Nicole Vanasse '20 leads Big Blue to another impressive showing.
Diversity & Inclusion
Mission Statement of Diversity and Inclusion
The Pingry School is committed to sustaining a welcoming and supportive environment both for children and families in its community and those interested in joining the Pingry family. Honoring our legacy and defining our future, the Pingry community values and celebrates a broad definition of diversity that includes ethnicity, race, religion, gender, sexual orientation, and socioeconomic status. Recognizing that the only constant in the world of tomorrow will be change, effective leadership will demand intellectual flexibility and agility, creativity, teamwork, comfort with complexity and ambiguity, experience with diversity, and, above all, character and honor. As we prepare our students to claim their place as leaders in the 21st century, it is essential that their intellectual engagement occur in a multicultural environment. Daily experiences with differing perspectives of our larger society, while leaning firmly into that which can be a source of discomfort, will prepare our graduates to thrive as culturally competent individuals in a multicultural world.
The Lower, Middle, and Upper School Multicultural Teams consist of faculty and staff who are charged with the responsibility of creating programs that support the Pingry School’s Mission Statement of Diversity and Inclusion. Division-specific programming is created and implemented so that our students may develop their cultural competency skills, helping us to create a more inclusive school community.
A series of lunch discussions offered over the course of the school year, Courageous Conversations are a forum for faculty and staff to engage in the necessary and sometimes difficult conversations about privilege, bias, microaggressions, heteronormativity, and the subtleties of language. These conversations offer the opportunity to get acquainted with and test one's understanding of difficult issues. Various discussions are offered so that all can participate, from those who are new to the journey to those who are more advanced. Conversations and required reading are also held for Pingry’s Senior Administrators.
Pingry faculty are strongly encouraged to engage in professional development on a regular basis. The expectation for continued skill development extends to Diversity and Cultural Competence. Support in the form of time and financial resources is generously provided for attendance at professional conferences. In addition to NJAIS local conferences and workshops, faculty and staff have attended the following: Border Crossers (www.bordercrossers.org), Raising Race Conscious Children (www.raceconscious.org/workshops-and-consultations/), the GSA Forum (www.njgsaforum.com), the People of Color Conference (pocc.nais.org), the Philadelphia Trans-Health Conference (www.trans-health.org), and the White Privilege Conference (www.whiteprivilegeconference.com).
- Affinity Groups
- Student Diversity Leadership Committee
- Gay-Straight Alliance - Spectrum
- Catalyst for Change
Affinity Groups are important for creating safe spaces. Students who share similar affinities gather twice a month for curricular-based conversations, which allow students the opportunity to reflect, process, and engage in challenging conversations, while also supporting one another. Faculty and staff facilitate the following affinity groups: African American/Black, Boys, Christian, East Asian, Girls, Jewish, Latino/Hispanic, LGBTQ, Multiracial, Muslim, South Asian, White.
The Student Diversity Leadership Committee (SDLC) is a group of students who have been selected to create programs and training opportunities for the Middle and Upper School divisions. They also collaborate with the Lower School Multicultural Team to facilitate diversity activities for the Lower School Division. The members of SDLC have attended the People of Color Conference and other diversity trainings. They are a valued resource within the Pingry Community.
The Gay-Straight Alliance (GSA) - Spectrum offers programs and training opportunities designed to empower LGBTQ and allied students to organize and advocate for a safer school community. GSA leaders attend the GSA Forum and other diversity workshops and conferences. They are a valued resource within the Pingry community.
Catalyst for Change, the Middle School Student Diversity Leadership Team, is charged with the task of creating opportunities for their classmates to engage in dialogue about diversity, inclusion, and cultural competency. These conversations are designed to help students prepare for the transition to the Upper School division.
Our K-12 assembly program provides the opportunity for learning, training, and celebrating diversity as we enjoy the privilege of welcoming guest speakers and entertainers to our community.
Diversity Assembly challenges our community to engage with the lessons we are learning about cultural competency in a different format.
Holocaust Assembly is a remembrance of those who were murdered and a living history lesson. We have enjoyed the privilege of hearing from Holocaust survivors and WWII rescue workers.
Lunar New Year Celebration includes performances by groups such as the Purple Swans Dance Troupe, and seminars on lantern making and the tradition of Chinese Paper Cutting.
Dr. Martin Luther King Assembly is a remembrance of Dr. King, which alternately includes musical performances and oral history about his life. In January 2016, we were privileged to hear from Dr. King’s advisor, speechwriter, and friend, Mr. Clarence B. Jones.
