Inclusion & Community

Theme for the Year: ability to resolve conflict across differences and hold courageous conversations 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.


Tresa Wilson

Tresa Wilson
Director of Inclusion & Community

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 service 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 (2020-2021)

List of 1 frequently asked questions.

  • Dr. Howard Stevenson
    University of Pennsylvania

    Constance Clayton Professor of Urban Education, Professor of Africana Studies, in the Human Development & Quantitative Methods Division of the Graduate School of Education at the University of Pennsylvania

    If Elephants Could Talk: Racial Literacy for Racially Stressful Encounters in Schools

    • learn about research on racial literacy and how the stress of racial/gender interaction, discrimination and dehumanization of the behaviors of youth of color can lead to disproportionate exclusion and misjudgment as well as incompetence in racial interactions 
    • learn how educators can engage Black youth and families in conflicts (through affection, protection, and correction) by embracing their coping styles as strengths not threats  
    • apply and practice racial literacy coping skills during personal and professional racial encounters (based on a model of racial socialization, literacy, and stress management) to improve cultural and racial competence 

List of 1 frequently asked questions.

  • Karla Garcia
    Dallas Independent School District Trustee

    Dallas ISD, District 4 Trustee and Board Secretary 

    Each year, we are fortunate to have scholars visit our campus and engage our faculty, staff, and student body through the One Hockaday: Dr. Martin Luther King, Jr. Celebration. To extend the experience, we invite one of our special guests or keynote speakers to participate in an up-close session, the Visiting Scholars Program, with the student body. As our featured keynote speaker at this year’s One Hockaday: Dr. Martin Luther King, Jr. Virtual Celebration, Ms. Garcia will address the timely topic of educational equity during this unprecedented time of COVID-19 and racial injustice. Ms. Garcia is scheduled to engage our 7th and 8th graders and Upper School students during two separate sessions this January.

List of 1 frequently asked questions.

  • Dr. Rodney Glasgow
    President, The Glasgow Group

    Head of School, Sandy Spring Friends School, Sandy Spring, Maryland

    Civic Engagement: How to Have Courageous Conversations about Political Landmines

    In this session, we explored the dynamics of identity development and understanding our own narratives and how they show up in difficult conversations, especially political conversations at this time. We  also explored the role of cognitive dissonance and develop skills for emotion management that will help teachers and advisors to navigate these conversations more effectively:

    • What jumpstarts emotions during a challenging conversation, and how do you manage the emotions that arise?
    • How does your identity impact the way you engage in and interpret conversation? 
    • How do you honor multiple perspectives while still holding a line of civility?
    • How can you use these tactics in your classroom, in your advisory, and in your hallway discussions with students and faculty/staff?

Professional Development

List of 8 items.

  • ISAS eSeminar Series on Racial Literacy and Anti-Racism

  • 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

  • Promoting Racial Literacy in Schools: Differences that Make a Difference by Howard C. Stevenson, PhD
  • The Racial Healing Handbook: Practical Activities to Help You Challenge Privilege, Combat Systemic Racism, and Engage in Collective Healing by Anneliese A. Singh, PhD, LPC
  • 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
    • 2019-2020 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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