EXPL 291 Community Research Based Paper

Diversity and Inclusion at Chicago Friends School:
A Community-Based Research Project
Sarah Alharsha, Roman Hreskiv, Tim Joseph, Hanna Keller, Lily Medina, Katie Sobun and Lia Tsikretsis
April 10, 2019
EXPL 291
Prof. Patrick Green and Prof. Susan Haarman

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Introduction
Diversity and inclusivity have been on a steady incline as highly-regarded values in today’s society.
As a result of increased social awareness, many institutions are now looking to extend their policies to
represent diverse community populations and be more inclusive of individuals of marginalized
groups. The process of successfully making an institution more diverse and inclusive often
presupposes asking the right questions: where can the institution improve, what practices should the
institution continue, and what behavior does the institution need to model in order to meet these
goals? A community-based research class at Loyola University Chicago partnered with Chicago
Friends School with these questions in mind, and found answers using three research methods: (1)
Asset-Mapping - locating community resources near Chicago Friends School that would aid their goal
of increasing diversity and inclusivity, (2) an Internal Audit - gauging the popular response
concerning diversity and inclusivity within Chicago Friends School, and (3) an External Audit -
determining the behaviors that are most conducive to diversification and inclusion through an
investigation of diverse organizations outside of Chicago Friends School.
Context / Biographical Analysis
Based on multiple meetings with Head of School, Karen Carney, this community-based research
project focuses on diversity and inclusivity practices at Chicago Friends School (CFS). Diversity and
inclusivity practices, in this context, are specifically articulated by the head of school as increasing
participation and enrollment of, as well as creating a welcoming atmosphere for, people of color and
people from lower socio-economic backgrounds. Chicago Friends School is a Quaker school located
in north side Chicago’s Edgewater neighborhood, committed to holistically developing its students’
minds, bodies, and spirits through a socially responsible academic curriculum, community
engagement, and service projects.
Research Questions
1. What are the current practices that CFS is already doing to promote inclusivity and diversity?
2. Are there practices that CFS is doing that do not promote inclusivity and diversity?
3. What practices does CFS need to increase to promote inclusivity and diversity?
Data Collection
Asset-Mapping
For the asset-mapping portion of the research project, our team investigated several community
resources in three primary Chicago neighborhoods: Rogers Park, Edgewater, and Uptown. More
specifically, we looked into which associations would optimally benefit Chicago Friends School in
their plan to increase inclusivity and diversity. The collection process of our research focused
primarily on institutions and organizations that not only provide a wide variety of services to the
aforementioned communities, but prioritize diversity and inclusivity. The final part of the data
collection process entailed compiling an initial and extensive list of community resources that would
ultimately aid Chicago Friends School’s plan to diversify their student body.
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Internal Audit
In order to gather information for internal audit, our team decided to conduct semi-structured
interviews. Semi-structured interviews are a blend of agenda of necessary questions with giving some
freedom for the topics to vary. This approach is a great tool for research, as it sometimes reveals
important details that the research team was missing. There were three groups of people interviewed:
parents, teachers, marketing specialist. Next, we created three separate sets of interview questions for
each of these groups, which allowed us to gather more relevant information. The interviewees are kept
anonymous for privacy reasons. All the data collected was used to better understand the question of
diversity and inclusivity in the Chicago Friends School.
External Audit
The external audit of other organizations around the greater Chicago area consisted of research on
organizations that are known to practice diversity and inclusion successfully and interviews with key
members of the organizations. We identified ten diverse organizations, through our research, and
conducted interviews and further research on them. Our findings on the information gathered from
this audit are available in the External Audit. The organizations are listed below, grouped by location:
In the Edgewater/Rogers Park/Uptown Area:

1. CircEsteem (Uptown)
2. Living Water Community Church (Rogers Park)
3. All Stars Project (Rogers Park)
4. United Church of Rogers Park
5. Institute of Cultural Affairs (Uptown)
In the Greater Chicagoland area:
1. Y.O.U. (Evanston)
2. Christopher House (Logan Square)
3. Chicago United (Downtown)
4. LivingWorks (Chicago Southwest Side)
Data Analysis
Asset-Mapping
Once a comprehensive list of community resources in the Chicago neighborhoods had been made, our
team began to narrow down the list with the goals of Chicago Friends School in mind. Resources that
were not as conducive to increasing diversity and inclusivity were removed from the list to allow for
resources that were more productive to our research questions. As community resources were
removed, those which proved more beneficial to our research questions were researched more
thoroughly to provide a brief description of what each association values and works to achieve.
Additionally, resources were categorized into 2 sections: institutions and organizations. Within those
2 sections, our team further divided the resources into their respective subcategories. A selection of
the community resources were categorized into educational, religious, and medical institutions, while
the organizations were divided according to which benefits and services they provided: financial,
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family/youth services, educational, recreational, and cultural. In addition to the categorized list, a table
checking off each institution or organization’s offered services was created for a more comprehensive
demonstration of what each association provides for the community.
Internal Audit
After all of the interviews were conducted and transcribed, internal audit team, with transcripts of
those interviews at hand, went through each question and answer in order to find commonalities. We
analyzed the answers the three groups gave us, wrote what appeared to be common in many
interviews, identified the differences. After that created main points based on the process of
organizing data. In the end, our team created a list of further questions that Chicago Friends School
can look into, important observations for management, and recommendations for them to consider.
External Audit
We first assessed the organizations by three qualifiers in order to keep our research focused and
specific and to determine the organization’s efficacy for CFS. These three qualifiers are
socioeconomic diversity, ethnic and racial diversity, and marketing and recruitment strategies. We did
preliminary research on the organization, such as the type of organization, the type of work they do,
and the community they serve. We utilized a semi-structured interview method, preparing some notes
and preliminary questions prior to the interview, and using them to build our questions during the
interview. We prepared different and specific questions for each organization based on their
organization type and the type of diversity they practice successfully. We recorded notes from these
interviews and gathered some specific tactics these organizations use to ensure diversity and inclusion
that may be utilized or further inquired about by CFS in the future. Our notes on these organizations
and interviews can be found in the Appendix.
Presentation of Data
Asset-Mapping
Institutions
Educational
Families Together Cooperative Nursery School