The Diversity Department, in collaboration with division directors, regularly hosts speakers and consultants to support the intentional and strategic skill development that is outlined in our Mission Statement of DIversity and Inclusion. Some of our speakers and consultants have included:
Dr. Steve Jones, expert in the area of diversity training, and C.E.O. of Jones Consulting.
Dr. Derald Wing Sue, Columbia University Professor who has authored books on the topics of microaggressions, cross-cultural counseling, and conversations on race.
Dr. Paula Rodriguez Rust, educational consultant who provides diversity and anti-bullying training, including a focus on sexual orientation, gender identity, and gender expression.
Royce Russell, Esq., former Assistant District Attorney in the Bronx, specializing in criminal defense, false arrest, and police brutality.
Hudson Taylor, founder and executive director of Athlete Ally, a nonprofit whose mission is to end homophobia and transphobia in the athletic community.
At Pingry, diversity is more than race. We certainly recognize that the social construct—race— is important to discuss. However, we also recognize that to simply focus on race significantly limits the scope of diversity and can marginalize our students and their families, as well as our faculty and staff. Instead, our community speaks about diversity in terms of 8 key cultural identifiers:
- sexual orientation
- socioeconomic status
In an effort to create safe spaces, we intentionally use the following norms within our diversity work, norms which are also used to further discussion at the NAIS People of Color Conference.
- Be fully present.
- Speak from the “I” perspective.
- Be self-responsible and self-challenging.
- Listen, listen, listen, and process.
- Lean into discomfort.
- Experiment with new behaviors in order to expand your range of response.
- Take risks, be raggedy, make some mistakes—then let go.
- Accept conflict and its resolution as a necessary catalyst for learning.
- Be comfortable with silence.
- Be crisp; say what’s core.
- Treat the candidness of others as a gift; honor confidentiality.
- Suspend judgment of yourself and others.
These norms have impacted the broader Pingry community, as they have been adopted by teachers in their classrooms and used in many faculty and staff conversations.
Our Middle School Multicultural Team facilitates activities, which allow for a more intentional and specific focus on each of the eight key cultural identifiers. Grade 6 diversity activities focus on race and ethnicity. Form I diversity activities focus on gender, age, and religion. Form II diversity activities focus on ability, socioeconomic status, and sexual orientation.
Grade 6 Diversity Activities
Form I Diversity Activities
Form II Diversity Activities
- Sexual Orientation
- Socioeconomic Status
In addition, in Grade 6, students are required to take a Cultural Competency Co-Curricular course designed to increase their skills of cultural competency. Students begin by exploring their own identities and move to a consideration of the perspective of others.
Our Student Diversity Leadership Committee (SDLC) facilities diversity activities with a mission towards a more inclusive and welcoming environment.
- Form III revisits the question of “Who Am I” as the intersectionality of identities becomes salient.
- Form IV students begin to intentionally explore connections across identities in their “Deeper Dive—Building Deeper Connections” diversity activity.
- Form V students' diversity activity, “The Perspective of the Other,” enables students to unpack the concepts of bias, microaggression, and intent versus impact.
- Form VI students' diversity activity, “Looking with a Broader Lens,” is designed to help our seniors prepare to leave Pingry and make their mark on the world by asking them to apply the learned concepts to real world experiences, such as the college admission process.
Pingry’s Diversity and Inclusion Department includes a team of 30 faculty members. We are deliberate and intentional in our efforts to guide the Pingry community in achieving the goals outlined in our Mission Statement of Diversity and Inclusion. Our mission statement is an essential tool that sets the expectations for our community and helps to provide a level of accountability. At Pingry, this work is not optional. The acquisition of tools of cultural competency are required of all.
Programming that promotes cultural competency for students within the Pingry community is developed and implemented by the divisional Multicultural Team Coordinators. Their goal in developing training and other programming is to foster an open and inclusive environment for students and parents. Cross-divisional support of these teams is provided by the Assistant to the Department Chair.
In the Upper School, a team of affinity group leaders facilitates discussion-based curriculum for students in grades 9-12.
In partnership, Pingry’s Head of School and the Chair of the Diversity and Inclusion Department oversee the systematic and organized approach to increased cultural competency within the K-12 school community.
Dr. Diana Artis
Chair of the Diversity and Inclusion Department
Assistant to the Chair of the Diversity and Inclusion Department
“Diversity and inclusion form one of the four pillars upon which our school proudly rests. We are deliberate and intentional in our efforts to achieve a diverse and inclusive school community. We are transparent about our mission. Diversity and cultural competency are not options, but rather a way of life at Pingry. Our Diversity Mission Statement is an essential tool that sets the expectations for our community.”
—Dr. Diana Artis P ’09, ’16, Chair of the Diversity and Inclusion Department
Countries represented in the Pingry Community