Connections Quarterly Winter 2018 - World Religions

Teaching about Religions as Diversity Education By Brian Blackmore Westtown School, West Chester, PA I ndependent schools are increasingly taking diversity seriously; however, it is unclear how much schools are helping students understand religion as an important aspect of human identity and experience. A 2017 survey conducted by the National Associa- tion of Independent Schools (NAIS) reported that diversity work is in a period of robust growth, formalization, and professionalization. About one-third of diversity practitioners report they are the first or the second person to perform that role at their schools. Ap- proximately 90% of diversity practitioners have some kind of formal training in their field, and 73% hold advanced degrees. It seems that more than ever before, schools are providing professional development about diversity and inclusion, improving hiring and admissions practices, incorporating new curriculum and assemblies devoted to diversity education, and supporting student affinity groups and diversity clubs. About half of the respondents to the 2017 NAIS survey reported that their school had a formal diversity strategic plan. 1 The work independent schools are doing around diversity and inclusion is important and praiseworthy, but I wonder if religion is being overlooked. Diversity and inclusion programs tend to (quite rightly) emphasize issues related to inclusion and 1. National Association of Independent Schools. 2017 NAIS Diversity Practitioners Survey. https://www.nais.org/media/ MemberDocuments/Research/2017-NAIS-Diversity-Practitioner-Survey.pdf. Accessed August 2018. Page 2 Winter 2018 CSEE Connections

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