Equity, Diversity, and Inclusion

In the lower school, we have created foundational opportunities throughout the curriculum to provide space and time for our students to discover and celebrate differences and similarities, identity, traditions, languages, and perspectives.

Lower School teachers collaborate to provide a continuous and dynamic experience of learning for our students, engaging them in age-appropriate discussions, activities, and projects that allow each student to explore the world around them. By the time our students matriculate to the middle school, our hope is our students have an authentic appreciation of their heritage as well as that of others.

Examples of this work at the pre-primary level:

• We are different, but we are the same project
• “The Color of Us” - self portraits
• “Red” - a book about inclusion

Examples of this work at the primary level:

• “The Skin You Live In” - self portraits using skin tone colors
• “What is Courage” - courageous acts through the eyes of kindergarteners
• “The Name Jar” - where names come from and what they mean

In middle school our students collaborate with faculty and one another to define equity, diversity, and inclusion and begin to uncover how these concepts relate to their own identity. Students reflect on the American experience through different lenses as well as take a broader look at the history and culture of the world. 

Students study musical history from different cultures, dig through the rich history of world populations and their first interactions with one another, and participate in a vacation planning project, which engages them in real-life logistics, considerations, and cultures.  

More examples of this work at the middle school level: 

• Diversity - The American experience
• Covering a variety of writers, main characters, and stories from all over the world in Language Arts
• What is equity, diversity and inclusion?
• Martin Luther King Jr. Day celebrations and projects
• 3 Worlds meeting - Europeans, African, Native Americans
• ROX - a 20-week program that focuses on topics such as self-awareness, team-building, healthy communication, and building effective friendships and relationships

In the upper school we begin to make connections through action. Our faculty teaches the importance of understanding perspective as well as valuing one's own perspective.

Our curriculum incorporates that foundational approach applied in the lower school of providing space and time for our students to engage in discussions and activities that implore them to consider their own perspectives and belief structures: How do we connect in meaningful ways with people who are different from us? What is the relationship between diversity and inequality? What do we gain when we learn about the experiences of other people?

Upper School students also engage in service learning within our local community, giving them hands-on opportunities to live our mission of discovering of their own abilities to better a dynamic world.  

More examples of this work at the upper school level:

• Diversity in Artificial Intelligence
• The emergence of Jim Crow
• The emergence of the Civil Rights Movement
• Black Lives in Paris
• Student EDI Council

Our faculty and staff participate in ongoing cultural competency training that includes collaborative pedagogy within the framework of Courageous Conversations. This framework provides a structure to explore race, culture, equity, diversity, and inclusion. Resources are provided through these experiences that support dialogue in the classrooms.

In the summer of 2020, we read Not Light, But Fire: How to Lead Meaningful Race Conversations in the Classroom. This resource continues to give teachers and administrators strategies for facilitating meaningful, productive, and respectful dialogues about race, culture, equity, diversity, and inclusion.

During fall 2020 professional development, faculty and staff gained a deeper understanding of the experiences of all Country Day students and how to expand the tools and strategies we use to respond to bias.

We are committed to identifying needs and strategies that will lead to meaningful inclusion of every student and will help prepare each student for college and life. As a school, we will continue to explore more opportunities for learning about, engaging in, and finding additional ways to implement racial equity and inclusive diversity into our school culture with the goal of addressing injustice, intolerance, and racism.

Cincinnati Country Day School adheres to the standards of accreditation and membership put forth by the National Association of Independent Schools, including demonstrating "a commitment to diversity in compliance with state and federal law, as evident in all nondiscrimination policies for admission and hiring."

Cincinnati Country Day School adheres to the standards of accreditation and membership put forth by the Independent Schools Association of the Central States. In alignment with these high standards, through our policies, programs, and practices, our school must remain attentive to the quality of life of all members of our community. We must ensure an equitable, affirming, safe, and just environment, taking into account cultural, learning, and social-emotional needs.

Diversity is an educational imperative because it is pivotal to the intellectual, social, and moral growth of every child. Diversity brings richness and meaning to life. Students, parents, faculty, and administrators of different backgrounds, perspectives, and talents contribute to a varied and comprehensive learning experience. Consequently, a partnership between the home and school is essential for the full development of all people.

Angela Barber-Joiner was named director of equity, diversity, inclusion in 2019 but has been a faculty member at Cincinnati Country Day School and a long-serving advocate for diversity in our community since 2005. She is a trusted member of our faculty who has nurtured strong ties with her students and their families, she also has an impressive depth of experience. A licensed clinical counselor, she empowers children and adults to discover tools and strategies that build emotional and social intelligence. In her role as director of EDI she collaborates with the divisions to support curricular efforts that will deepen learning about equity, diversity, and inclusion as well as assist in our work to recruit and retain families, faculty, and staff who are reflective of Country Day’s diversity.