9/29/2008

Discussion Agenda
Ways & Means to an Effective Diversity Program
Elena Del Alamo
Pine Crest School, FL

Welcome & Protocol Setting the Context

15 minutes, Leader

Facilitated Group Discussion p

45 minutes

Review & Identification of Key Points

10 minutes

Discussion Protocol
FOCUS on essential topic questions CONTRIBUTE your thinking and experience CONNECT ideas LISTEN for patterns, insights, deeper questions

Setting the Context

One of the key points in undertaking an effective diversity initiative is understanding your school community s communitys definition of diversity. According to the National Association of Independent Schools, there are eight cultural identifiers that should be included when discussing diversity. They are age, ability, sexual orientation, gender, race, ethnicity, religion and socioeconomic status.

Group Discussion

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DEFINING DIVERSITY
How does your school community define the term, diversity? In how many ways and with what words would you define diversity on your campus? What type of diversity would you like to see on your campus that you currently do not have?

STUDENTS AND OVERALL SCHOOL COMMUNITY

Do your students have a multicultural club? What are the benefits of having a multicultural club at a school that is predominantly white? d i l hi What would you like for your students to explore in a multicultural club?

How do you think your school community would react to a visit of a large group (10 or more) of guests who are of a visibly different race from the majority of those on campus? How do you think these visitors of a different race would feel after touring your campus? Would your school community make them feel welcome? lc m ? What might make them feel uncomfortable? Definition of Diversity from NAIS

PARENTS

Does your Parents Association reflect the demographic make-up of your student body?
(For example, if your student body is 10 percent Hispanic, do you have a similar representation of parents involved in planning activities with PA?)

Do your parents of color have an interest in, or an opportunity to network with each other? Would your school community benefit from affinity groups for parents of color? Definition of Multiculturalism from NAIS

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PRIVILEGE/SOCIOECONOMIC

Do your families in lower socioeconomic levels find themselves struggling to keep up with non-tuition school costs (such as uniforms and field trips), as well as extra-curricular and social aspects of your school community?
If so, what could be done to ease the financial burdens for these families? Does your schools community reach certain conclusions regarding financial status of students family based on race or ethnicity?

FACULTY
Based on your interaction with your colleagues, are financial aid students viewed differently from other students? If so, in what way? y

Do you feel your faculty members are open to participating in Diversity training? What types of racial/cultural sensitivities would you like to see enhanced within your faculty? Do you have a diverse faculty and administration?

Review & Identification of Key Points

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Contact Information
Elena Del Alamo
Vice President for Admission, Pine Crest School, FL pcadmit@pinecrest.edu 954-492-4103

Karla Dejean
Director of Diversity, Pine Crest School, FL karla.dejean@pinecrest.edu 954-492-2169