Inclusion is at the core of the mission of The Cathedral School. We believe that the recognition and appreciation of differences in race, socioeconomic status, cultural or religious tradition, age, gender, ability, and sexual orientation enhance the individual's sense of identity and broaden respect for others. At Cathedral, growing and learning together in a diverse community of individuals is an invaluable aspect of the education we provide.
Cathedral offers a wide variety of programming to support its commitment to diversity. Students have the opportunity to participate in affinity, identity, or ally groups at every grade level; parents have an array of support and affinity groups in which they can play an active role; and teachers regularly attend diversity-related workshop and professional development seminars. These interactions broaden perspectives, promote acceptance of difference, and encourage critical thinking and problem-solving among all members of our community.
A defining aspect of a Cathedral's academic experience is the school's Identity Curriculum. Our work is at the forefront of the nation's diversity, equity, and justice work in independent schools. The Lower School focuses on self-discovery and identity development and the intentional building of community. Upper School students explore the meaning of individual and group identity through the study of gender, sexuality, race, personal responsibility, and justice. The children are challenged to examine their own lives, question assumptions, and imagine the future. Student clubs and affinity groups support this curricular work. The service learning component of this curriculum stresses personal responsibility, global citizenship, and activism. We prepare our students to be leaders in a complex world, possessing the personal and intellectual skills to succeed.
Dr. Worokya Duncan
Director of Inclusion & Community Engagement & Interim Head of Upper School