https://www.ftcns.org/
1500 W Elmdale Ave
Chicago, IL 60660
● The Families Together Cooperative Nursery provides an play-oriented educational
environment that is committed to diversity, strong parent/child relationships, and the growth
of children in every aspect. This co-op school offers a close knit community for parents and
their children with classrooms and large outdoor space and plenty of fundraising
opportunities. Their programs are for ages 2.5-5 years.
Loyola University Chicago

https://www.luc.edu/
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1032 W. Sheridan
Chicago, IL 60660
● Loyola Chicago is a private Jesuit university located in the Rogers Park neighborhood, as well
as a Water Tower Campus in downtown. They are a diverse community of students, staff, and
alumni that work to seek God in all things, as well as service the community through learning,
justice, and faith. Their Jesuit mission promotes community and global conversation
regarding social justice, awareness of cultures, and the rights of others among other things.
They are a research university with a 14:1 student-to-faculty ratio.
Nicholas Senn High School

https://www.sennhs.org/
5900 N. Glenwood Ave
Chicago, IL 60660
● Nicholas Senn High School (alternatively, Senn High School) is a Chicago Public High
School located in the Edgewater neighborhood on the northside of Chicago. Senn High
School prides itself on being a diverse community that develops motivated, creative, and
critical thinkers who are actively responsible globally minded citizens.
Sacred Hearts School

https://www.shschicago.org/sacred-heart-schools
6250 N. Sheridan Road
Chicago, IL 60660
● Sacred Hearts School is a K-8 Catholic institution that promotes inclusivity, equality, and
strengthening ones relationship with God. The school is open to all denominations and invites
students to actively live their faith based on their tradition. Sacred Heart students are involved
in various service projects and practice becoming well rounded members of their community.
Sullivan High School

https://sullivanhs.org/
6631 N Bosworth Ave
Chicago, IL 60626
● Sullivan High School is a public high school located in northside Chicago’s Rogers Park
neighborhood. The administration and faculty of Sullivan High School strive to recognize the
individuality of each student and the right of students to receive a quality education which
encourages the development of the student’s fullest potential. Through dedication, hard work
and effective planning, Sullivan High School is able to offer a flexible academic and
extracurricular program that allows all students opportunities to experience success.
George B. Swift Elementary Specialty School

https://www.swiftelementary.org/
5900 N Winthrop Ave
Chicago, IL 60626
● Swift Elementary Specialty School collaborates with students and parents by continuously
reflecting on progress, focusing on learning needs and data, all while monitoring and
adjusting instruction for individual success. Swift School celebrates the diversity of their
community by integrating fine arts and social emotional learning to educate the whole child.
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Religious
Emanuel Congregation
https://www.emanuelcong.org/
5959 N. Sheridan Road
Chicago, IL 60660
● Emanuel Congregation is a Jewish synagogue located in Edgewater and is home to many
Jewish organizations. The rabbis lead music services and teach Bar/Bat Mitzvah students.
They also have youth groups, sisterhoods, retreats, and has an institution located in
Wisconsin. They empower children and adults to apply Jewish values in their everyday life
and “be a collective force for good”.
Living Waters Church (2)

https://livingwatercommunitychurch.org/ (Chicago location - 6808 Ashland Ave)
● Living Water Community Church (Chicago) is an “urban Mennonite church” that serves a
diverse neighborhood through worship, mission, and community events. The church works to
bring peace, love, and reconciliation to the neighborhood and the world, and is partnered with
Living Works After-School program.
https://golivingwater.com/ (Bolingbrook location - 190 Lily Cache Lane)
● Living Water Community Church (Bolingbrook) is a church that works to “create an engaging
and diverse environment, with a high emphasis on excellence and creativity as well as
freedom for the Holy Spirit’s power”. Living Water Community Church values inclusivity,
hospitality, and community, and strives to deliver worship services that reflect those values.
St. Thomas of Canterbury

http://www.stcuptown.com/index.php
4827 N. Kenmore Avenue
Chicago, IL 60640
● St Thomas of Canterbury is a Catholic faith community in the Uptown area. They promote
diversity and provide worship in English, Spanish, Vietnamese, and Laotian every week.
They offer volunteer opportunities that work with local soup and food kitchens, as well as a
clothing facility that gives donated clothing to those in need. The church offers a mass 7 days
a week, as well as confession.
Medical
Andersonville Behavioral Health

http://abhchicago.com/
1509 W. Berwyn Ave
Chicago, IL 60640
● Andersonville Behavioral Health promotes the mental health and well being of children and
teens, individuals, couples, and families by providing high-quality, psychological services to a
diverse clientele. Their services include but are not limited to: psychological testing and
assessments, couple and family therapy, adult psychotherapy, and psychotherapy for children
and teens.
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Kindred Chicago Lakeshore Hospital

