Helping NYC Independent Schools Achieve Diversity Effectiveness

Jenny Anderson’s New York Times article from October 19, entitled “Admitted, but Left Out” can trigger a turning point in helping NYC independent schools achieve the next level of awareness and effectiveness in their diversity programs.

I’m sure it already has hit a nerve in the independent school community, and has begun to stir debate about how they can better serve minority students, students from lower socioeconomic backgrounds as well as their more affluent Caucasian peers who still represent the majority of the student body in these schools.

It is public knowledge that in recent years the independent schools have put forth an all-out effort to recruit minority students.  Beyond admissions policies, most of these schools have diversity coordinators charged with educating the school community about cultural differences and improving the experiences of minority students.  And yet, as the students admitted under diversity policies have matured, they have become more aware and more vocal.  Jenny has taken advantage of the opportunity to explore their often painful experiences.  So often the best laid plans have unintended consequences and the efforts to mix communities within NYC that are worlds apart are no exception.

While no one can take away the suffering brought about by intimate acquaintance with nuances that define the disparate opportunities and lifestyles of their fellow students, hopefully Jenny’s article has brought the emotional aspect of the minority student experience to the forefront in a way that will create meaningful dialogue and stimulate new ideas that improve the experience for the next generation.

Liz Perelstein

Chair, The School Choice Group