halloween collection for UNICEF, a winter “Mitten Tree” program that donates new mittens, scarves, and hats to the Hildebrand Family Center, a shelter for homeless families, a non-perishable Food Drive in the spring that benefits the Boston Food Bank, and an end-of-year collection of used pencils that are packed and sent to schools and hospitals in Kenya and Tanzania. Kindergarten classrooms visit the residents of Cambridge Homes (an assisted living home), participate in a Peace Corps pen pal exchange program, and raise money for Heifer International, a program to buy farm animals in

••••••••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••• “BB&N believes there is much to learn about the world and its people from sharing individual traditions and cultures, and much to lose from inhibiting this sharing process.” FROM ON

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developing countries. First grade classes make trips to a recycling center, read with children at a daycare center, and collect school supplies for a school in Mexico. Middle elementary students write letters and send packages to a platoon of soldiers in Iraq. Upper Elementary students organize the Book Bonanza, a used book sale whose proceeds go to an organization chosen each year by the grade 6 Community Council. Grade 5 students support kiva.org and Hands On (Rebuilding Together). In grade 6, students may join the community service-based One World Club, which organizes gradewide participation in the following projects: Project Bread’s Walk for Hunger, visits to a Salvation Army daycare center in Cambridge, visits to a Nursing Home seasonally and decorate the dining hall during each visit, and volunteering at the Boston Food Bank and Bread and Jams soup kitchen.

Middle School Community Service Awareness of our place and responsibility in the larger community and world is an ongoing goal. Units and themes are woven into our curriculum throughout the two-year program. The entire Middle School community participates in multiple service our Giving Thanks Day in November. To set the stage, we have outside speakers join us for an assembly devoted to giving. Two invited speakers address students about issues of social justice. Past speakers have included Partners in Health, Project Bread, and Pi Pi—a group that worked in Sri Lanka before and after the tsunami. Students then participate in activities to support local organizations and those in need within our community. The Middle School Community Service Club raises awareness of need around the world through fund raisers and speakers. Several initiatives are used both to invite participation and increase awareness. Paper Prayers have been sponsored in the printmaking art class to raise money for AIDS groups in South Africa. Kim Berman, an advocate for AIDS awareness who lives and works in South Africa, has run workshops at the Middle School in the past to show how those living with AIDS can support their community through the sale of their art. The Soup Bowl Dinner, now in its 15th year, is sponsored by art teacher Libby Maclaren and her wheelthrown pottery class. Proceeds from the dinner go toward fighting hunger.

Upper School Community Service Community service at the Upper School represents an important element in the life of the division. Every student must complete forty hours of such service over the course of an Upper School career in order to earn a diploma. Beginning last year, we began to involve students more fully in the planning of projects, inviting them to

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take greater ownership of what we undertake and under what circumstances. They now meet once a week with their faculty sponsors to establish policies. There are a variety of opportunities for students to serve, both locally and in the larger Boston area. One of the key discussions students are having revolves around whether or not national and international projects should be included in our standards. We also provide opportunities for students to serve within, as well as beyond, the school campuses. At present, an Upper Schooler can receive up to ten hours of service credit for being a student tutor. We are exploring other opportunities for students to be helpful, both on this campus and at the Middle and Lower Schools.

Academic and Counseling Support BB&N’s academic and counseling support process reflects our commitment to serving the needs of a diverse student population with different learning styles, backgrounds, and resources. Support ranges from learning specialists to counselors and psychological services to academic tutors.

Lower School Support Classes and After-School Study: English Seminar is a full-year course led by the Upper Elementary Literacy Specialist and offered in lieu of foreign language classes to 6th graders with demonstrated needs in reading, writing, study, and/or organizational skills. An after-school study skills program, supervised by the Academic Skills Specialist, is available four afternoons a week for students in grades 5 and 6 whose teachers recommend them for support with homework and/or organization. Learning Specialists: Learning specialists work in homeroom classes as well as in pullout groups; they support students from Beginner through 6th grade, through meetings and frequent contact with parents, coordination with tutors, and ongoing coordination and consultation with classroom teachers, staffings, and individualized and small group instruction. Learning specialists include literacy specialists, math specialists, and academic skills specialists. School Psychologist: The Lower School psychologist consults with homeroom teachers and specialists on a regular basis, attends staffings, and works closely with Lower School Director. The psychologist also coordinates periodic report meetings by grade level where students’ cognitive and/or social-emotional concerns are discussed. Interventions and/or other strategies are determined and subsequently monitored by the psychologist and faculty. In addition, monthly group meetings for parents are hosted by the psychologist, with different themes each month on a variety of health and behavioral topics. Assistant Director of Studies: The Lower School Director and Assistant Director of Studies meet as needed with the Academic Support staff and psychologist to coordinate referrals for outside tutoring and testing services. The Lower School maintains a list of outside providers, including testing services, learning specialists, psychologists, and tutors.

