Diversity

Inherent in the Greensboro Day School Mission is respect for others. This commitment, enriched by a broad range of backgrounds and view points, is an essential part of the educational process. Furthermore, this ethic is best nurtured in an atmosphere of intentional inclusivity and open-mindedness. Therefore, we are dedicated to cultivating a principled community of learners that welcomes diversity, including: age, culture, gender, race, religion, sexual orientation and socioeconomics.

The Board of Trustees and Administrators understand that diversity and inclusion are fundamental to the success of our students. Diversity and inclusion advance the school’s mission, help our students reach their full potential, contribute to sound fiscal operations and enhance our contributions to the greater Greensboro community.  

 Diversity and Inclusion Advance the School’s Mission

 Diversity and Inclusion Enhance Our Contributions to the Community

1. Greensboro Day School serves the greater Greensboro area by providing an educational option for families. As part of our effort to attract students, we must ensure that the program and school climate are welcoming to and appreciative of the differences that exist in our community.
2. Greensboro Day School believes it must be a constructive contributor to the larger community. This commitment is evident in the school’s program and the active engagement by our students, parents, faculty and staff.

Diversity and inclusion are fundamental components of our mission.

• Our Mission - Greensboro Day School develops the intellectual, ethical, and interpersonal foundations students need to become constructive contributors to the world.  

• Our Guiding Principles - We commit to provide our students:
  • Challenging and inspiring programs that support students in achieving their potential in college and life
  • A socially and economically diverse community that honors and nurtures relationships among students, faculty and community
  • Exceptional extra-curricular opportunities that enrich the educational experience
  • Global perspectives that cultivate respect for others and promote stewardship of the environment  

• Our Diversity Statement - Inherent in the Greensboro Day School Mission is respect for others. This commitment, enriched by a broad range of backgrounds and viewpoints, is an essential part of the educational process. Furthermore, this ethic is best nurtured in an atmosphere of intentional inclusivity and open-mindedness. Therefore, we are dedicated to cultivating a principled community of learners that welcomes diversity, including: age, culture, gender, race, religion, sexual orientation and socioeconomics. 

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The Trustees and Administrators of GDS believe diversity and inclusion in the school and its program must be supported through sustained and purposeful efforts.

• Upon the opening of the school in 1970, the original Board of Trustees, the faculty, and the student body included African-Americans, Quakers, and Jews amongst others.
• In 1990 the Cultural Diversity Committee (now named the Diversity Committee) gained official Board Committee status – the first such committee at an independent school in the state.
• The first statewide Diversity Day for independent schools was hosted in 1992 at GDS. Keynote speaker was Justice Henry Frye, the first African-American to serve on the NC Supreme Court and as Chief Justice of that court.
• In 1993 the E.E. Ford Foundation provides a challenge grant to GDS to support the Bennett College Internship program. Bennett College is a small, private, historically Black liberal arts college for women located in Greensboro.
• A guest facilitator at a May 1993 board meeting conducted a discussion on cultural diversity, admission policy and special consideration for the disabled.
• In 1997, GDS hosted the now regularly scheduled North Carolina Diversity Conference for the second time.
• The school hired a diversity consultant in 1999 to assist in the school’s efforts.
• In 2002, the school appointed its first Diversity Coordinator.
• In 2003 the school hired its first minority Admissions and Financial Aid Director.
• The Board of Trustees adopted a Diversity Statement in 2004
• The Board of Trustees adopted, in 2009, a new mission statement and guiding principles that specifically include diversity and inclusion.

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 Students must have the opportunity to develop the skills needed to live and work in a world that is increasingly diverse.

• In 2050, the United State population is projected to remain the world's third largest (with India as number one and China as number two). Nigeria is expected to have approximately 120 million fewer people than the U.S. population in 2050. (http://geography.about.com/od/obtainpopulationdata/a/uspopulation.htm)
• In the United States, Hispanics remained the largest minority group (45.4 million), with African American (single race or multiracial) second at 40.7 million in 2007. African Americans were the largest minority group in 24 states, compared with 20 states in which Hispanics were the largest minority group (http://www.census.gov/Press-Release/www/releases/archives/population/011910.html)
• With a 3.3 percent increase between July 1, 2006, and July 1, 2007, Hispanics were the fastest-growing minority group. Asians were the second fastest-growing minority group, with a 2.9 percent population increase during the period. The white population grew by 0.3 percent during the one-year period. (http://www.census.gov/Press-Release/www/releases/archives/population/011910.html)
• Four states and the District of Columbia were “majority-minority” (i.e., more than 50 percent of their population is made up of people other than single-race non-Hispanic whites). Hawaii led the nation with a population that was 75 percent minority in 2007, followed by the District of Columbia (68 percent), New Mexico (58 percent), California (57 percent) and Texas (52 percent). Next in line, though not majority-minority, were Nevada, Maryland and Georgia, each with a minority population of 42 percent (http://www.census.gov/PressRelease/www/releases/archives/population/011910.html)

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 A learning environment that recognizes and supports the diversity of students encourages thoughtful interaction and extends the interpretation of the curriculum.