https://www.kindredhealthcare.com/locations/transitional-care-hospitals/kindred-hospital-chicago-lak
eshore
6130 N Sheridan
Chicago, IL 60660
● Kindred Chicago Lakeshore is a 103-bed transitional care hospital offering the same in depth
care you would receive in a traditional hospital, but for an extended recovery period. KCL
partners with your physician and offer 24-hour clinical care seven days a week so you can
start your journey to wellness. KCL is located in the heart of the city, with a view of the lake
and surrounded by skyscrapers and city activities.
Organizations
Financial
Chicago Community Trust

https://cct.org/
225 N Michigan Ave, Suite 2200
Chicago, IL 60601
● Chicago Community Trust (CCT) is a community foundation dedicated to improving [the
Chicago region] through strategic grant making, civic engagement and inspiring philanthropy.
CCT works with different partnerships and initiatives to serve a variety of nonprofit
organizations, residents, and donors. CCT also supports the success of “people of all races,
places and identities”, tackling structural inequalities and social change through their mission.
Edgewater Chamber of Commerce

https://www.edgewater.org/
● The Edgewater Chamber of Commerce prides itself on servant leadership while working with
the small business community in Edgewater and the surrounding areas. The mission of the
Edgewater Chamber of Commerce is to “create and support a thriving business environment,
contributing to a vibrant Edgewater community”, and the board of the ECC strives for
diversity, bringing together a variety of individuals with different social, religious, ethnic, and
racial backgrounds.
Edgewater Development Corporation

https://edgewaterdev.org/
● Edgewater Development Corporation (EDC), a local non-profit organization, works to
“redevelop the commercial resources of Edgewater to better serve the entire Edgewater
Community”. Local residents volunteer on the EDC’s Board of Directors to facilitate and
implement tasks relevant to the mission of the organization.
Rogers Park Business Alliance

https://rpba.org/
● Rogers Park Business Alliance (RPBA) is a non-profit organization that works with
businesses, as well as community and economic development to provide an abundance of
high-quality community resources for the Rogers Park area. RPBA offers several different
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programs in support of local businesses while promoting the development of several different
recreational organizations in Rogers Park and beyond.
Uptown United
https://exploreuptown.org/about-us/uptown-united/
● Uptown United is an economic development organization primarily serving the community of
Uptown. Uptown United has three partner organizations that also serve the Uptown
community: Business Partners, The Chamber for Uptown; Development Partners, and
Community Partners.
Family/Youth Services
All Stars Project

https://allstars.org/locations/chicago/
53 W Jackson Blvd, Suite 1135
Chicago, IL 60604
● The All Stars Project works in the city of Chicago to aid its youth via the developmental
power of performance. All Stars Project is a national nonprofit that uses a performance based
approach to help tens of thousands of inner-city youth and their families create success in
their lives.
CircEsteem
http://circesteem.org/
4730 N Sheridan Rd
Chicago IL 60640
● CircEsteem’s mission is to unite youth from diverse racial, cultural, and economic
backgrounds and to help them build self-esteem and mutual respect through the practice and
performance of circus arts. CircEsteem’s social circus approach “targets various at-risk
groups living in precarious personal and social situations” and aims to “assist participants’
personal and social development”.
Family Matters
https://www.familymatterschicago.org/
7731 N Marshfield Ave
Chicago, IL 60626
● Family Matters offers several after-school programs designed to foster leadership
opportunities in the community’s youth and families. Family Matters programs incorporate
academic and social emotional learning (SEL) and the organization’s mission strives to
address and overcome structural racism and systemic oppression to build an equitable society.
Illinois Action for Children

https://www.actforchildren.org/for-families/
North Side / Uptown
4753 N. Broadway
Chicago, IL 60640
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● Illinois Action for Children supplies child care resources and family support services for
Illinois residents. They hold consultation appointments for families and then guide them in
finding early child care and services based on their budget and schedules. Additionally, they
offer family workshops/training and lists of neighborhood care providers.
Howard Area Community Center

http://howardarea.org/
7648 N Paulina St
Chicago, IL 60626
● The Howard Area Community Center (HACC) is a social service agency that provides
affordable and free education, employment, and health assistance programs for the greater
Rogers Park area (serving both individuals and families). HACC brings together donors,
members of the community, and service providers to present a wide variety of opportunities
and services to the Rogers Park community.
Lawrence Hall Youth Services

https://www.lawrencehall.org/
4833 N. Francisco Ave
Chicago, IL 60625
● Lawrence Hall provides a variety of services and opportunities to Chicago’s youth in order to
better prepare them for an independent and successful life. These services include career
readiness and job training, summer employment, foster care, education, therapeutic treatment,
and residence facilities.
LivingWorks
http://livingworkschicago.org/about/
● LivingWorks is an afterschool program that seeks to foster holistic development in local
elementary school students by addressing the needs of the whole child through academic
enrichment and extracurricular activities that allow students to explore their own interests and
potential. A few of LivingWorks core principles include: Non-violent peacemaking,
multiculturalism and anti-racism, ecumenical, inter-faith and community collaboration, and
asset-based community development.
Loyola Community and Family Services (LCFS)