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Classroom Teachers: Middle School teachers are available for extra help. Depending on the grade, we have up to four all-school study halls a week where teachers are typically available to provide extra help. Students are encouraged to regularly seek out their teachers at break, lunch, or study halls whenever they have questions.

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Learning Specialist and Academic Support: The Learning Specialist and Academic Skills Specialist provide short-term 1:1 academic support, with goals and length of support based on students’ needs as assessed by the Learning Specialist and faculty. Students are referred for support by a teacher or Advisor or a parent concern confirmed by teachers and/or the Learning Specialist. Referrals for outside tutoring, testing, or counseling are made through the Learning Specialist, Consulting Psychologist, or Counselor. The Learning Specialist creates Learning Profiles for students with neuropsychological testing, oversees classroom accommodations, and shares the Profiles with the students’ Advisors and teachers. Counselor and Consulting Psychologist: The Counselor and Consulting Psychologist work to problem-solve any concerns related to the social and emotional development of students. They are available for support to both faculty and families to address the needs of children at this age level. Student Support Team: The Student Support Team includes the Director, Grade Deans, the Learning Specialist, Nurse, Consulting Psychologist, and Counselor. The Student Support Team meets weekly and works collaboratively to address the needs of students during periods of academic, social, and/or emotional concern. Advisors: Ongoing communication takes place with the students’ Advisors and appropriate teachers to monitor students closely. The Advisor and/or classroom teachers work directly with students to help identify issues and patterns. Organization, time management, reading and writing, specific content area, and self-advocacy are often areas to strengthen. The Advisor works with the Support Team if there are ongoing concerns. The Advisor also provides the main point of contact for parents/guardians. Middle School Transition Support: Members of the Support Team meet with sixth grade faculty, support staff, and Lower School Director for students progressing from the Lower School, as well as with Upper School Deans, Counselor, and Director for students progressing from the Middle School to the Upper School.

Upper School Support Summer Success Program: The Summer Success Program offers two three-week courses for incoming ninth graders who seek additional preparation for their upcoming Upper School English and Math courses. In-house Academic Support: Faculty tutors offer support during scheduled school-time and after-school hours in the areas of math, biology, physical science, writing mechanics, composition, study skills, organization, and reading comprehension. The Upper School has two academic support counselors who are available to help students with academic needs. They can assist by helping to write or edit a paper, working on math problems or scientific calculations, or helping a student with organizational issues. Faculty members or advisors refer students to the academic support tutors and students also seek them out on their own. They are available for one-on-one support, and when necessary or requested, they will work with a group of students on specific projects. Peer Tutoring: Upper School Peer Tutors volunteer to offer academic support on a drop-in or scheduled basis for students in a range of subjects during school hours.

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Faculty Support: Faculty schedule office hours during which they offer regular extra help outside of class time, both during the day and after school.

