Diversity Mission Statement

Rowland Hall represents a diverse community that encompasses differences in the human experience including: ethnicity, race, national origin, family make-up, religion, gender, gender identity and expression, sexual orientation, socioeconomic status, and learning styles, among others. To that end, we affirm that:

• Deepening our knowledge of and appreciation for each other's differences nurtures moral and intellectual growth, fosters a sense of belonging, and creates a stronger community;

• Building awareness that we each have distinct power and privilege inspires us to embrace our responsibility and work toward an equitable and just community;

• Cultivating a diverse and inclusive learning environment prepares our children to effectively participate in a dynamic and increasingly interconnected world.

We recognize that engaging in this work is an evolving process that must be sustained through constant dialogue and effort. All members of Rowland Hall commit to carrying out this mission in our school and wider community.

 

ROWLAND HALL DEMOGRAPHIC ENROLLMENT



• Total: 1005
• Girls: 504
• Boys: 501
• Beginning School: 141
• Lower School: 325
• Middle School: 243
• Upper School: 296

RACE ETHNICITY



• Multiracial = 10%
• Asian American = 6%
• International = 3%
• African American = 2%
• Middle Eastern = 1.5%
• Latino / Hispanic = 1%
• European American = 75%

Diversity Philosophy

Human diversity encompasses all the ways that people differ, including ability, age, gender identity and expression, national origin, race, religion, sexual orientation, and socioeconomic status. Rowland Hall is committed to diversity and the promotion of an academic community in which each member feels connected, comfortable, respected, and included. Rowland Hall is non-discriminatory and includes students, parents, faculty, board, and staff from a variety of backgrounds. The school places an emphasis on educating students about our increasingly diverse world. The school recognizes that we may face difficulties as we work to become a more inclusive institution. Rather than avoiding these challenges, we recognize that progress comes from embracing and celebrating diversity.

This Statement of Diversity is based upon and extends the core values of Rowland Hall. To that end, we affirm the following:

• To treat individuals and groups with dignity;

• To respect diversity of opinions, beliefs, practices, and ideas;

• To reflect and honor the history and backgrounds that we represent.

Diversity Committee Goals

• Facilitate the charge of the Board to promote diversity and inclusion in the Rowland Hall community.
• Ensure the visibility of this pillar of the strategic plan throughout the community.
• Ensure a connection between philosophy statements and daily practice.
• Ensure, through calendaring, that the topic of diversity and inclusion is on-going in the community through actions like "No Name Calling Week," Martin Luther King, Jr. speakers, etc.
• Ensure an appreciation for the religious diversity in the community and, when appropriate, homework moratoriums to facilitate holiday observances.
• Ensure that the conversation regarding diversity and inclusion is school-wide and is connected grade-to-grade.
• Work to educate the community on the language and vocabulary of diversity and inclusion to ensure a cohesive and common understanding of what is meant by such terms.
• Work to create an environment where acceptance of diversity is more than just nominal acceptance, but an environment that reflects this diversity and inclusion.
• Ensure educational materials throughout the community are representative of the larger community.
• Ensure the topic of diversity and inclusion are topics in rotation for faculty in-services and divisional faculty meetings.
• Facilitate a yearly school-wide speaker on the topic of diversity and inclusion, and explore ways of opening this conversation up to the larger community.
• Strengthen ties to community partners who not only share our goal of making diversity and inclusion a priority within organizational cultures and practice, but the wider community.

 

Diversity Committee

2011-2012
Julie Barrett, Associate Head of School
Margaret Rose, Lower School Assistant Principal
Mary Jo Marker, Middle School Interim Head and Dean of Students
Ryan Hoglund, Upper School Assistant Principal
Kathy Gunderson, Lower School Admissions
Trace Browning, School Chaplain
Dr. Kate Taylor, Upper School English Teacher
Robin Hori, Upper School Science Teacher
Margot Miller, Middle School Social Sciences Teacher
Sofia Gorder, Upper School and Middle School Teacher
Katie Schwab, 2nd Grade Teacher
Rebecca Filion, 4th Grade Teacher
Kate Nevins, 4PreK Teacher
Saba Siddiqui, Parent and Board Liaison
Susan Arsht, Parent Liaison
Luz Robles, Parent Liaison
Jo Rappley, Upper School Registrar
Charis Benjamin, Upper School Student
Sarah Mian, Upper School Student
Ling Ritter, Upper School Student
Gabriela Rosenada, Upper School Student

Please the see the No Test Calendar PDF below.

Religious Holiday Policy

We at Rowland Hall believe in supporting students, faculty, and staff in their respective religious beliefs. We recognize that many may observe Holy Days and have religious obligations that may require cessation of work or absence from school.

The school recognizes that absences for religious observances and celebrations are not like absences due to family vacations or professional obligations and we do not want students or faculty to face the possible dilemma of observing their holiday and taking a lower grade /penalty or not observing the holiday at all.

There will be "No Test" days for the following Religious Observances: Eid-al-Fitr and Eid al-Adha (Islam); Rosh Hashannah, Yom Kippur, and the first two days of Pesach (Jewish); Vesak (Buddhist); Diwali (Hindu); the first day back from Winter break; the Monday following Easter Day; the Monday following LDS General Conference weekend.

The homework/curriculum expectations in all classes are as follows:

1. We believe that a student who is absent from school due to a religious holiday should not be penalized for that absence.

2. Students or parents have the responsibility to give timely prior notification to teachers and office staff. This can be done personally, through a written note, or through email.

3. In planning curriculum, teachers are asked to make sure that information presented during religious holidays can be easily obtained by the student upon his or her return. Because during many religious holidays students will not have time to do work, alternate deadlines will be set for those students.

No Test Calendar 2011-2012

Ally Building

Rowland Hall is working hard to create an atmosphere where adults and students learn what it means to be an ally. Becoming an ally begins at the beginning and elementary levels with good friendship skills and kid-friendly language, such as sticking up for someone who is being teased, saying "stop it" when someone says something insensitive, using kind words, or seeking an adult for help. By middle and upper school, we are hopeful that students and adults will respond to negative comments or actions by confronting the person and letting them know how and why their actions or words are hurtful and that it's unacceptable. Building trust, developing leadership, making friends, and creating a more inclusive, safe school community are all by-products of ally-building.

Additional ally building information