https://www.luc.edu/lcfs/aboutus/
Granada Center
6439 North Sheridan, Suite 300
Chicago IL 60626
● Loyola University Chicago offers mental health services to the surrounding community and
their families. They partner with the LUC School of Education and Social Work to provide
child counseling, family counseling, psychoeducational services for schools based in
Edgewater, psychological assessments for children, and much more. They provide services in
Spanish and English. Service fees are based on family size and income.
Mary Crane Center

https://www.marycrane.org/
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4006 W Lake St
Chicago, IL 60624
● The Mary Crane center promotes the comprehensive early development of children through
school-readiness programs, personal enrichment activities, and family support services. They
offer programs for both children and adults, as well as home-based programs, and pride
themselves on knowledgeable and nurturing faculty, strong community partnerships, and a
culturally rich and diverse classroom environment.
Y.O.U. Evanston (Youth & Opportunity United)

https://youthopportunity.org/
1911 Church St
Evanston, IL 60201
● Y.O.U. strives to close the gap between youth and opportunity by recognizing that a diverse
youth community brings to the table varying opportunity sets. Y.O.U. closes that gap via three
strategies: (Advancing youth success, Building youth resilience, and Catalyzing prevention
networks) to prepare youth for post-secondary and overall life success.
Youth Opportunity AmeriCorp

https://www.nationalservice.gov/special-initiatives/task-force-expanding-national-service/youth-oppor
tunity-americorps
● Youth Opportunity AmeriCorp works to involve at-risk youth with service projects sponsored
by the program. They promote community involvement and mentorship to provide a support
system for those involved. Additionally, they provide grants and funding to help organizations
thrive and deliver their message.
Educational
Christopher House
(Multiple locations)
https://christopherhouse.org/
● Christopher House is a family of schools that helps low-income, at-risk families succeed in
school, the workplace, and life. Christopher House provides family support to close the
opportunity gap by delivering high-quality education opportunities to both children and
parents. Christopher House operates an preschool, an elementary school, an after school, and
a parent school.
Edgewater Reads
http://www.edgewaterreads.org/
● Edgewater Reads provides books and literature resources to the people of Edgewater. They
offer book clubs, reading activities/events, and are partnered with many local libraries.
Furthermore, they are also the brains behind the Little Free Libraries in the Edgewater area.
They promote the “take a book, leave a book” policy and work to encourage community
literacy through various events.
Literature for All of Us

http://www.literatureforallofus.org/
10
5940 N Sheridan Rd
Chicago, IL 60660
● Literature for All of Us uses books and writing to facilitate circles of connection, healing and
growth in the face of social inequity. Besides distributing a wide variety of books, Literature
for All of Us provides trauma-informed literacy support and facilitates over 25 weekly book
groups at 15 Chicagoland sites while prioritizing equity and social justice as an underlying
goal.
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Recreational
Edgewater Playhouse
https://edgewaterplayhouse.com/
1048 W. Bryn Mawr Ave
Chicago, IL 60660
● Edgewater Playhouse is a gymnastics facility that provides early childhood gymnastics,
music, and yoga. They additionally have an open gym and a space for birthday parties. The
music classes are taught in Spanish or English and are for all ages. Drop in or registered
classes are offered.
Halas Recreation Center

https://www.luc.edu/campusrec/halas/
6458 North Winthrop Ave
Chicago, IL 60626
● Halas Rec Center is Loyola Chicago’s fitness and recreational activity center. They offer a
multipurpose gym, a family changing room, an 8 lane pool, group fitness classes, and locker
rooms among others. They additionally provide individual and group swim lessons for ages
3+. Members of the community are able to purchase membership passes. There is also a free
outdoor track and quad for community members.
High Ridge YMCA

https://www.ymcachicago.org/highridge/
2424 W Touhy Ave
Chicago, IL 60645
● High Ridge YMCA is a 27,443 square foot, full-service facility including membership,
aquatics, childcare, gymnasium, babysitting, and fitness. High Ridge YMCA focuses on youth
development, healthy living and social responsibility to nurture the potential of every youth
and teen. YMCA works to improve the nation’s health and well-being and provides
opportunities to give back and support neighbors. YMCA’s core values include caring,
honesty, respect, and responsibility.
M.A.D.E. Foundation
http://www.madeforchicago.com/
● M.A.D.E. is a non profit organization that provides at risk youth with a multitude of
recreational activities. By servicing children aged 9-14, they help implement an active and
healthy long term lifestyle that these children might not otherwise have. They hold
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motivational workshops, clinics, and teach nutritional programs to youth to help balance
education and sports. They work in areas all around the Chicago area.
Cultural
Centro Romero
http://centroromero.org/
6216 N Clark St
Chicago, IL 60660
● Centro Romero is a community-based organization that aids in the personal and social
development of refugees and immigrants on the northeast side of Chicago. Services include
the Youth Learning and Leadership Program, Family Services, Adult Education, and Legal
Services.
Institute of Cultural Affairs

https://www.ica-usa.org/
4750 N Sheridan Rd
Chicago, IL 60640
● The Institute of Cultural Affairs (ICA) “strengthens the capacities of individuals,
organizations, and communities to build and implement innovative plans of action that draw
upon assets and social capital in a collaborative manner”. ICA works globally, nationally,
citywide, and locally to implement these plans, and draws upon donor support to sponsor its
mission. ICA works to strengthen cultural dimensions in an effort to contribute to a more
equitable society.
Multicultural Resource Program (NS Community Resources)

