About

Inclusion and Community

Theme for the Year: continue to develop the ability to manage unconscious bias throughout our daily interactions both inside and outside of the school community in support of cultural competency
Hockaday's philosophy and purpose is to awaken the intellectual curiosity of every girl; to develop in each girl an enthusiastic spirit, a healthy body, and a sense of responsibility for herself and her actions; to foster an appreciation of beauty and joy in self-expression; to nurture a courteous attitude, a sense of grace, respect for the ideals of human worth and dignity, and a harmonious and mature character well-equipped to make responsible choices and withstand the pressures of today’s society. We foster a community of concern and friendship within the student body, faculty and staff, families, and alumnae to instill in every girl a love of learning, an understanding of herself and the ethical principles which guide her life, an appreciation of excellence in all its forms, and a commitment to what is right and good.
 
We accomplish our goals with involvement from all of our constituencies.  Those who teach and work at Hockaday are representatives of a diverse population with expert knowledge and training in their fields and possess a strong desire to change and grow to meet the challenges of the 21st century.  Our inclusive community fosters a racially, ethnically, and socio-economically diverse student and family population.  We admit and enroll students who possess strong moral character, academic promise, sound ethics, perseverance, diligence, resilience, spirit, and sportsmanship.  Our alumnae, as well as parents, continue to maximize their connection to Hockaday by supporting the mission and work of the School with their time, talents, and resources.

We acknowledge the complexity of diverse life experiences and openly engage in building inclusivity.  Through the adopted approach of cultural competency, individuals and groups work effectively across cultures with a defined set of values, principles, skills, attitudes, policies, and behaviors.  This developmental process and continuum evolves over time for each individual, within programs, and throughout the school environment.  As a school, we implement a model of cultural competency which includes cross-cultural effectiveness skills, cultural self-awareness, cultural intelligence, and countering oppression through inclusion.

Our commitment to diversity, equity and inclusion is reflected in the Four Cornerstones, the Philosophy and Purpose Statement previously mentioned, the Mission Statement, and The Hockaday Difference with the goals of preparing every girl for the diverse world in which they will live.  Our belief is that through intentional, shared, and meaningful experiences cross-cultural competency can be gained over time as one community and one Hockaday.

Sincerely, 

Tresa Wilson



 


 
Tresa Wilson
Director of Inclusion & Community
214.360.6378
twilson@hockaday.org

All-School Programming

List of 5 items.

  • Cross-Cultural Competency Skills Training for Faculty and Staff

    This ongoing training is held throughout the school year for all faculty and staff to develop the knowledge, skills, and ability to support all constituents become more culturally competent leaders, educators, and members of the school community.
  • Inclusion and Community Parent Education Series

    This is a unique series dedicated to providing the parent community with skills to effectively support identity development and cultural competency at home by applying age-appropriate techniques in support of the Character and Courtesy Education Series for Student Development.
  • Character and Courtesy Education Series for Student Development

    Character and Courtesy Education Series is a school-wide commitment based upon the Four Cornerstones that is designed to meet the needs of the student body at age- appropriate levels with a focus on identity development and cultural competence. Our goal is to develop effective 21st century global citizens through engagement, development of the necessary skills, and knowledge across all grade levels.
  • Intercultural Council

    The Council acts as an advisory body to the Eugene McDermott Head of School and the Leadership Team on matters of diversity, equity, and inclusion that affect the community chaired by the Director of Inclusion and Community. Responsibilities include promoting meaningful dialogue that cultivates mutual understanding and appreciation for individual and cultural differences within the Hockaday community; developing and supporting opportunities for students, faculty, and staff to cultivate the necessary skills and competencies to effectively engage in the multicultural society of the 21st century.
  • One Hockaday: Dr. Martin Luther King Jr. Celebration and Day of Service

    The school community acknowledges and embraces the legacy of Dr. Martin Luther King, Jr. in partnership with the Executive Director of Social Impact, Laura Day, a day of celebration and service are held. These programs are dedicated to inspiring our community to embrace diverse cultures and ideas as well as to underscore the importance of inclusion and purposeful engagement through a life of servitude in our everyday lives.  We believe in the limitless potential of our student body as they face unique challenges, discover unknown problems, and work toward creating change living in a complex world. 

Cultural Competency Series (2019-2020)

List of 1 frequently asked questions.

  • Jessica MacFarlane
    Perception Institute

    Cross-Cultural Competency Skills Training for Faculty and Staff: Promoting Belonging at Hockaday: Collective Action Planning

    In 2018, faculty and staff engaged in professional development with Jessica MacFarlane of Perception Institute around the role of implicit bias, racial anxiety, and stereotype threat as challenges to belonging in The Hockaday School community. In this session, Jessica returned to Hockaday to continue the conversation, and lead the group through a collective action planning exercise. We revisited best practices in independent schools and identified key steps that we, individually and as a school, can take to foster a greater sense of belonging and to promote excellence for all of our constiuents.

List of 1 frequently asked questions.

  • Dr. Sandra “Chap” Chapman
    Sandra Chapman Consulting

    Character and Courtesy Education Series for Student Development: Understanding How Implicit Bias Impacts My Sense of Belonging
     
    Dr. Sandra Chapman will continue the conversation with her second installment titled Understanding How Implicit Bias Impacts My Sense of Belonging for students to learn the necessary skills on how to counteract bias in their interactions with peer groups, the greater community and beyond.  
     
    These skills-based lessons focus on:
     
    Lower School: Building a Sense of Belonging
    What are some of the ways we can build our skills to foster a community where everyone feels they belong in Lower School. 
     
    Middle School: Developing a Sense of Belonging
    What are some of the ways we can explore skills and competencies to build personal awareness of differences and habits that promote inclusion. Our everyday actions will contribute to building a Middle School community where everyone belongs. 
     
    Upper School: Facilitating a Sense of Belonging Through Action
    Racial anxiety, the brain’s stress response before or during inter-racial interactions, impacts us on multiple levels and at every aspect of life. Through dialogue and a short video, we will explore this unique behavior, learn strategies for navigating racial anxiety, and practice applying these skills to our everyday interactions with Upper School peers inside and outside of school to support belonging.

Professional Development

List of 8 items.

  • ISAS Inagural Diversity, Equity, and Inclusion Conference

  • The Association of Boarding Schools (TABS)

  • The Center for Spiritual and Ethical Education (CSEE)

  • NAIS Annual Conference

  • NAIS Diversity Leadership Institute

  • NAIS People of Color Conference

  • NAIS Student Diversity Leadership Conference

  • National Coalition of Girls' Schools Leadership Symposium

Recommended Publications

  • The Culture Code: The Secrets of Highly Successful Groups by Daniel Coyle 
  • Blindspot: Hidden Biases of Good People by Anthony Greenwald and Mahzarin Banaji
  • The Science of Equality In Education: The Impact of Implicit Bias, Racial Anxiety, and Stereotype Threat on Student Outcomes by Perception Institute
  • Anti-Bias Education for Young Children and Ourselves by Louise Derman-Sparks and Julie Olsen Edwards
 
    • 2018-2019 Upper School Student Diversity Board

      2018-2019 Upper School Student Diversity Board



 

Cross-Cultural Competency Skills Training for Faculty and Staff

FEMPWR Forum 2019

Past Speakers and Visiting Scholars

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