by Trina A. Gary, fall/winter 2020
Purpose of Executive Summary
The Immersive Assessment of the Climate of Diversity and Inclusion at Chatham Hall is a comprehensive analysis of the strengths and weaknesses of Chatham Hall as related to diversity, equity, and inclusion (DEI). The report is authored by Trina A. Gary, CEO and executive consultant of Brown-Gary Associates, following an October 2019 visit to campus and details both commendations for the existing work of the School as well as recommendations for growth in diversity, equity, and inclusion awareness.
General Methodology
Beginning in fall 2019, Chatham Hall commissioned the expertise of Trina A. Gary to conduct a campus-wide climate assessment focusing on aspects of diversity. Over the course of four days in October, she asked key questions to various constituencies regarding diversity, inclusion, and multicultural practices. She then analyzed the findings and submitted recommendations for consideration and implementation by the Chatham Hall community. The report was received by the community in early 2020. The report is in three parts: climate and culture, hiring and retention of BIPOC faculty and staff, and (adult) professional development.
Summary of Findings and Recommendations
The following findings and recommendations highlight the road to inclusion of best practices in creating cultural competency, affirming affinity, celebrating difference, encouraging cross-cultural communication and much more. The recommendations serve as the foundation of the Chatham Hall DEI Action plan articulated in summer 2020 and currently in process.
Climate & Culture
The report identified a number of different areas in Chatham Hall’s climate and culture that require attention to expand awareness of diversity, equity, and inclusion including expanding DEI dialogue; behavior guidelines and corresponding consequences; student education; clarity around access to resources; and the international student experience.
Assessment Findings: Expanding DEI Dialogue
Based on conversations with both students and adults, there is a need for more discourse regarding diversity, equity, and inclusion. Formal as well as informal conversations aligned with programming will serve to create opportunities for all voices to be heard. In addition, feedback from community members points clearly to the need to make sure our students are supported in all areas of boarding school life - academic, extracurricular activities, spirituality, and mental health concerns. Discourse and education can be facilitated through the creation of task forces or working groups with different constituencies in order to:
- Understand the realities of the Chatham Hall experience for some;
- Utilize the Chatham Hall network to identify and accelerate key DEI work within the School (access to DEI resources, hiring sources and connections, etc.);
- Charge a dedicated group of faculty members with educating themselves and their peers on the array of DEI subjects;
- Expand the Chatham Hall community’s DEI literacy.
2020-2021 DEI Action Plan Steps
- A DEI Advisory Group comprised of representatives from all constituencies - students, faculty, parents, trustees, and alumnae - is being formed to support an authentically diverse populace at Chatham Hall and move us to become an actively anti-racist institution.
- The creation of a DEI Task Force within the School is another way to educate the community, effect change, and address experiences of isolation based on the concept of otherness as noted by the assessment findings. By utilizing the climate assessment and DEI Action Plan as guideposts, the Task Force will seek to create change within the community. As an ongoing presence, the DEI Task Force will be central to enhance cross-cultural communication, to affirm affinity groups, and above all, to celebrate difference.
Assessment Findings: Behavior Guidelines and Corresponding Consequences
Hate speech and offensive language (intentional or unintentional) has been recognized as an important factor impacting relationship-building and belonging on the Chatham Hall campus. Assessment findings point to the need for the implementation of clear protocols regarding hateful and offensive language and intent. The integration of these rules and corresponding consequences will clarify expectations of safe space experiences for the student.
2020-2021 DEI Action Plan Steps
- Crafting and distributing clearer guidelines for appropriate student and adult language and conduct in order to ensure an anti-racist community.
- Clarifying and abiding by the consequences for violating these guidelines so that students and employees are consistently held accountable to community standards, while allowing room for learning and growth, i.e., restorative justice after a mistake/violation.
- Developing and communicating a reporting mechanism for incidents of bias in the Chatham Hall community.
Assessment Findings: Student Education
DEI education is invaluable to learners of all backgrounds. Education must integrate the values of diversity, equity, and inclusion to foster trust and to provide meaningful networks of support - now and in the future. The assessment focuses on education as a central theme in the future Chatham Hall DEI program. Education includes teacher-to-teacher training, student peer-to-peer training, partnering with outside experts as well as teacher-student relationships.
2020-2021 DEI Action Plan Steps
- Developing and introducing early and ongoing student education (starting with opening of school) related to our aspirations and commitment to be an inclusive, identity-safe community and the behaviors that are and are not compatible with this, including explanations of what constitutes hate speech, harassment, bullying, and cyberbullying.
- Expanding our student leadership development program with a focus on community-building and respecting each Chatham Hall student and what they bring to our School.
- Continuing the DEI awareness education program initiated in 2019-2020 through our required programming such as Chapel, speakers, class meetings, and all-community events, focusing on the variety of cultures/experiences we are fortunate to have at Chatham Hall.
- Initiating a review of our traditions and considering if they are still the most empowering for a diverse community in the 21st century or if they need refinement.
- Expanding understanding and support of affinity groups around identities such as race and LGBTQ+, and assisting these groups in celebrating their communities through educational programming and other activities.
- Creating and conducting two parent workshops/conversations per year associated with a topic of inclusion such as race, adolescent mental health, socioeconomics, international perspectives, etc.