https://www.northsidecommunityresources.org/programs/multicultural-resource-program/
1530 W Morse Ave
Chicago, IL 60626
● Northside Community Resources aims to “build and strengthen communities among the
diverse populations of Chicago’s North Side”. More specifically, the Multicultural Resource
Program improves the wellbeing and self-sufficiency of Chicago’s immigrant and refugee
communities. Some of their services include housing counseling, supportive access to higher
education, assistance with social service applications and and referrals to partner
organizations.
RefugeeOne
http://www.refugeeone.org/
4753 N Broadway, Suite 401
Chicago, IL
● RefugeeOne works in the Chicago community via a variety of programs designed to help
refugees resettle. The refugees that come to RefugeeOne are often in the process of escaping
from war, persecution, violence, and genocide from all over the world. RefugeeOne offers
resettlement services, English language training, workforce development, wellness programs,
sewing studios, youth programs, women’s services, and immigration assistance.
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Internal Audit
Common Themes Among Common Themes Common Themes Recommendations

Teachers Among Parents Among All For Chicago
Interviewees Friends School
Correlation between time All found CFS in Believe school size Being a more active
spent at school and different ways should grow community
concern about diversity participant
Importance of different Very happy to be part Most are not Quakers, Expand after-school
aspects of diversity of the school however, love the values activities/programs
that are at the core of
CFS
Importance of Diversity is an issue to Believe that Strategic Try to educate

values-based teaching them, but they believe Plan, that was created communities on the
in CFS and love and presented by the Quakers and Quaker
children’s results Board, is very strong values
Great curriculum, There are no

student development “harmful” practices
techniques in the school
identified
External Audit
After reviewing the data collected from interviews and the cumulation of our research, we have
identified various strategies that have worked for other organizations in their diversity and inclusion
practices. We have outlined five themes identified in these interviews and our research:
I. Starting the change process at the top: Diversifying the board
Kristen Jackson, a pastor at Living Water Community Church in Rogers Park, noted in our
conversation that the leaders of the Church “come from a variety of backgrounds”. She explained that
in order to successfully ensure diversity and inclusion in a community, it must begin with the
leadership. She explained that this process of diversifying the leadership took some time, but was not
ultimately difficult considering the diversity of the surrounding neighborhood, being Rogers Park.
This can be seen by creating new jobs and positions specifically devoted to diversity and inclusion.
For example, many new organizations and companies now have a Diversity and Inclusion Officer or
Chief. Their responsibilities can include arranging and coordinating events to celebrate diversity and
promote inclusion, assisting with hiring and recruitment, and educating the community on different
cultures and traditions.
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II. Crafting specific narratives
The Chicago Friends School currently presents an exceptional origin story that can be found
on the schools’ website. It details the humble beginnings in the Belmont storefront before acquiring
the current shared space on Thorndale Ave. However, that is one perception of the CFS narrative. If
and when the CFS engages with different, specific communities, it would be helpful to emphasize or
highlight the aspects that resonate with that community as opposed to running through the same
narrative and relying on it through and through. In other words, diversifying the narratives you present
to potential recruitment sites and communities might positively influence the chances of student
enrollment and thus, diversity.
In regards to CFS, this can be exhibited as follows:
Things we know about CFS :
- Friends’ tradition and values are core to the curriculum
- Small class sizes
- Transitions are experiencing an upward trend (physical space, teachers/staff, recognition)
- Monday Meetings are open to the community
- Transparent with families and community members for the sake of growth
Hypothetically, if Chicago Friends School had the opportunity to present themselves to potential new
families or community members, and, if the majority were students and families who experienced
isolation or lack of community in their current or old schools, Chicago Friends School would present
their narrative--not in its entirety--but through highlighting the unique qualities it possesses such as
small class size and community Monday meetings. These can be seen as “selling points”. Another
example: If the majority of the potential families were African American, CFS obviously wouldn’t
highlight the lack of diversity, but instead highlight the upward trend they are working towards in
diversity and inclusion, perhaps introducing cultural-celebratory initiatives.
III. Strength in afterschool and traveling programs
Many of our conversations with and research into organizations identified the strength in after
school and traveling programs in order to ensure diversity and a diverse community outreach. Douglas
Grew, the Program Coordinator at CircEsteem, explained how they have been able to reach out to
socioeconomically and culturally diverse communities through their traveling programs. Specifically,
CircEsteem has a traveling mentoring program based in Gage Park in Chicago’s southwest side.
Furthermore, Y.O.U. in Evanston has “out-of-school” programs in which they visit schools around
Evanston and Niles to assist with their after school programs.
Apart from these traveling programs, their afterschool program on Mondays, Wednesdays and
Fridays bring many students to their doors, who then bring other friends and peers. Douglas Grew
explained that word of mouth has been a huge contributing factor in their organic and years-long
development of diversity and inclusion in their organization. In other words, it was not an overnight
change. Kristen Jackson from Living Water Community Church in Rogers Park also explained how
their afterschool program has increased their community and has helped them celebrate diversity and
inclusion. The interview with Y.O.U. also revealed the strength of internal programs, such as
mentorship programs, in promoting diversity and inclusion. All Stars Project, based in Rogers Park,
specializes in afterschool programs, and according to their website, strive to “be recognized as
America’s leader in Afterschool Development”.
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IV. Looking at partnerships as an inclusive practice
Almost every organization we researched emphasized the significance of community

