Diversity & Inclusion

These representatives provide student voices for diversity, inclusion, and social justice initiatives across campus. They work on events and assembly programming, as well as fostering personal growth within the community to celebrate human differences and recognize the inherent worth and dignity of all people.

Affinity groups for students were formally launched during the 2016–2017 school year. NAIS defines affinity group as “the bringing together of people who have something important in common, e.g., race, gender, profession, or special interests.”

The Walnut Hill Students of Color Group is for students with African-American/Black-American, Arab/Middle Eastern, Asian-American, Pacific Islander, South Asian, Bi-Racial/Multi-Racial, Latino/a/Chicano/a/Hispanic-Latino/a, Native American/American Indian/First People heritage. Any domestic or international student who identifies as of color.

SEED: Seeking Educational Equity and Diversity

The National SEED Project for Inclusive Curriculum developed at the Wellesley Centers for Women at Wellesley College is a peer-led professional development program that creates conversational communities that drive personal, organizational, and societal change toward greater equity and diversity.  Facilitated by the Director of Diversity & Inclusion, the school offers a monthly SEED program for Faculty and Staff, and for Senior Administrators. Visit the National SEED Project https://nationalseedproject.org

DIVERSITY COMMITTEE MISSION STATEMENT

The Walnut Hill Diversity Committee works collaboratively to advocate for, promote, and support diversity and inclusion in all areas of campus life. The WHDC encourages students, staff, and faculty to grow in their own understanding of diversity, and works to ensure an equitable and inclusive experience for every member of the community. The committee actively facilitates and fosters the following:

• Multicultural curricula in academic and artistic courses that raise awareness of and celebrate difference in safe, intellectual, and thought-provoking settings;

• Community programs that encourage exploration, appreciation, and tolerance of diverse cultures and lifestyles; spark dialogues about social justice; and provide opportunities for meaningful advocacy;

• Progressive skill sets for all community members, including cooperation, listening for understanding, cultural competency, and the ability to lean into discomfort.

COMMITTEE DEFINITIONS OF DIVERSITY AND INCLUSION

Diversity is quantitative and speaks to who we are. Diversity is the entire range of human differences that includes but is not limited to race, ethnicity, sex, gender identity and expression, sexual orientation, age, socioeconomic status, physical and cognitive abilities, religious affiliation, ethical values, national origin and political beliefs. 

Inclusion is qualitative. Inclusion is the deliberate act of welcoming diversity and it recognizes the inherent worth and dignity of all people. An inclusive school promotes and sustains a sense of belonging; it values and respects the talents, beliefs, backgrounds, and ways of living of its community members so that all different kinds of people can thrive and succeed.