Equity and Social Action

Eastside Catholic has a defined commitment to diversity, equity, inclusion, social action and social justice.

• We will build a more diverse, inclusive, equitable and just community at Eastside Catholic through planned programs and strategies that emphasize respect for and affirmation of the dignity and worth of each person.

• Eastside Catholic will develop systems of accountability that will monitor and assess the school culture to determine how effectively we are living our mission. This will include, but will not be limited to, admissions, hiring, retention, financial aid and curriculum development.

• We will affirm the value of diversity in our school community and will strive to reflect this value in the composition of our board of directors, administration, faculty, staff and student body.

• We will proclaim our commitment to diversity, equity, inclusion, social action and social justice in school communications, publications, marketing, events, programs and extracurricular activities.

Faculty/Staff Equity and Social Action Committee (FSESAC)
This committee is composed of faculty and staff who meet regularly to discuss issues of diversity, equity, inclusion, social action and social justice at Eastside Catholic. The committee works with the Director of Equity and Social Action to work on tasks, such as planning for the National Association of Independent Schools Assessment of Inclusion and Multiculturalism (AIM) survey, analyzing school data, planning for programs and activities, providing input to administrative team, strategic planning and other related work.

Scope of Work:

• Proactively promote, ensure and protect equity and social action at Eastside Catholic.
• Improve equity and social action discourse in curriculum, faculty and staff activities and services for students.
• Review current challenges and expand opportunities in equity and social action work.
• Foster better dialogue and ongoing cultural competency education.
   

Student Equity and Social Action Committee (SESAC)
This committee is geared towards allowing students of differing backgrounds to engage together and be advocates for all students and will work with our student government, leadership and administration teams. The main roles and responsibilities are working with the Director of Equity and Social Action to create a space in which everyone is respected and feels comfortable speaking up about issues that they see on campus while also working on various initiatives and projects.

Parent Equity and Social Action Committee (PESAC)
The committee promotes and advocates for equity and social action in the EC community. In addition, the committee will help support our efforts to celebrate the many types of diversity within the community. The PESAC will work with the other Equity and Social Action Committees.

What is an affinity group?
An affinity group is a designated “safe space” where everyone in that group shares a particular identity. This identity can be based on race, gender  language, nationality, physical/mental ability, socio-economic class, family structure, religion or others. Affinity groups can be a place for underrepresented people in a community to meet together to feel less isolated and more connected. During affinity group meetings, participants might share and talk about their experiences or focus on working towards a particular mission or goal.

Who can be part of an affinity group?
Only people who identify with that particular group can be a part of that group. This allows affinity group members to safely express their experiences without having to worry about others not understanding their experience because they identify with a different affinity group.

Are affinity groups exclusive and divisive?
Affinity groups are intended to bring people together over a commonality. We all benefit from interactions with people who share common identities or experiences. When you are in the numerical minority of a community, these bonding interactions may only occur during an affinity group. Affinity groups are only “exclusive” in order to create a safe space for people who may not feel safe in the larger community because they are in the numerical minority. During affinity group meetings, people can share freely and without inhibition about their experiences. These groups make them feel more visible and more included in our community, and in doing so, enhance our commitment to inclusivity.

Don’t affinity groups just promote segregation and not diversity?
Affinity groups are one aspect of creating a diverse and socially just world. They create a safe space needed for people to build strength and pride. But equally as important are the collaborative efforts between different groups of people towards creating equity for all. Allies are people who do not identify with a certain affinity group but want to support the equal rights of people from that group. Ally work and affinity work are both important aspects of creating social equity. You know you are in the right affinity group if you can say unequivocally, “I am _______” and you can speak to that group’s collective identity and experience from the “I” and “we” perspective.