partnerships. This strategy is not new to CFS. Douglas Grew, CircEsteem’s Program Coordinator,
explained that they have utilized the community as a major asset and resource, allowing them to grow
and diversify. Kristen Jackson with Living Water Community Church also discussed the partnerships
with Kilmer Elementary School and Loyola University Chicago and how these partnerships have
played a major role in the way they now practice and celebrate diversity and inclusion. This can also
be seen at Y.O.U., as they have partnered with numerous organizations that align with their mission
and provide Y.O.U. with extra resources. These partnerships can assist CFS with funding, additional
services for family, staff, and students, activities for students, and ultimately, growth.
V. Create culture, don’t recruit it
Creating culture rather than recruiting it was a theme stressed in the interview with Becky and
T’Shana at Y.O.U. in Evanston. They provided an example of multicultural talent exhibitions where
students present and showcase different cultures in an appreciative and informative way to encourage
the learning process to understand different cultures. This is seen at All Stars Project in Rogers Park;
they specialize in using the “power of performance” to bring communities together and provide an
outlet for youth. These performances can be specific to a certain culture in order to celebrate diversity
and educate the community. Furthermore, organizations like Chicago United, located in downtown
Chicago, and the Institute of Cultural Affairs in Uptown have hosted culture nights to celebrate
diverse cultures and reinforce inclusivity. This allows for the appreciation of culture, rather than the
appropriation of culture.
In order to reinforce the appreciation of culture, it is important for board and staff members to
be educated and constantly re-educated on diversity and inclusion. This can be done in many
interesting ways: partnering with organizations like Y.O.U. or All Stars Project to inform staff and
board on interactive and effective ways to encourage cultural appreciation and ultimately, diversity.
Furthermore, the neighborhood and area surrounding CFS is perfect to host some type of cultural
block party, to bring diverse members of the community to the school and bring the community
together to celebrate the beauty in diversity.
Results
I. Asset Mapping
See Presentation of Data
II. Internal Audit

In this part every column from the “Data Presentation” for Internal Audit portion of the
research will be discussed in more detail.
There are four points under “Common Themes Among Teachers”:

1. Correlation between time spent at school and concern about diversity – after analyzing
data from teacher interviews, our team noticed that the teachers expressed higher worry about
15
diversity in Chicago Friends School than their colleagues who spent less time at the school.
Although every teacher highlighted the importance of diversity in the classroom and the
school overall, those with more experience with the school had stronger opinions on changing
the current situation. Worth to mention, we have only four data points, thus this may be not
enough to draw a clear conclusion. However, at least this is what seems to be a forming trend.
2. Importance of different aspects of diversity – continuing on the topic of diversity, our
team was working towards research on mainly socio-economical and racial diversity. When
ask what diversity means to them, majority of teachers mentioned diversity in learning styles,
abilities, cultural diversity, different backgrounds.
3. Importance of values-based teaching – being a Quaker school, Chicago Friends does an
amazing job on teaching their values to students, according to every teacher. This is one of the
main reasons for them loving what this school does.
4. Great curriculum, student development techniques – the curriculum at this school is very
different to traditional schools. It is created by each teacher at the beginning of the school
year. Curriculum is based on Quaker values, which teach students the importance of
simplicity, peace, integrity, community, equality, and service.
“Common Themes Among Parents”:

1. All found CFS in different ways – after interviewing a number of parents, we noticed
that they found school in a variety of ways: by search online, by visiting open house, by living
in the neighborhood, by getting to know the school personnel on shared playground.
2. Very happy to be part of the school – again, with limited number of interviews
conducted with parents, we noticed that everyone who participated was happy with what the
school is doing, the style of teaching, and strong community of great people.
3. Diversity is an issue for them, but they believe in CFS and love children’s results –
when asked about diversity in the school, parents expressed their awareness about this issue.
Most of them would like Chicago Friends School to represent the broader Chicago area in
terms of being a diverse community themselves. However, they love the school for how they
treat their children and would like others to experience this kind of education as well.
“Common Themes Among All Interviewees”:

1. Believe school size should grow – this response in general was explained in a way that
even though small class size in great because of the amount of attention each gets from the
teacher and thus a strong connection between the two, both parents and teachers would be
happy with CFS growing in number of students. According to people interviewed, this will
allow the school to evolve and will give an ability to make a greater impact.
2. Most are not Quakers, however, love the values that are at the core of CFS – as it was
already mentioned earlier, school’s values are very important for teachers. We found the same
after interviewing parents and marketing specialist. All of them made a big emphasis on how
Quaker values shape students to be better human beings. However, most people are not
Quakers themselves and initially were skeptical (mainly parents) about Quakerism (“fear of
unknown”). Nonetheless, values turned out to be very important while making the choice to
become part of this small community. From the information gathered, we can assume that the
word “Quaker” might potentially keep some people from joining the school.
16
3. Believe that Strategic Plan that was created and presented is very strong – based on the
analysis of the interviews, CFS community members loved the Strategic Plan. They are
excited to see the school change in the ways outlined in the document.
“Recommendations for Chicago Friends School”:

1. Being a more active community participant – when asked about what the school should
do in order to improve diversity, something that came up across all three groups was to go out
into community more. This included attending events, creating events, interacting with
community members.
2. Expand after-school activities/programs – this suggestion had appeared in all of the three
groups. CFS members would like to have more opportunities for students to engage in
afterschool activities, such as sports, chess or academic disciplines clubs.
3. Try to educate communities about Quakers and Quaker values – based on performed
analysis of internal audit, our team strongly agrees that it would be beneficial for the Chicago
Friends School to educate communities on this topic. Considering CFS uses Quaker values as
their uniqueness and advantage, potential community members should know more about
Quakers.
4. There are no “harmful” practices in the school identified – one of the tasks was to make
sure there are no practices that harm the school and its presence in Chicago community. As
far as this research goes, we were unable to find even one example. This school has a group of
talented and committed people who work hard to improve and grow it.
III. External Audit

