BCD is committed to creating a diverse, equitable and inclusive community.

Changing the Narrative of Exclusion

“What are you doing here?” Unclear, I responded “Waiting for math class like everyone else.” “But what are you doing HERE?” he asked once again. Confused, I repeated the same answer. Now visibly upset and frustrated at my lack of understanding, he speaks much slower and in an exaggerated tone and asks, “No, but what did you do to get in HERE?” All I could answer with was a bewildered look. Later that semester in middle school it was made clear to me that what my fellow classmate really meant to ask was, “how did an immigrant get into an advanced math class?”

This was one of countless experiences that remind me I am often seen as an “other.” Whether the cause is the color of my skin, my home language, or my immigration status, these microaggressions can be exhausting and at times, debilitating. Microaggressions are “brief, everyday exchanges that send denigrating messages to people of color because they belong to a racial minority group.” (Sue et al., 2007)

In studying the psychological experience of students of color, Michael Thompson and Kathy Schultz write, “The psychological price for being a minority student in a majority-white school is often heavy.” (Thompson & Shultz, n.d.)

They further write “six particularly difficult psychological experiences which most-not all” students of color face in independent schools (Thompson & Shultz, n.d.):

Social loneliness
Racial visibility and social invisibility
Class and cultural discomfort among white parents and administrators
The burden of explaining oneself to white people
The challenge of completing studies at demanding schools with minimal parent participation
The burden of having to feel grateful all the time.

I am intimately familiar with these psychological pressures and while it may sound counterintuitive, I am grateful for having experienced them. These psychological pressures, while difficult and dehumanizing, have provided me with a framework for supporting BIPOC students today.

Throughout my career in education, my lived experiences have informed my efforts to be the person students need. When I was a science teacher focusing on states of matter, I brought maseca so that my newcomers and emerging English language learners could connect to the lesson in a culturally relevant way. When my students of color were receiving harsher consequences than their white peers for the same behaviors, I was able to advocate for them and help them understand they were not alone.

It seems only natural that my journey would bring me to Boulder Country Day School to be a part of the diversity, equity, and inclusion efforts. I take pride in our school’s mission to help support students in becoming responsible, globally aware citizens. To aid in this process, we lean on The Social Justice Standards from Learning For Justice. The standards are broken down into four domains, Identity, Diversity, Justice, and Action. Within each domain, there are five outcomes which I like to refer to as goals or objectives. These standards provide an age appropriate road map for teachers to use in the classroom. As an example of how these standards play out in the classroom, one of our teachers is currently in a unit on human reproduction. This teacher adopted the various domains from the standards and incorporated the reality that mothers of color face in the healthcare industry. After discussions on equity and social justice, students are completing presentations on initiatives they would implement in hospitals to ensure a person’s cultural background is taken into account.

Beyond the classroom, we are busy organizing an event that will bring 5th-8th grade BIPOC students from the Boulder and Denver areas together for a day of affinity. The goal is for our students to feel loved, celebrated, and empowered through facilitated affinity spaces and breakout sessions. This effort was driven by one of our 8th grade students whose community service project is to bring BIPOC students together. When I asked this student what the purpose is, he responded, “I want them to know they are not alone.” I couldn’t help but recognize myself in this student and acknowledge the psychological experiences they are going through.

I am humbled by the work our teachers do day in and day out, one social justice conversation or lesson at a time. When we open up the space for these conversations and lessons, we continue to undo the impact of inequity and enable all of our students to feel empowered.

Author, Gabriel Lopez, BCD’s Coordinator of Equity and Community Engagement

BCD screening This IS [NOT] Who We Are on Feb 15th

This event will include a screening of the film This Is [NOT] Who We Are followed by a Q & A session with the film's director. We are pleased to be able to support this important film and continue the discussion it has generated in the Boulder community and beyond.

This event is free and open to the public.

Click here to register.

Film Synopsis

Boulder, Colorado, prides itself on being beautiful, welcoming, and inclusive. However, in 2019, racially-charged and dangerous policing involving a Black university student made national news. The documentary film, This Is [Not] Who We Are, explores the gap between Boulder’s self-image and the more complex lived experiences—both historical and contemporary—of its Black citizens.

Black people have lived in Boulder continuously for nearly 150 years, but their history is not well known. Black families faced discrimination in housing, employment, education, health care, criminal justice, and social activities. By the 1920’s, Boulder had become a rallying point for the Ku Klux Klan. In the 1970s employment and housing opened up, but many problems remain. Although the particulars of Boulder’s history are unique, its social trajectory into the 21st century is nevertheless emblematic of many cities across the country that struggle to reconcile their liberal politics with the reality of their communities.

