“…We believe that racial, social, economic, and cultural diversity in the student body, staff, faculty, and Board of Trustees is central to the school’s educational mission and values.” 

Excerpt from The Wooster Mission Statement

Since Wooster School was founded in 1926, diversity has been an integral part of  Wooster’s mission. We define diversity in its broadest sense, based on the recognition of differences. We believe that diversity is essential to educating our students; that the appreciation of differences, indeed embracing those differences, is crucial for a healthy community. We provide opportunities to broaden and deepen perspective, thus preparing our students for a world which is increasingly pluralistic and global. Today we continue to incorporate diversity throughout our community as evidenced by our student body, faculty, and co-curricular and enrichment programs.

The Importance of Diversity at Wooster School

Diversity at Wooster School encompasses differences in race, ethnic and religious heritage, socio-economic background, family structure, sexual orientation, geographic origin, and learning style. The awareness  and cultivation and experience of diversity is a way being in the world. It is a celebration of life and its infinite potentials.

Diversity provides our community with an appreciation for the breadth and richness of human culture. As we educate our students about the world, we must continually remind them and ourselves that most of the

world is very different from Danbury, CT.

Diversity prepares our students for occupations and leadership in a world that is changing. A national consciousness of the importance of diversity, greater opportunities for minorities, and the increasingly int’l nature of business brought about by high-speed communication and global travel have diversified many of the businesses and institutions of our country. It’s becoming more essential that we be able to relate to people of many different ethnic and cultural heritages.

Cultural Diversity at Wooster

Board of Trustees: 22%

Students of Color: 19%

Employees of Color: 5%

For parents:

The Multicultural Parents Committee (McPC) works in conjunction with the Diversity Coordinators to plan special programs and celebrations.  The McPC also manages the centrally-located “Multicultural Matters” bulletin board in Coburn Cloister.

For students:

The Multicultural Club meets weekly to plan activities and discuss diversity issues. There are also opportunities for diversity learning through conferences and speakers.

  Amnesty International

  Animal Rights

  Bible Study

  GSA (Gay-Straight Alliance)

  Multicultural Club (Upper School)

  Student/Faculty Committee

  YRTA (Youth Reacting to Aids)

  Midnight Run (3 times/year)

FAQ

How is diversity defined at Wooster?

At Wooster diversity has many faces. We use the NAIS definition which includes, but is not limited to, the following social identifiers/characteristics:

          Race

          National Origin

          Religion

          Creed

          Age    

          Socio-economic status

          Physical challenge

          Sexual orientation

          Gender

What does “People of Color” mean?

Wooster uses the following NAIS Racial & Ethnic Classification:

NAIS considers People of Color as individuals who are permanent residents or U. S. citizens and who belong to one of the following groups:African American, Latino/Hispanic American, Asian American/South Asian, Native American, Middle Eastern American and Multiracial American.

Special Programs and Assemblies at Wooster

    Thula Sizwe, S. African song & dance troupe

    Peggy Dietz Shea, storyteller about Hmong people

Resources:

An excellent list of multicultural and anti-bias books for children:

www.adl.org/bibliography/

Dealing with issues of prejudice & discrimination through television, film and media literacy:  http://www.teachersagainstprejudice.org/

Resources, best practices, professional development offerings, and the opportunity to talk to other teachers about history & human behavior:

http://www.facinghistory.org/

For cross-cultural understanding, students examine the cultures of five indigenous peoples: the Maya of Guatemala, the Amazon tribes, the Maori of N.Zealand, the Navajo of the American SW, and the Saami of Scandinavia.

www.un.org/cyberschoolbus/indigenour/index.asp

Peace Corps Kids World for grades 3-5 has info on countries served by the Peace Corps as well as activities for kids: www.peacecorps.gov/kids/index.html

Speaking of Faith for high school is a website that complements the NPR radio show and covers a range of topics: http://www.speakingoffaith.org/

Gay, Lesbian, and Straight Educators Network:  http://www.glsen.org/