See Presentation of Data and Appendix
17
Implications
Physical capacity at CFS
What would diversity and inclusion at the racial/ethnic and socioeconomic levels do for progress in
regards to physical capacity at Chicago Friends School? By increasing diversity and inclusion
methods, the school would be able to secure a greater student enrollment value. When observing the
current physical spaces that Chicago Friends school possess, students and their families might
appreciate the value of the exceptional familial-like atmosphere that the school has created and
continues to foster. With new renovations in group rooms as well as sharing mutual spaces with the
connected church, Chicago Friends School achieves an upgrade in physical capital from their initial
location on Belmont Avenue. The current physical spaces that Chicago Friends school possesses
would be able to accommodate an additional fifteen students at maximum. If the projection increases
to, say, a one-hundred person student body, which would also require additional staff, the physical
capacity of Chicago Friends School would also need to increase to accommodate that growth.
Also, the current and projected physical capacity of Chicago Friends School might serve as a
mutual location to enhance community engagement. Through community interaction, the school can
further promote the values they implement in the curriculum and may persuade other families in the
community to enroll their child at the school. At the least, an increased physical capital, or further
utilization of the current spaces the school already has might support the school’s identity within and
throughout the community. Recognition is a priority in regards to possibly securing greater spaces for
Chicago Friends School
The Asset Map presents many community partners the Chicago Friends school may refer to in
order to access and utilize greater physical space for students. By engaging with diverse community
partners such as those listed under the Cultural subcategory of the Asset Map, Chicago Friends school
may also increase cultural capital and thereby increase diversity and inclusion practices altogether. In
short, the implication for current and greater physical capacity at Chicago Friends School lies within
the surrounding community itself. Furthermore, the physical spaces that cannot be accessed via
community partners might best be achieved through financial growth where Chicago Friends school
achieves a stage when they are able to secure greater physical capacity sustainably. For this, the
school would need to solidify financial capacity.
Financial capacity at CFS
The current financial capacity at Chicago Friends School allows for its current students to have a
unique learning experience. However, it does not allow for the school to achieve major goals that are
listed in the schools’ strategic plan. For example, while Chicago Friends School was successful in
acquiring the current Thorndale location, the school is unable to utilize the entire church, i.e. Chicago
Friends School does not fully own the location in which they operate. Also, while current fundraising
measures and budgeting allows for students to partake in many expressive projects and activities, the
school cannot provide modern technology for students to utilize, cannot afford more than the four
teachers they currently have, or expand on physical capacity which would be absolutely necessary if
and when Chicago Friends school increases student enrollment. This is not to say that the present
situation is a permanent challenge. We propose that the schools’ present financial capacity has
opportunity to grow with the projected increased student enrollment, a diversified outreach pool in
regards to fundraising, and potential federally endorsed grants or awards.
18
Increased student enrollment as a result of positive and influential diversity/inclusion

practices would equate to more tuition dollars channeled into the Chicago Friends School budget.
With an increased budget, the school may decide to act immediately in acquiring a necessity for the
students: a school nurse, textbooks, facilities repairs, etc. The school may also decide to allocate
additional funding towards securement of a larger physical space for the intended population growth.
This might entail gaining access to the entire church location and modifying the space to reflect a
school setting, or outright moving to a different location altogether.
A diversified outreach pool would also serve to enhance financial capacity at Chicago Friends
School. Following example of the smaller class size at the school, the annual fundraising gala for
parents and community members only produces / reflects that group. By directing outreach focus to
larger corporations and city-wide donors, Chicago Friends School would be able to secure a larger
income to use for students, facilities, and necessities. Also, diversifying the presentation of a
community fundraiser might also serve to increase the total amount raised for Chicago Friends School
while also increasing recognition and status in the surrounding community. For example, a
community block-party or fair strongly opposes a fundraising gala. A fundraising gala fosters a
pressurized atmosphere, a limited audience, and a set time frame. The image is parents and
community members (adults) attending a dinner feeling compelled to donate whatever they choose for
a few hours that evening. Whereas a “ Chicago Friends Fair ” would look something like a day long
event where children can accompany their parents, purchase tickets to enjoy food and entertainment
for the entire day. The pressure of feeling compelled to donate formally is transformed into a fun
activity for families, and community members who will then be able to learn of the hosts : Chicago
Friends School, and also be able to participate in the event. The increased participation from a gala to
a day-long event would also increase donations.
Overall, an increased financial capacity would serve to increase status in the community, as
well as tangible donations that could influence physical capacity and diversity at Chicago Friends
School.
Further Research Suggestions
When analyzing the results of these three research questions, there were further questions
raised. The asset mapping information showed that the neighborhood of Rogers Park has a big
population of refugees and immigrants as well as organizations created to help these groups. Using
this information, further research into where these groups of people attend school or their thoughts on
a private school could possibly useful in increasing diversity within Chicago Friends school. Along
with this, broader research on non traditional schools would be helpful. For the purpose of this project,
the external audit group focused on organizations that were within the neighborhoods surrounding the
school. Research focused on schools similar to CFS’s core values and operations would allow a more
in depth look at how these institutions successfully incorporate diversity and inclusion. Once inclusion
and diversity grows, the question of how diversity or lack there of staff members affects the
relationship and interaction between students and faculty members. During the internal interviews,
there was financial concern. One teacher raised the question of how many non paying or sliding scale
tuition students the school can afford to accept. Along with racial diversity, socioeconomic diversity
was also prioritized. The last area that could use some research is the school’s ability to meet the
needs of a low income student. One of the parent interviews showed the lack of necessary This parent
showed concern that there is no lunch program which means that kids who would eat free or reduced
lunch in public schools do not have that same option at CFS.
19
Conclusion
In conclusion, there are many opportunities for Chicago Friends School to improve their
diversity-promoting and inclusive practices. In the cumulation of this research project, we identify
actions that CFS can consider and implement in the future, such as consider partnerships with new
organizations around the Edgewater/Rogers Park/Uptown area or implement any practices mentioned
in the Internal or External audits. These organizations and practices are crucial in promoting growth at
CFS, attracting new families, ensuring high retention, and enhancing the student experience.
Furthermore, these organizations have the potential to act as financial resources for CFS, allowing for
further growth both physically and financially. This research project was possible with the help of
many community organizations and key members of the community, who shared their insight with us
and provided a unique perspective on diversity and inclusion.
20
Appendix
Asset Mapping
resentation of Data
See P
Internal Audit
Interview Transcripts
Parent #1
1. How did you find out about Chicago Friends School?
A: “We live in a neighborhood, but we found it doing a search online. So, it is interesting that we live
here, but found it over the internet.”
2. What was the main reason you chose CFS?