••••••••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••• Individual Counseling: Through the School Counselor, individual counseling is offered to students in need of support. Students in need of short-term support can be referred to the School Counselor by teachers, advisors, parents, or themselves. Referrals to outside therapists, programs, or resources are made by the School Counselor as necessary. The School Counselor also reviews any diagnostic or neuropsychological testing and oversees classroom support and accommodations, creates Learning Profiles for students with testing, and shares those Profiles with appropriate Advisors and teachers. The School also manages applications to the College Board for any testing accommodations. Group Counseling: The Upper School Counselor and/or a Counseling Intern are available and offer support and group discussions around identified topics such as divorce, loss, or peer relationships. Peer Counselors: Juniors and Seniors apply to become Peer Counselors and receive ongoing training during twice-weekly classes. Students are encouraged to seek out Peer Counselors on an informal basis to discuss social and academic issues. Exceptional and Individualized Programs: Specially designed programs are sometimes developed for students with particular medical or emotional needs that warrant such programs. Advisors: Each Upper School student has an Advisor who meets regularly with the student individually and with the Advisory Group, communicates with parents, monitors the student’s academic progress, and consults with the School Counselor, Dean of Students, or nurse as needed. Student Support Team: The Upper School Student Support Team, which includes the Upper School Director, Academic Dean, Dean of Students, School Counselor, and Director of Health Services, meets weekly to discuss students who need support and to develop follow-up actions. Grade Reports and Faculty Review: Through quarterly grade reports and faculty review meetings, students who might need additional support or assessment are identified. Referrals to outside tutoring are made by teachers, Advisors, or department heads.

Financial Support The process for students to access financial resources for academic support differs slightly from campus to campus, but in general it should begin with a referral by a student’s teacher or a request from a parent. Once a need is established and confirmed by the student’s teacher, a request should go to the campus director, who will then speak with the Office of Financial Aid. At this time, the amount of aid available will be determined by the Office of Financial Aid or communicated to the family by the campus director or designated person. In general, the guideline for financial support beyond tuition is that aid will be provided at the percentage of tuition aid a student is receiving. B B & N 25

â&#x20AC;&#x153;We celebrate the diversity of our community, which enriches our daily experience.â&#x20AC;? FROM

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Community and Adult Education Hiring Practices BB&N is committed to having a diverse faculty, staff, and administration and to that end we have asked our Human Resources Office to develop an extensive outreach network to identify a diverse array of candidates in terms of race, ethnicity, gender, sexual orientation, religion, and social and academic background. We strongly believe that the more diverse our community is, the stronger it is, and better able to meet the needs of all of our students and families. We participate in several job fairs designed to attract diverse candidates (including Nemnet, AISNE, Carney Sandoe, Black Educators Alliance), work with department heads to increase their awareness and visibility, and support those on the hiring line as they interview candidates and conduct searches. We continue to develop connections with organizations and resources that can help us identify and connect with candidates from diverse backgrounds. Head of School Rebecca T. Upham has made diversity among faculty and staff a clear mandate during her tenure here and there have been positive results particularly in the past five years. Last year there were 49 people invited to the end-of-year gathering for administrators, faculty, and staff of color. We have improved our mentor program to support all new hires and in particular new teachers. New hires of color are encouraged to seek support from campus directors, assigned mentors, their campus diversity committees, others of color within the community, and the Director of Multicultural Services. The goal is not only to hire with diversity in mind, but to provide support, which will lead to a high level of professional support, mentoring, job satisfaction, and retention.

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Professional Development Professional development opportunities for BB&N faculty are numerous and varied. Among the many programs and services offered are: z Seeking Educational Equity and Diversity (SEED) groups across campuses z National SEED Training Seminar z Diversity Orientation Program for all new BB&N faculty/staff z BB&N-sponsored Diversity Seminars/ Presentations (such as Kevin Jennings, Sarah Lawrence-Lightfoot, Pat Romney) z BB&N Diversity Committee-sponsored Faculty Meetings (periodically throughout the year for each campus) z NAIS People of Color Conference/Student Diversity Leadership Conference

NAIS Summer Diversity Institute Annual AISNE Diversity Conference National Multicultural Institute Milton Summer Diversity Institute Diversity-Related Professional Goal Setting Individual Diversity-Related Initiatives Race and Culture Seminar Series (sponsored by Wheelock/Simmons College) z Other Local Opportunities (seminars, speakers, forums, conferences, and presentations) z BB&N Achievement Study (sponsored by E.E. Ford Foundation) z z z z z z z

In addition, as part of the work of the All-School Diversity Leadership Committee, numerous discussions have focused on creating a multi-year professional development model that formally incorporates diversity-related goals.