• “A diverse educational environment challenges them (students) to explore ideas and arguments at a deeper level - to see issues from various sides, to rethink their own premises, to achieve the kind of understanding that comes only from testing their own hypotheses against those of people with other views”. (Neil L Rudenstine, Why a Diverse Student Body is so Important) (http://www.diversityweb.org/research_and_trends/political_legal_issues/affirmative_action_policies/why_diverse_important.cfm)
• “Our classrooms should be models of democracy in action. The search for better models of deliberation across difference occurs not just in the town hall, but in the classroom, where our students can learn and practice the value of listening with respect for others”. (Diversity & Democracy, Vol. 12, Fall 2009, Jack Meacham, Teaching Diversity and Democracy across the Disciplines: Who, What and How,) (http://www.diversityweb.org/DiversityDemocracy/vol12no3/index.cfm)
• “The more diverse the faculty, the greater diversity of course content and readings, curricular and teaching methods, and scholarly ideas presented to students. Faculty of diverse backgrounds brings a broad range of their own experiences to the classroom. The different backgrounds and ideas may improve the total achievement of the school. Overall, the different backgrounds will lead to a more effective school”. http://www.nationalforum.com/Electronic%20Journal%20Volumes/Collins,%20Crystal%20J.%20The%20Importance%20of%20Hiring%20a%20Diverse%20Faculty.pdf)

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 The presence of diverse faculty and administrators brings to students a wider representation of adult role models.

• “A diverse faculty will allow students to be exposed to a wide array of ideas, cultures, and individuals. In a diverse student population students need to be exposed to teachers who are like them. They need to see people who have an impact on their lives, look like them, sound like them, and have similar life experiences”. (National Viewpoint: The Importance of Hiring a Diverse Faculty, Doctoral Forum National Journal For Publishing And Mentoring Doctoral Student Research, Volume 3 No. 1, 2006, http://www.nationalforum.com/Electronic%20Journal%20Volumes/Collins,%20Crystal%20J.%20The%20Importance%20of%20Hiring%20a%20Diverse%20Faculty.pdf
• The race of the teacher can have a positive effect on same race students to encourage more challenging course selection. “Culturally similar teachers may take more interest in mentoring black students and have more credibility with those students”. http://zxtm01-ti-1.utdallas.edu/research/tsp-erc/pdf/jrnl_klopfenstein_2004_beyond_test_scores.pdf.pdf

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The financial health of the school is dependent upon tuition income.

• The forecasted growth/year in the population of school age children (ages 4 – 17) in Guilford County will drop from the estimated 2000-2009 yearly average increase of 1.17% to 0.90% in the years 2009-2014. (National Association of Independent Schools, EASI NAIS Detailed Trend Report & Analysis – 2009 for Guilford Count, NC)
• In 2009, African Americans will constitute the nation’s largest racial minority market, but the buying power of Hispanics—an ethnic group—is larger. Despite the severe impact of the 2007-2009 recession, however, blacks’ economic clout will continue to energize the U.S. consumer market. The Selig Center (Terry College of Business, University of Georgia) projects that the nation’s black buying power will rise from $318 billion in 1990 to $590 billion in 2000, to $910 billion in 2009, and to $1.1 trillion in 2014. (The Multicultural Economy 2009, Georgia Business and Economic Conditions (http://www.terry.uga.edu/selig/docs/GBEC0903q.pdf))

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The success of our school relies on a stable, highly qualified work force.

• According to the U.S. Department of Education, America currently has about 3.2 million teachers who work in some 95,000 schools. But more than half of those teachers and principals are Baby Boomers, and during the next four years, we could lose a third of our veteran teachers and school leaders to retirement and attrition. (http://www.education.org/career-guidance/usc-rossier-teaching-degrees.html)
• “Organizations that promote and achieve a diverse workplace will attract and retain quality employees and increase customer loyalty. For public organizations, it also translates into effective delivery of essential services to communities with diverse needs”. (http://govinfo.library.unt.edu/npr/initiati/benchmk/workforce-diversity.pdf)

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Greensboro Day School serves the greater Greensboro area by providing an educational option for families.

• Lower School
  • GUIDANCE PROGRAMS (K-5) – understanding differences and stereotypes
  • Literature studies emphasizing diverse people, beliefs, languages, etc.
  • Computer connections with foreign countries and perspectives
  • Citizenship Education (K-12) 

• Middle School
  • 6^th grade study of “Roots” from pre-slavery to freedom
  • GUIDANCE PROGRAMS (6-8) – differences and creating voice
  • Strong Encounters of Diverse Kind (dealing with appearance and reality)
  • Visiting artists and writers 

• Upper School
  • Historical and cultural studies through literature and social studies
  • Student Diversity Club
  • National Conference for Community and Justice “Anytown” participation
  • Foreign exchange programs (both home and abroad)
  • North Carolina Association of Independent Schools and National Association of Independent Schools diversity conferences for students and faculty 

• Faculty and Staff
  • Annual diversity and inclusion training
  • Community program involvement (Impact Greensboro, Other Voices, Undoing Racism)
  • International Civil Rights Center and Museum – full faculty visit
  • Martin Luther King, Jr. Breakfast, a citywide celebration – annual representation
  • National Association of Independent Schools People of Color Conference – annual involvement

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Greensboro Day School believes it must be a constructive contributor to the larger community.

• Students, faculty, staff and families support and assist the school with numerous outreach opportunities.  Among these are:
  • 2009-2010 – Conducted a 40,000 Can Food Drive for Urban Ministry
  • Raised funds and built a Habitat for Humanity House – 2004
  • Assisted with the playground construction at Country Park
  • Participate in “Bengal Paws for Service” – a yearly school-wide day of community service
  • Bengal Games – 5 areas of service supported by the school-wide game day
  • Lower School Mendenhall Plantation and Palmer Institute/Charlotte Hawkins Brown Memorial project to support operations.
  • Middle School Red Cross Blood Drive (annual-largest single drive in the area)
  • Middle School advising groups service projects (from hospice to humane society)
  • Upper School student clubs/organizations (Operation Smile as example)
  • 10^th grade community involvement (week of service throughout the community)

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