Diversity, Equity, Inclusion & Belonging

We believe that, in order to fulfill our mission, a healthy diversity must define Bancroft School.

We believe in the dignity of the individual and the celebration of difference.

We believe that our community must aspire to the best democratic ideals.

We believe that a diverse and inclusive community is a better learning community.

We believe that our sense of justice and inclusion will continue to evolve.

We strive to create a diverse and inclusive community in which each individual is safe, known, and valued.

We strive to create a school culture that affords each member the opportunity to construct a personal identity in an environment that is open, inviting, and accessible.

We strive to forge a community devoid of all forms of prejudice and discrimination.

We strive to build a community of families, faculty, and staff that reflects the diversity of the greater Worcester region.

We strive for an inclusive community that gives voice to all members, encourages challenges to biases and assumptions, and promotes ongoing discussion of these important topics.

We value, acknowledge, and embrace the differences in our community and utilize them to enrich our learning. Bancroft's diversity indicators include but are not limited to ability, age, ethnicity, gender, race, religion, sexual orientation, and socioeconomic status.

We are committed to fostering an inclusive environment where everyone can fully engage in all aspects of our school. Our faculty and staff practice an identity-conscious approach and understand that some groups face institutional barriers. At Bancroft, we recognize these challenges and strive to enhance justice and fairness in our practices and procedures.

We are an institution that values the voice of all its community members.  We actively work to provide opportunities for different perspectives to be expressed. We accept, value, and respect the perspectives of all of our constituents.

We strive to make all community members feel seen, heard, and affirmed. They are also empowered to be active partners in the school community. Giving and receiving respect and dignity are essential to us.

Affinity Groups:

Affinity groups provide students with a shared identity with an opportunity to gather in a brace space to find connection, explore their identity, and discuss issues important to them with individuals who share a similar lived experience. Affinity groups help cultivate a feeling of belonging and often transfer into students engaging in other aspects of student life. Affinity groups are student-led, with support facilitation from one or more faculty members. Participation in affinity groups is voluntary. Affinity groups meet on different days throughout the Upper School schedule to reduce participation conflicts. The Upper School has five active affinity groups:

Affinity Groups: BIPOC, LGBTQ+, Jewish, Women, Chinese International

Culture Clubs:

Culture clubs are student-led groups open to all students, whether they possess a shared identity with the culture being explored. The primary purpose of these groups is to provide awareness and education to the student community and an opportunity to celebrate different cultures. These clubs also offer spaces for constructive dialogue about culture-related topics. There are currently seven culture groups in the Upper School. 

Culture Clubs: Asian, Pan-African, GSA, Spanish Club, Multicultural Student Union (MCSU), French Connection, Social Concerns

Joyful Displays:

The Joyful Display Society is an opportunity to use thinking and art skills to create unique displays for our Bancroft Community. Together, students research, design, and construct bulletin board displays celebrating each month's various holidays and events. There are also leadership opportunities to educate our middle school community about these celebrations through presentations, Kahoots, and interactive activities. 

Circle Practice:

The Middle School uses the circle practice to foster community and provide social-emotional learning and DEIB development. It is a holistic format that creates a space to bring the voices of everyone together to share their perspective(s) on an issue. The circle process lifts up marginalized voices and the voices of those who tend to be quieter Our prompts include Social Emotional Learning and Diversity, Equity, and Inclusion topics.

Friday Share:

Each Friday, the Lower School meets as a community to share their learning. Each week, a grade level shares something from their recent learning experience. This includes foundational DEIB terminology and various cultural holidays and festivals. 

 

Summer Reading:

This summer, all Bancroft employees read Dr. Liza A. Talusan’s book, “The Identity-Conscious Educator.” Employees participated in whole and small-group breakout sessions during multiple professional development days to discuss various text chapters.