Diversity Committees at BB&N At BB&N, we have five distinct diversity committees: The Board of Trustees Education and Diversity Committee, the All-School Diversity Leadership Committee, and a diversity committee specific to each of our three campuses. Membership of the administration, faculty, and staff in the Leadership and campus-based Diversity Committees is voluntary. Each committee functions differently, with campus committees focused on professional development, mutual support, and diversity-themed programs and activities. The Board Committee and Leadership Committee are more focused on overall program and providing professional development opportunities for the whole school, while continuously asking important questions about our program and taking a leadership role in providing answers as well as resources to maintain progress and timely reviews, and ensure accountability.

Lower School Diversity Committee The Lower School Diversity Committee’s mission is to be aware of and sensitive to the needs of the many different constituencies of the community, to foster awareness and understanding of diversity in its broadest definition, to provide professional opportunities for faculty and staff to engage in dialogue about diversity issues, and to support the campus in its efforts to celebrate diversity. B B & N 28

Currently, the Lower School Diversity Committee plans and runs a Black History Month evening event and also hosts two faculty meetings per year around diversity issues. The Committee also provides a forum for members to discuss diversity

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Middle School Diversity Committee The Middle School Diversity Committee provides an ongoing forum for education and self-examination—within both the Committee as well as the full faculty. The group works to identify and discuss issues of diversity as they relate to our campus and our students; we strive to be sensitive and work to raise awareness and foster understanding of the ongoing needs of the various constituencies within our community. For a number of years, the committee has used the Diversity Wheel to identify a specific theme for the year; as a faculty, we dedicate at least two meetings each year to explore the chosen theme (e.g. race, gender, religion, class). We design workshops to generate thoughtful conversation and reflection that, in turn, affect discussions and activities we conduct with our students. A recent topic of discussion was “ethnicity,” which focused first on ourselves, then our students. As a result, a new three-session unit was created for the seventh grade Co-Curriculum titled “My People Are…,” which culminates in a bulletin board that celebrates the ethnicity of the community. Last year, the Middle School produced a video using student narrators, based on the political events of the Civil Rights Movement from 1956 through 1968. The video was viewed at our Middle School assembly to celebrate Martin Luther King Jr.’s birthday and featured at the All-School MLK breakfast.

Upper School Diversity Committee The Upper School Diversity Committee is unique in that Upper School students are members of the committee in addition to faculty and administrators. The student voice has proven to be very helpful and insightful on numerous occasions, and their perspective has made the committee more effective and responsive to the needs of students at the Upper School. The committee has focused on three main areas over the past couple of years: supporting student focus groups (the faculty advisors of each group are asked to join the committee) such as the Womens Issues Group, Gay Straight Alliance, Islamic Society, Multicultural Students Alliance, Community Service Club, Jewish Cultural Society, Christian Cultural Society, and the Asian Cultural Club, organizing assemblies and other programs with a diversity theme/focus, and providing diversity education for the Upper School faculty at two faculty meetings each year and identifying professional development opportunities for colleagues. Committee members are expected to encourage diversity within their respective departments, as well as throughout

“Each member of the BB&N community recognizes that diversity of perspectives and experience enriches our community and the educational process.” FROM

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••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••• the community. In addition to having faculty advisors of focus groups on the committee and students (who must apply for the position and write a paragraph explaining their reasons for joining), the committee also has representation from the Admission office and Upper School administration. The committee’s main goal is to encourage ongoing dialogue and discussion about diversity at the Upper School and to initiate programs and activities which contribute to, enhance, and help shape the diversity program at the Upper School.

Admission BB&N values of all forms of diversity—gender, sexual orientation, socioeconomic, race, ethnicity, culture, and religion—and these values are reflected in its admissions philosophy and practices. The school currently enrolls 233 students of color, which represents 24% of the overall student body. BB&N’s significant commitment to socio-economic diversity is evident as its $4.5 million financial aid budget represents 16% of the operating budget, well above the average for independent schools. Each year, need-based financial assistance is provided for about 20% of the school population across all three campuses. Even with the School’s considerable financial aid budget, the need of qualified students continues to be far greater than the funds available, so financial support cannot be offered to all who qualify. The Admission team is proud of its mission to seek to enroll families of diverse backgrounds, talents, and interests. The efforts of the Admission team have been enhanced by the recent addition of a position with responsibilities that include outreach to families and organizations of color. The entire Admission staff works diligently on outreach to families who would contribute to the diversity of the School community by working with several organizations, attending school diversity fairs, and by visiting schools and programs serving diverse students. The list below highlights some of the diversity outreach efforts of the Admission office: z Steppingstone Foundation and Academy