This is [Not] Who We Are braids the lived experiences of Black characters ranging in age from 12 to 78. Some stories are searing, while others are hopeful. The film seeks to open a space for dialogue among Boulderites and about cities like Boulder, overwhelmingly white, wealthy, and conflicted about issues of diversity, inclusion, and equity. Is a more economically and racially diverse future possible, both in Boulder and in cities like it across America?

Left hand Valley Courier - Boulder Country Day to screen film - This is [NOT] Who We Are

MLK Day Celebration

This morning’s assembly was full of honor for Dr. Martin Luther King and the work our teachers and students have been doing around diversity, equity, and inclusivity. Second and fifth grade representatives shared the land acknowledgement they have created for BCD. They spoke eloquently about our need to take responsibility for educating ourselves and to acknowledge the history of this land and the peoples that have resided here before us. Then middle school students from the student initiated All Voices Are Heard student organization shared Dr. King’s story with the student body followed by the presentation of student group art projects featuring Dr. King quotes. Lastly, we were honored to have Minister Glenda Strong-Robinson to present to our community. Minister Glenda told of personal stories and affects the Civil Rights Movement has had in her lifetime and asked us to receive the torch she would like to pass on. We must take care of each other and love our neighbors as ourselves she implored. So, not just on this holiday in his honor, but on all days, let us remember the work of Dr. King and those who came before us as we strive to be the example in a world where all neighbors take care of each other.

Our students did a wonderful job and we would like to extend special thanks to our guest speaker, Minister Glenda Strong-Robinson, as well as all our teachers, especially Mr. Lopez, Ms. Bevins, Ms. Deuble, Ms. Woodring, Mr. Lacrampe and Ms. Mar.

Changing the World, One Step at a Time

I started my teaching career in the fall of 1991 at Foxcroft School, a boarding and day school for girls in Northern Virginia. The early 1990s were particularly interesting years to work at an all-girls school. We were at the forefront of a burgeoning movement to understand how girls learn, and my colleagues and I were tasked with implementing new methodologies and curricula in our classes to reflect this research.

Public Event: BCD to host diversity speaker Rosetta Lee

On the evening of January 25, 2022, BCD will host diversity speaker, Rosetta Lee.

Since 2004, Rosetta Lee of Seattle Girls School, has been a diversity speaker in addition to being a faculty member. She trains on a number of topics, including cross cultural communication, identity development, implicit and unconscious bias, gender and sexuality diversity, facilitation skills, and bullying in schools.

This event will be held via Zoom.

Click here to register for this event.

BCD hosts Learning for Justice expert Sara Wicht

On the evening of January 12, 2021, BCD hosted Learning for Justice (formerly Teaching Tolerance)expert Sara Wicht as part of their Parent Education Series.

Ms. Wicht's presentation covered:

Defining the goals of anti-bias education;
Contextualizing BCD’s decision to officially utilize the Learning for Justice Social Justice Standards (TTSJS) as a framework to guide our anti-bias education work with students and families;
Demonstrating what anti-bias attitudes and beliefs look like in K through 8th grade classrooms;
Exploring the anticipated outcomes of implementing the Social Justice Standards school-wide; and,
Discussing how the school/parent partnership works to increase the impact of the anti-bias education provided at school.

Sara Wicht’s website:

https://www.sarawichtconsulting.com/

Ms. Wicht will join us again on March 9, 2021 to help participants take their understanding of the Learning for Justice framework one step further by putting the Learning for Justice Social Justice Standards (Identity, Diversity, Justice, and Action) into action at home. Ms. Wicht will discuss:

How do we talk about social justice issues with young people in a way that is age and developmentally appropriate?
How do we understand our own motivations to move toward allyship?
How can individuals use their privilege(s) as a tool to achieving liberation for all?
How can school communities build coalitions for collective action and impact social change at the local, state and national level?

Click here to register for this event.

Identity, Difference and Allyship event - Feb 27th at BCD

On February 27th from 6:00pm - 7:30pm, BCD's Coordinator of Equity & Inclusion, Randi Reinhold will lead a thoughtful conversation on Identity, Difference and Allyship and how we can raise our awareness and challenge stereotypes through reflection and conversation.

Research shows that throughout early childhood, children become aware of cultural identities such as gender, race, ethnicity and ability.

Holidays Passports

More and more it seems that schools and school leaders are reluctant to include holiday celebrations and events in classrooms. There is a growing trend in our public schools and institutions to keep all references to faith out of curriculum and instruction, and even some of our independent schools are concerned that celebrating one holiday tradition will marginalize another.

Alumnus' artwork draws financial aid donation

This year's Gala was a huge success. Thank you to all who participated!

BCD to participate in 2015 Great Kindness Challenge

Bulldog Families will meet on January 28th to kick off the Great Kindness Challenge 2015. Students will do two activities in support of this year’s Challenge.

