Community and Belonging
Believing that an inclusive community is essential to learning, Chapin encourages all community members to bring a range of experiences to the school, and prioritizes programming and curriculum that fosters understanding, compassion and belonging. Chapin embraces and respects differences. Expecting and requiring respect for others are embedded in our community’s values and are hallmarks of our educational process.
Department of Equitable Practices
Xiomara Hall, Associate Head of School
Lourdes (Lulu) Cossich, Associate Head of Lower School & Lower School Equity Coordinator
Amanda McMillan, Middle School Equity Coordinator
Kristina Kalaw Joyas, Upper School Equity Coordinator/English
From the Department of Equitable Practices
What makes Chapin an amazing and vibrant place are myriad experiences brought together under one roof. We understand that an inclusive community which values belonging is essential for all students to flourish. With purpose and care, Chapin community members aim to help our students learn more about themselves and others with different backgrounds, identities and perspectives. The concept of “mirrors, windows and sliding glass doors,” coined by professor Rudine Sims Bishop over 35 years ago, is a metaphor that guides the way learning can be curated to support this intention.
"Mirrors" helps to create a sense of belonging by allowing individuals to see reflections of themselves in people, curricula, and throughout their school environment. "Windows" enables us to develop an understanding of how others navigate the world through thoughtful observation and learning. "Sliding glass doors" encourages individuals, through reflection and action, to respectfully and positively engage with others and the world around them.
Highlights of Community and Belonging at Chapin
Comprehensive curricular work, special events and community-building activities, took place throughout the school year as part of Chapin’s commitment to fostering an inclusive learning community in all areas of school life. Below is a sampling of recent activities:
During Black History Month, Class 6 students participated in a Dance Residency with Accent Dance NYC, during which they learned the form of step dance with Accent Dance Teaching Artist Falosha Martin.
Leaders of our Upper School Muslim Student Association organized an Eid al-Fitr celebration in the Commons with samosas, music and special activities.
On International Women’s Day, Class 3 students in Mr. Robinson and Ms. Lin’s class enjoyed a visit from Head of School Ms. Fogarty, who read "She Persisted.” Written by Chelsea Clinton, the book highlights 13 inspiring women who have changed the world.
In celebration of Hispanic/Latinx/e Heritage Month, our Class 3 students learned all about weaving, a traditional art form popular in many Spanish-speaking countries. The girls practiced how to safely use hammers and screwdrivers to prepare their individual wooden looms before beginning the warp and weft process with strands of colorful yarn.
During Jewish American Heritage Month, members of MENSCH read stories including A Synagogue Just Like Home and Big Dreams, Small Fish to our LS students.
In celebration of Lunar New Year, Middle School held a special Assembly. Two Class 4 students gave a robust presentation about the history of the holiday and shared examples of traditional food, clothing and activities. Another Class 4 student and alum Jilian Ohikuare ’16 shared their experiences living abroad in Singapore and China, respectively.
Affinity Groups & Culture Clubs
Chapin's Equity, Inclusion & Support Committee
The Equity, Inclusion & Support Committee (EISC) is a committee comprised of Chapin community members from all areas of the School, co-led by the Associate Head of School and a Trustee who is also an alumna. With Chapin’s Mission as its guide, the Council is responsible for examining the School’s efforts in supporting equity and inclusion across a multitude of social identifiers that include, but are not limited to, age, ethnicity, gender identity, learning style, ability, race, religion, sexual orientation and socioeconomic class within the Chapin community. The purpose of the Committee is to ensure that Chapin’s culture, curriculum and program support a culturally relevant community that is safe, welcoming and affirming.
Scholars in Residence
The Chapin School’s Scholars in Residence Program offers innovative, inspired pre- and post-doctoral scholars or independent researchers an exciting opportunity—a structured two-year residency rooted in Chapin’s commitment to an inclusive and collaborative model of teaching and learning. Our Scholars bring to classrooms and professional learning a wider set of sources, scholarship, questions and perspectives. Scholars and the programming in which they are engaged enliven and broaden important work that is in progress at Chapin through this unique partnership.
We are delighted to share that Dr. Marcus Brock will remain at Chapin as our Senior Scholar in Residence, helping to guide the work of our new cohort of Scholars who will serve 2024-2026. Dr. Brock will be joined in the Scholars Program by Dr. Nithya Rajan, who earned her Ph.D. in Feminist Studies from The University of Minnesota in 2022, and Travis Stackow, currently pursuing his Ph.D. in Cognitive, Social, & Developmental Psychology at The New School for Social Research.
Chapin's Transgender and Non-Binary Student Statement
Chapin considers applications from any student who identifies as a girl, and we remain devoted to the education and leadership of girls and young women. Recent updates to our policies focus on support for our students who come to understand that they do not identify as girls after joining the Chapin community. Every student and their family should feel they fully belong at Chapin; no student will be asked to leave because of their gender identity. We recognize that all of our students will develop a deeper sense of self in a number of ways during their Chapin years. We continually teach and encourage our students to use their authentic voices and to affirm and support each other’s efforts to do so. Our educators, administrators and trustees are committed to an inclusive community and a successful future for each and every one of our students. Expecting and requiring respect for all remains an essential element of our commitment to diversity.
To learn more about Chapin's process, click HERE.