z Chelsea Boys and Girls Club

z AISNE Diversity Fair

z Squashbusters

z Nativity Prep School

z Mother Caroline Academy

z Beacon Academy

z Citizen’s School Fair

z Lion of Judah

z Benjamin Banneker Charter

z Neighborhood House Charter

z Conservatory Charter

The Admission offices on all three campuses have a strong network of volunteer parent and student ambassadors who represent the diversity of the BB&N community at Open Houses, admission receptions, revisit events, and as B B & N 30

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Parent/Community Groups At BB&N, we have three parent groups who work together in a collaborative fashion to support the School’s diversity goals, initiatives, and programs. The BB&N Parents’ Association (PA), the Parent Network to Support Students of Color (PNSC), and the Community Gay Straight Alliance (CGSA) began collaborating two years ago, and they have created a greater sense of support, awareness, and community for all parents at BB&N. The concerns of parents of color or gay-lesbianbisexual-transgender parents have become the concerns of all parents at BB&N. Through parent education, collaborative projects, and an ongoing desire and commitment to support each other, our parents have become an integral part of diversity efforts at BB&N. Some examples of their efforts are listed below: z Parent SEED (Seeking Educational Equity and Diversity) Group z Parent Education Forums z Parent Collaboration Spring Forum z Parent Collaboration Winter Forum z One School-One World All-School Multicultural Celebration z PNSC and CGSA representation on the BB&N Parents’ Association Executive Board The above parent groups also support All-School diversity events, volunteer at Admission-related events, attend each other’s meetings, and share minutes from each other’s meetings. The PA also provides financial support for the PNSC and the CGSA.

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All-School Diversity Events These events are designed to provide opportunities for cultural enrichment, self-expression, education, and enlightenment for the full BB&N community, as well as community building and support for one another:

Annual Events: z Dr. Martin Luther King Jr. Breakfast z Lower School Black History Month Celebration z Mother-Daughter Dinner (Women’s Issues Group) These events rotate from year to year: z Asian Cultural Evening/Dinner (Asian Cultural Society) z Kwanzaa Celebration/Dinner (Multicultural Students Alliance) z Iftar Dinner (Islamic Society) z Shabbat Dinner (Jewish Cultural Club) z Passover Event (Jewish Cultural Club) z Easter Event (Christian Cultural Club) z One School—One World Multicultural Celebration.

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Appendix Mission Statement Buckingham Browne & Nichols, a coeducational day School in Cambridge, Massachusetts, was established in 1974 by the merger of two independent schools, the Buckingham School and the Browne & Nichols School, founded respectively in 1889 and 1883. Located on three separate campuses, we work as one School in the pursuit of excellence. We celebrate the diversity of our community which enriches our daily experience. At BB&N we foster intellectual curiosity, critical thinking, and a deep concern and respect for others. Our educational program, coordinated from Beginners through grade twelve, provides a rigorous core curriculum, taught in flexible and innovative ways. Students acquire the skills and discipline necessary for academic accomplishment and learn to reflect, take risks, and to discover. The curriculum is strengthened by our commitment to a comprehensive program in the arts and athletics. In all of our experiences, both those within the School and those which use our urban location, we encourage self-reliance, knowledge of oneself, and a capacity for leadership. The connections between our faculty and students are at the heart of our School. We ask members of our community to be engaged learners, compassionate individuals, and productive citizens who live our School’s, motto: “Honor, Scholarship, Kindness.” Statement of Philosophy on Multicultural Education The School is dedicated to excellence in its educational programs and in personal character development. Fundamental to such excellence is an inclusive curriculum and a diverse community where members learn to live within and to appreciate and celebrate a rich variety of cultures. In addition, the School teaches students to recognize and address overt and subtle racism as well as other inequities caused by class, gender, sexual orientation, religion, or national and ethnic origin, which exist in every community and throughout the world. The School commits itself to narrowing the divisions that distrust and estrangement have caused in society. To that end, the School expects its members to treat each other with basic kindness, respect, and equity, so that all who attend our School will develop increased self-respect, based on an enhanced awareness

