Diversity, Equity & Inclusion | New York IB School

Diversity, equity, inclusion, and belonging

We have a responsibility to provide a safe and welcoming environment in which everyone is valued, can thrive, and is able to bring their authentic selves to school every day. Community members have bravely spoken of discrimination and bias they have experienced within our institution. We must acknowledge and confront these realities to create lasting change. We are committed to doing better. We are taking demonstrative actions as we strive to be an anti-racist and unbiased institution.

Mission

Our DEI and anti-racism work is grounded in our mission as an International Baccalaureate School of developing inquiring, knowledgeable, and caring individuals; and

the belief that we have a deep appreciation for the dignity of fellow community members,
an understanding of differing identities and experiences,
empathy for one another, and
the ability to engage and listen with respect across differences.

Vision

Our School’s community is enriched by our members’ varying backgrounds and we strive to celebrate and value what makes each person unique. We seek, with determination and persistence, to dismantle systems of discrimination and bias within our community.

In Practice

As we work to reframe our curriculum across all grades, we aim to:

Develop awareness of individual identities and value those of others, and to recognize how our identities have an effect on our life experiences
Engage students to think critically about race, racism, biases, and systemic oppression
Invite students to reflect on the role they and others can play in combating inequality and engaging in productive dialogue with those around them

Moving curriculum reform to the forefront and consistently enhancing practices will ensure that our students will:

Learn to communicate across differences
Respect commonalities among identities
Challenge stereotypes
Become socially responsible

For Ages 2-Grade 1

In Grades 2-5

The curriculum is designed to provide a framework for students to begin to think critically about their physical selves and identities, celebrate cultural diversity, build cross-cultural relationships, and begin to challenge assumptions and stereotypes.

Dwight educators continue to expand the curriculum to include material from various viewpoints, especially those of underrepresented groups; and to deepen conversations around just societies linked to the Teaching for Tolerance Social Justice Standards.

In Grades 6-8

Students are taught to engage difference curiously, empathetically, and respectfully as they consider issues of identity, equality, human rights, and stereotypes. The curriculum will continue to be expanded to incorporate voices from various cultures and experiences, reflective of American history, and students will engage with the complexity of our country’s story.

Additionally, grade-level meetings continue to engage students in discussions and workshops around diversity and inclusion and provide a space for them to explore more in-depth social justice issues and how they can take action in and outside of our community.

In Grades 9-12

Students are provided with curricular opportunities to perceive the world through a variety of lenses. They engage in a robust humanities curriculum, in which people’s stories are told and validated, bringing underrepresented voices to the forefront. The IB curriculum, as outlined by the Theory of Knowledge requirements, challenges students to consider how we know what we claim to know, studying things like inherent bias, cultural perspective, ethics, and how these things converge with and transcend each subject.

As we continue to reassess the concept of “service in action,” we will explore the ways in which it can be embedded within our curriculum and allow students to engage with the world around us.

Strategic Plan

Read our DEI Strategic Plan.

Groups

Community Groups

It is fundamental that we create a community where all members feel Dwight is one of belonging, and we recognize that the school day can be particularly challenging for students who do not see themselves reflected in the majority culture. At Dwight, affinity groups are formed by students who join together around a shared interest, background, or identity, like other school activities.

Affinity Groups

Time spent in affinity groups provides not only space where students can be themselves free of judgment, but also a chance to:

share their experiences, name the challenges they face, and have them validated
identify their root causes and make suggestions for improvement in a collective voice
help to lead events that raise awareness and celebrate different cultures

Feeling safe and included profoundly impacts all aspects of school life, including one’s ability to learn, and we will continue to support such spaces. Our complete list of student-led groups can be found on our Upper School clubs page. Students are welcome to initiate more.

Family Support Groups

Groups help members facilitate the following:

Identify issues relevant to, and through the lens of, group participants; and connect these issues to the larger community
Discuss issues that support Dwight’s development around diversity, equity, and inclusion goals
Build capacity for cross-group dialogue and the development of more inclusive spaces

Families Who Identify As LGBTQ+

The LGBTQ+ families group is for parents who identify as LGBTQ+ and/or for parents of children who identify as LGBTQ+. Families can connect, support, and celebrate one another. The group also serves as a liaison for families with Dwight School.

Interfaith Alliance

The Interfaith Alliance provides a safe, non-political forum for parents of all faiths to meet and talk, fostering education, tolerance, and support for the many world views and religious observances of Dwight families. The alliance also serves as a liaison for families with Dwight School.

Families of Children with Learning Differences (FoCLD)

The FoCLD group is for families of children with ADHD and other learning differences, with a focus on connecting with and supporting one another, sharing information and resources, and building community. The group also serves as a liaison for families with Dwight School.

Parents of Children of Color (PoCC)

The PoCC group is for diverse community members of color and those who are raising children of color with a focus on connecting with and supporting one another. It is a space to share and celebrate culture, history, and ideas. The group also serve as a liaison for families with Dwight School.

DEIB Board Members

Anish Bardhan '20, Alumni
Beth Carey, Co-Director of Admissions, Grades K-8
Bjorn de Carro, Parent
Shone Carry, Parent
Tiam Chuck, Social Media Associate and Head Volleyball Coach
Niesha Foster, Parent
Cindy Greenlee '97, Alumni
Jeff Huart, Parent
Roxanne LaRaia, Associate A.D. and Athletic Trainer
Laura Palermo, Parent
Moira Price, Foundation Director
Zkaiya Raines Hayden, Parent
Shamim Rashid-Sumar, Parent
Michelle Streck, Parent
Takara Strong, Parent
Karen Suazo, Human Resources Director
Karin Wang, Parent
James Warren '91, Alumni

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