Community Life and Diversity

Chapin is committed to diversity in its culture, curriculum and program. Believing that an equitable, inclusive community is essential to learning, Chapin actively seeks families, faculty and staff who bring a range of experiences to the school. Chapin embraces and respects differences in age, ethnicity, gender identity, learning style, physical ability, race, religion, sexual orientation and socioeconomic class. Expecting and requiring respect for others 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

At Chapin, we are dedicated to ensuring that every student has both “mirror” and “window” experiences at the School. Community members have the opportunity each day to help our students learn more about themselves and others with different backgrounds, identities and perspectives.

The concept of “mirrors and windows” was first introduced by Emily Style for the National SEED [Seeking Educational Equity and Diversity] Project. Multicultural education scholar Rudine Sims Bishop advanced the concept when she coined the phrase “mirrors, windows and sliding glass doors” to explain how children see themselves in books. [”Windows, Mirrors and Sliding Glass Doors”]

"Mirrors" help to create a sense of belonging by allowing individuals to see reflections of themselves in people, curricula, and throughout their school environment. "Windows" enable us to develop an understanding of how others navigate the world through thoughtful observation and learning. "Sliding glass doors" encourage individuals, through reflection and action, to respectfully engage with others and the world around them.

We understand that an equitable, inclusive community at Chapin is essential for all students to flourish. Here, we all benefit from such a community. The beauty and power of myriad backgrounds and experiences coming together make Chapin an amazing and vibrant place.

Diversity, Equity, Inclusion and Belonging (DEIB) Highlights

Comprehensive curricular work, special events and community-building activities, guided by the Department of Equitable Practices, took place during the school year as part of Chapin’s commitment to diversity, equity, inclusion and belonging (DEIB) in all areas of school life. Below is a sampling of recent DEIB-centered activities across the School:

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 (our US Jewish affinity group) 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 MS Associate Teacher and alum Jilian Ohikuare ’16 shared their experiences living abroad in Singapore and China, respectively.

Affinity Groups & Culture Clubs

For Students

Asian Affinity

Race-based affinity group for students who identify as Asian (Upper School)

Association for White Anti-Racist Education (AWARE)

An Educational group for white-identifying students to examine their role in the community through conversations around identity, privilege, and allyship (Upper School)

Banana Splits

Support group for students with divorced or deceased parents (Lower School)

Building Love and Community (BLAC)

Race-based affinity group for students who identify as Black (Upper School)

Chinese Club

Student group which educates club members on Chinese culture (Upper School)

Gender and Sexuality Alliance (GSA)

Student group which raises awareness, promotes acceptance, and normalizes discussion regarding issues facing the LGBTQIA+ community and allies (Upper School)

La Lima Language and Literacy Magazine

World languages literary publication (Upper School)

La Familia

Race-based affinity group for students who identify as Latinx/e and/or Hispanic (Upper School)

MENSCH

Space for Jewish-identifying students to come together and bond over shared culture and experiences (Upper School)

Middle Eastern Affinity Group

Affinity group for students who identify as Middle Eastern (Upper School)

Middle School Cultural Awareness Program (MS CAP)

Explores aspects of culture and what makes cultures stand out (Middle School)

Multiracial Affinity Group

Race-based affinity group for students who identify as multiracial (Upper School)

Muslim Student Association (MSA)

Affinity group for students who identify as Muslim (Upper School)

Ruby Bridges

Monthly breakfast gathering for Lower and Middle School students of color

For Professional Community

Asian Affinity Group for Professional Community

Race-based affinity group for Professional Community members who identify as Asian

Black Affinity Group for Professional Community

Race-based affinity group for Professional Community members who identify as Black

BIPOC Affinity Group

Race-based affinity group for Professional Community members who identify as people of color Black, Indigenous and/or People of Color

Chapin Adults Centering Equity (CACE)

Race-based affinity group for Professional Community members who identify as white and are seeking ways to disrupt racism and race-based inequities

Jewish Affinity Group for Professional Community

Affinity group for Professional Community members who identify as Jewish

Latinx/e/Hispanic Affinity Group for Professional Community

Race-based affinity group for Professional Community members who identify as Latinx/e/Hispanic

LGBTQIA+ Affinity Group for Professional Community

Affinity group for Professional Community members who identify as lesbian, gay, bisexual, transgender, queer/questioning, or similarly intersex, asexual, or some other identity in the diverse spectrum of gender and sexuality

For Parents

For Alums

Alumnae Cultural Awareness Program (ACAP)

Chapin believes strongly in diversity in all aspects of its curriculum and community. ACAP celebrates that belief. ACAP provides Chapin alums with opportunities to learn about the School’s continuing diversity, equity and inclusion work; engage in topics addressing identity and belonging; and foster networking opportunities among participants.

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 McMahan-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.