of their own culture and a respect for the cultural identities of others. At this point in our nation’s history, it is appropriate for the School to address the legacy of racism, and to engage in discussion and debate about methods and specific goals for achieving multiculturalism. BB&N Community Standards The BB&N motto, “Honor, Scholarship, Kindness” presents the School’s fundamental values and guides its mission statement. In order to maintain an environment that fosters educational excellence and personal growth, we have more fully articulated the motto’s implicit standards for all members of the BB&N community (students, parents, faculty, administrators, staff, and volunteers). As members of the BB&N community, we affirm and will abide by the following community standards: • Each member of the BB&N community recognizes that honesty, with regard to both academic and nonacademic issues, is central to our mission. We will act with integrity in all our dealings with one another, being trustworthy, honest, and fair. • Each member of the BB&N community has a right to be treated with civility and respect. We will refrain from and discourage behavior that threatens the dignity of others. • Each member of the BB&N community has a right to expect that personal information will be handled with appropriate consideration and privacy. We will refrain from casual disclosures, which undermine the respect and dignity guaranteed to all. • Each member of the BB&N community recognizes that diversity of perspectives and experience enriches our community and the educational process. We will act to create an environment where diversity is welcomed and nurtured. • Each member of the BB&N community has a responsibility to preserve the safety of its members, both on School grounds and off. We will refrain from unsafe behaviors which threaten not only individual well being, but also the health of the community.

• Each member of the BB&N community has a responsibility to protect personal, School, and neighborhood property. We will exercise proper care and regard for personal property and the property of others. Policy on Religious and Cultural Observances It is the policy of BB&N to respect and celebrate its community and the community of the world as a wonderful blend of people, those who observe any of a multitude of religious and cultural traditions and those who choose not to observe religious and cultural traditions. As an educational institution, BB&N believes that there is much to learn about the world and its people from sharing individual traditions and cultures—and much to lose from inhibiting this sharing process. BB&N strives to learn and to educate our community about people and the world, including their religious and cultural traditions, as part of a developmentally appropriate educational experience. BB&N’s educational approach to religious and cultural observances will be inclusive and developmentally appropriate. This approach will enrich the life of each person within the community, creating an atmosphere in which each person can appreciate and learn from other traditions and experiences. At all times, the manner in which religious and cultural traditions are recognized by the BB&N community shall be considerate of how others may be affected. It is the goal of BB&N to be inclusive and respectful of all while we educate ourselves about the observances and celebrations of a wide range of religious and cultural traditions. In selecting material for displays, concerts, performances, assemblies, or other major events, School personnel endeavor to provide a balanced set of material that recognizes many different cultural and religious traditions, emphasizing educational context in a developmentally appropriate manner. This does not mean that every such event could or should attempt to include “something for everyone”; it may be appropriate for reasons of curriculum or season for some cultures and traditions to play a more prominent role in a given program than others. However, the cumulative effect of all such programs each year on each campus, and across the three campuses, should be balanced and inclusive.

A Note About Religious Holidays All members of the BB&N community may observe religious holidays with a minimum of disruption to their School obligations. All students and faculty are entitled to reasonable excused absences to observe religious holidays. The Campus Director and members of the faculty make appropriate arrangements for those students who must miss School because of a religious holiday. 1. No tests, papers, project due dates, lab reports, or lengthy homework assignments may be required for a religious holiday. Since students are learning to plan their work in an organized fashion, they are responsible for making up any work that may be interrupted by a religious holiday. However, students may request in advance an individual extension for homework or projects. 2. The School will make reasonable efforts to avoid scheduling games or events on religious holidays. Students always have the option of missing an event in order to observe a religious holiday. 3. If one of the Jewish High Holy Days occurs during the Ninth Grade Bivouac, the School provides transportation back to Cambridge the day before the observance so the students will have adequate time to prepare, and the School will return students to Bivouac after the holiday. They also have the opportunity to attend services at a synagogue in New Hampshire, and are enabled to stay at Bivouac in this way.

CREDITS: Design Modus Design

Photography Gustav Freedman Artwork by BB&N students from all three campuses

BB&N

80 Gerry’s Landing Road Cambridge, MA 02138-5595

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