Assessment Findings: Clarity Around Access to Resources
There is confusion and uncertainty for some surrounding access to Chatham Hall student mental health support and the guidelines for the School’s student counseling program. Uncertainty loves a vacuum, so the School should periodically draw attention to counseling services and how they work. Students should also be clear on how to provide feedback on those services. There is also uncertainty surrounding support to gender non-conforming students and Chatham Hall needs to further provide clarity in this regard.
2020-2021 DEI Action Plan Steps
- Conveying to students clearly and sensitively how to access mental health support, along with a mechanism for student feedback.
- Communicating guidelines for our Student Counseling Office so students, parents, and staff understand protocols, roles, and responsibilities related to issues such as confidentiality of student disclosures and parental rights.
- Creating policies/guidelines to better support gender non-conforming or transgender students.
Assessment Findings: International Student Experience
Work must be completed in addressing the needs of our international students to avoid the impression of invisibility in the Chatham Hall community. Making the decision to attend school in the United States represents a significant sacrifice for an international family. Like in many schools, it may seem that international students focus only on completing the work expected of them and not putting too many demands on a school or “rocking the boat,” but this should not translate into a student not needing support and wanting more. Nor should it translate into the idea that this relationship is one-way with the student as the “taker.” Attention to the cultural diversity international students bring to a community is a win-win for all. Additionally, attention to their academic concerns and other concerns should be a top priority and will create a fully inclusive environment where a sense of belonging is achievable.
2020-2021 DEI Action Plan Steps
Supporting our international students and their parents with appropriate programming and tracking that support through regular meetings and surveys.
Additional Next Steps
Assessment findings urge Chatham Hall to embrace the reality that DEI work is a multi-year effort and not a short-term project. Embrace a long-term vision complete with goals, action steps, and measurements where relevant to achieve those goals. Ensure that there are mechanisms to monitor things such as student experience, community literacy and overall community feedback in order to study what is effective for continued progress in this field.
2020-2021 DEI Action Plan Step
- Writing a larger five-year plan regarding specific goals for diversity, equity, and inclusion practices.
Hiring and Retention of BIPOC Faculty and Staff Assessment Findings
Black, Indigenous, and People of Color (BIPOC) representation at the faculty, administration and board levels is not indicative of the overall Chatham Hall population. This lack of representation hinders authentic diversity, equity, and inclusion in the classroom and throughout the School and limits the ability for students of color to have BIPOC adult role models. The assessment found that decision-making is at its best when there is collaborative input from a diversity of thought leaders.
2020-2021 DEI Plan Action Steps
- Committing to the recruitment, hiring, and retention of BIPOC faculty and administrators over the next five years.
- Establishing relationships and working with regional Historically Black Colleges and Universities (HBCUs) and professional organizations dedicated to supporting educators of color in hiring processes.
- Building and maintaining a list of BIPOC candidates and diversity allies over time and returning to that list for consideration of candidates and/or networking in the event of future openings.
- Conducting exit interviews with faculty members leaving Chatham Hall regarding their experiences with the school’s culture.
(Adult) Professional Development Assessment Findings
The assessment identified that the Chatham Hall adult community cares deeply for the lives and health of all students and yet recognizes its limited competency in understanding issues of equity and inclusion. As noted above, student understanding of those with different life experiences is similarly uneven, creating a disconnect. Chatham Hall must shift its focus from cultural sensitivity to culture competence, a skill set necessary in preparing all students and adults for the future. The findings in this area demonstrate a need for comprehensive professional development which is to be conducted over a multi-year educational scheme. Topics should include but are not limited to: anti-racism, systematic racism, the LGBTQ+ community, and mental health training. These workshops/seminars should be designed to specifically address the needs of the Chatham Hall faculty and staff as they interact with students and one another.
2020-2021 DEI Plan Action Steps
- Expanding the current required professional training in diversity and inclusion for all administration, faculty, and staff to include bi-annual in-service training and regular education sessions at faculty meetings that examine specific inclusion issues, anti-bias training, and anti-racist training such that all faculty are equipped and expected to address incidents involving such behavior.
- Annual DEI education and training for the Chatham Hall Board of Trustees as well as an expansion of New Trustee Orientation to focus on the School’s DEI commitment.
- Conducting the second part of training around implicit bias and adult sensitivity/conduct before the start of the 2020-2021 school year. The first part of this training was conducted by Trina Gary in August 2019; part two had been anticipated for Spring 2020 but was postponed due to the pandemic.
- Expanding faculty/staff and student participation opportunities in the annual National Association of Independent Schools (NAIS) People of Color Conference.
- Crafting and executing a multi-year DEI summer professional development schedule for administrators, dorm advisors, and department chairs.
- Devising a new orientation and mentoring program for first year faculty that includes a diversity and inclusion component.
- Establishing and tracking expectations that faculty apply DEI training and practices, from representation in curriculum to the ability to have difficult DEI conversations with students and colleagues.
- Providing ongoing education for all faculty and staff, with additional training for advisors, dorm advisors, and counselors, around adolescent mental health. Lisa Damour, author of mandatory faculty summer 2020 book read, Under Pressure, led a faculty/staff workshop as part of the opening of school.