Source: Children’s Day School

Affinity Group Resources:

Identity, Affinity, Reality
Students Talking about Affinity Groups
White Anti-Racism Affinity Groups: I Used to Be a Skeptic, But Now I’m an Evangelist
Why People of Color Need Spaces Without White People
Going to the Root: How White Caucuses Contribute to Racial Justice

Cultural Competency: Cultural competence is having an awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families. It is the ability to understand the within-group differences that make each student unique, while celebrating the between-group variations that make our country a tapestry. This understanding informs and expands teaching practices in the culturally competent educator’s classroom. Cultural competency is defined as having the capacity to (1) value diversity, (2) conduct self-assessment, (3) manage the dynamics of difference, (4) acquire and apply cultural knowledge, and (5) adapt to diversity and the cultural contexts of the communities in which one lives and works.

Diversity: The wide range of human characteristics used to mark or identify individual and group identities. These characteristics include, but are not limited to, ethnicity, race, national origin, age, personality, sexual orientation, gender, class, religion, ability and linguistics preferences. Diversity of thought and ways of knowing, being and doing are also understood as natural, valued and desired states, the presence of which benefit organizations, workplaces and society.

Equity: A condition that balances two dimensions: fairness and inclusion. As a function of fairness, equity implies ensuring that people have what they need to participate in school life and reach their full potential. Dimensions of diversity such as ability, ethnicity, or socioeconomics should not be barriers. As a function of inclusion, equity ensures that essential educational programs, services, activities and technologies are accessible to all. Equity is not equality; it is the expression of justice, ethics, multi-partiality and the absence of discrimination.

Equality vs. Equity Explained: https://youtu.be/APDxrppvtKQ

Inclusion: The act of creating environments in which any individual or group can be and feel welcomed, respected, supported and valued to fully participate. An inclusive and welcoming climate embraces differences and offers respect in words and actions for all people. It’s important to note that while an inclusive group is by definition diverse, a diverse group isn’t always inclusive. Increasingly, recognition of unconscious or ‘implicit bias’ helps organizations to be deliberate about addressing issues of inclusivity. Being inclusive means ensuring co-ownership and shared responsibility among all members of the school community. It authorizes individuals to carry out their role or roles successfully.

Social Action: Social action is something done for the benefit of the community. Social action is a way to celebrate and live out the gospel call for life, human dignity and care for God’s community through actions that respond to the needs of others and the community with the aim of creating lasting change.

Social Justice: Social justice refers to a concept in which equity or justice is achieved in every aspect of society rather than in only some aspects or for some people.

Sources for these definitions include the National Education Association, National Center for Cultural Competence, Georgetown University Center for Child and Human Development, Royal Society for the Encouragement of Arts, Manufactures and Commerce, the Archdiocese of Cincinnati, the NAIS AIM Users Guide, No More Failures: Ten Steps to Equity in Education by Simon Field, Malgorzata Kuczera, and Beatriz Pont and Blackwell Encyclopedia of Sociology.

• Annual Diversity Week
• DEI Speaker series – October - December 2020
• Professional Development: Several faculty members attended the NAIS People of Color Conference in 2019. Mrs. Harris-Johnston was a workshop presenter at the conference.
• In 2020, Eastside Catholic was awarded the Fulcrum Building Diversity and Inclusion Grant – a program that supports schools in welcoming students, regardless of race, ethnicity or class by increasing accessibility, promoting academic excellence and increasing cultural competency of teachers and staff.
• From 2017-2019, Eastside Catholic hired Dr. Kimberly B. George, an expert in the fields of ethnic studies, gender studies, U.S. religious history and counseling psychology. At EC, she taught multiple cohorts of faculty and staff, around 30 people total, about how intersectionality, ethnic studies and feminist theories impact pedagogy and curriculum. Dr. Kimberly B. George worked closely with High School English Teacher Aimee Dingler and Middle School Humanities Teacher Jenny Castillo to help them develop diverse, just and inclusive pedagogical methods and curriculum that they could implement in classrooms.
• From 2018 through 2020 school years, monthly after school workshops for faculty and staff were held covering a wide variety of topics such as intersectionality, trauma-informed pedagogy and culturally responsive teaching. Mrs. Dingler and Ms. Castillo led these workshops and their goal was to bring the theory that they studied under the tutelage of Dr. Kimberly B. George into practice by giving educators space and time to think of real curriculum changes and ideas that they could incorporate into their classrooms and lives.