Boulder Country Day School teams with I Have a Dream Foundation to compete in First Lego League competition on November 18th

Through an anonymous Diversity, Equity & Inclusivity grant by a BCD parent, Boulder Country Day School and I Have a Dream Foundation of Boulder County (IHAD) have partnered to form a combined First Lego League® (FLL) team. The grant funds transportation and course expenses for participating IHAD students and brings together students, technology, and BCD’s goal of inspiring students to reach their full potential.

Celebration of Cultures event strengthens community

Celebration of Cultures was a wonderful community event again this year. It featured cuisine from Cuba, Australia, the United States, Russia, Germany, the United Kingdom, Bulgaria, Ireland, Brazil, and Israel. Some wrapped their offerings in flags, several shared their family stories, and everyone shared the spirit of inclusion. There was entertainment in the form of Irish dancing (and instruction) from Emily Zuetell and Nora Finnegan who train at McTeggart Irish Dance School, international crafting, and of course a good old fashion American basketball showdown. Thank you to all who came and shared. We hope to see you all again next year.

DEI example Lesson

MORNING MEETING OR ADVISORY (Wednesday or Thursday)

3YO-2nd: Discuss how are you different from your classmates (if your class is having trouble coming up with differences, you might start a discussion about different names, traditions, family members, etc.). Why it is important to have lots of different kinds of people in a class or community (introduce the word community if it is unfamiliar to the students)?

3rd-8th: As a class, discuss why it is important to have lots of different kinds of people in a class community (introduce the word community if it is unfamiliar to the students). What would be the disadvantages if everyone in the class were the same? Why do you think diversity is important in your class and in the world?

VOCABULARY

difference something that is not the same about two or more people or things; something that makes two or more people or things unlike each other

community a group of people who share something, like an interest, goal, or living or working space; a group of people who cooperate and learn to work together

diversity the condition of having or being composed of different elements; variety, especially the inclusion of different types of people (as people of different races or cultures) in a group or organization

ASSEMBLY ACTIVITY

Essential Questions: What is diversity? How is diversity experienced in different ways?

How can we respectfully express curiosity about the history and lived experiences of others and exchange ideas and beliefs in an open-minded way?

IN THE GYM/WHOLE GROUP

(3 minutes) Listen while the book It’s Okay to Be Different by Todd Parr, is read out loud.

It’s Okay to Be Different, A Read-Aloud with Todd Parr

IN FAMILIES/STUDENT LEADERS

(3 minutes) Think about ways you have felt different in school in the past. Pair up with someone older or younger than you, and talk about one way you feel different, special or unique in your classroom community. Maybe you speak a language that no one else in your class speaks; maybe your family has a special tradition; or maybe you have a unique pet. If you have trouble thinking of something, ask your partner to help you.
(3 minutes) There are many ways we are diverse! Traditions, Religion and Beliefs, Language, Race & Ethnicity, Family Structure, and more. As a large group, see if you can think of other types of diversity.
(Rest of time) As a group, choose a type of diversity for your group puzzle (i.e. “our traditions” or “our religions”). On your puzzle piece, use words and illustrations to represent your own diversity in this area. Your leader will collect your puzzle piece before we return to the gym.

FOLLOW-UP IDEAS

3YO-2nd: As a class, brainstorm three reasons it is good to be different or diverse. What advice would you give to another student who was feeling this way? To finish, share with a partner or draw a picture about what you will think about or do next time you feel different. Recommended Video (3min) “We Are All Alike, We Are All Different”

3rd-5th: Differences are important in every community, not just in classrooms. At home, talk with your family about what you learned from Todd Parr’s book. Discuss ways members of your family might sometimes feel different from each other, and talk about how this diversity can help make your family stronger. When you come to school the next day, write in your journal about what you learned from discussing these themes at home. Share your journal entry with a classmate or with the whole group. Recommended Video (2min) “How Kids See Differences”

6th-8th: Think about how diversity influences our interpersonal relationships as we learn how to express ourselves with people who are similar to and different from us. Can you think of a time you have had difficulty expressing your differences, or a time you have seen others have difficulty expressing differences? Spend 15 minutes journaling about this time, and brainstorm ways in which you might have respectfully expressed your own differences or respectfully helped others do so. What strategies can help us express curiosity about the history and lived experiences of others and exchange ideas and beliefs in an open-minded way? Share your journal entry with a classmate or with the whole group. Recommended Video (6 min) Diversity and Inclusion: Lessons In Friendship and Love

Full Faculty Summer Read

Blindspot: Hidden Biases of Good People - We spent time reflecting as a group on the contents of this book during our fall professional training days. Head of School, John Suitor, will be discussing this book with parents on November 8th during his Parent Coffee and Conversation. If you would like to read the book, we have copies to lend you. You may check one out at the library in the Admin buidling.