A: ”We were looking for a school that has more or a differentiated education. In particular for my son,
he’s more accelerated in math and science, and they could cater to his needs there. But also, a
supportive environment for emotional and social (development).”
3. How do you feel about your child being in the school?

A: “He is in fourth grade, he is 9, he started last year in third year. He loves the school, made many
friends, very very connected to his teachers and as parents we find it a very supportive environment.”
a. What would you change/improve in the school?
A: “Karen has already been working on it this year, but I already see an implementation more
integration with arts program, which she already started to do. There is enrichment of after school
programs, like soccer or cooking class. I would like to see a further incorporation of some math and
science (after school programs).”
4. Would you recommend CFS to friends, or anyone else from your inner circle?
A: “ Highly! In fact, I was just at the library last week with my daughter and we met person from the
neighborhood, and I was highly recommending it to his son who is in pre-school.”
5. Compared to your childhood, how does CFS differ from what you are able to observe and hear
from your kids?
A: “It’s very different. I went to a large school, so Chicago Friends School is much smaller, and I was
initially concerned how small it is, but it actually ended up being wonderful (note: I want school to
grow and be more diverse). Because of the size, they are able to have field trips all the time. They just
went to a maker’s lab last week, they could see toolmakers, 3-D printers. Some of the field trips that
they take are so specific, which they walked to. Because they are small, they can do all these things, as
in a large school you would have to organize a bus, more funding towards that. Another difference
from my childhood is it’s curriculum. They have a theme for the year, and they learn about it in
different classes. They read about it, they incorporate the theme in social studies, it’s an all-rounded
education.”
6. What do you think about diversity in the school?

21
A: “Diversity is important. I think that is a goal that they (school) have been working towards. I was
able to go to international peace day event that happened in the Fall. This school was invited to the
downtown Chicago and it was wonderful to see this school does have kids from a lot of different
backgrounds, and it was wonderful for them (kids) to see all these other kids. One girl from the school
has a Brazilian background, so she wore the Brazilian shirt and she carried the Brazilian flag. I was
moved by the representation that we have, but to me if we learn about the world then we become
better citizens to the world. I want my kids to learn a diverse world. If they don’t learn it young, they
can build prejudgments.
7. Are there any ideas that you have to try to increase diversity in the school?
A: “I think that one way might be in terms of outreach. Go to the communities and maybe start a
dialogue that way.”
Parent #2
A: “My daughter went to preschool down the block and they shared the playground with CFS. And
we would see the teachers and Karen and students on the playground and interact with them. So, she
started getting to know some of the teachers and students before kindergarten started.”

A: “Right from kindergarten I realized that there are things that they do here that I wasn’t going to
find anywhere else that would be really helpful where she was at.”

A: “Our daughter has been here for about 3 years and I think what we loved so much about the school
was that it was very hard for my child to detach from us and start kindergarten, so she was an
incredibly attached kid. And to go from 2 days a week of preschool to full-time kindergarten, which is
a big jump for some kids, we knew that this place is an amazing place for the whole child. Separating,
becoming independent, having confidence, and I think what’s so great about this place is they pay
attention to that. You know, the class size is so small, teachers get to know all of our children. If the
child is struggling emotionally, the teachers take the time not only to let them express that, but to
teach them how to get through it and work through those issues. I couldn’t imagine a place that would
allow us parents go into the building, work out an issue in the hallway with our child in the morning,
because mornings are hard to separate.
A: Would highly recommend to everyone.
from your kids?
A: Different in a way that here children have their voices, and everyone hears those voices. They are
treated as equal human beings.

A: Needs improvement. Was an initial concern.
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A: Raise money to provide financial help for families, go to the community and let them know about
the CFS.
Parent #3
A: “And we live not that far away, maybe ¾ of a mile from here. We were looking at our local public
schools here and some other programs. My husband is actually form Massachusetts where Friends
schools started, and I didn’t know what it was. He wanted us to go to the open house and just see. I
was more skeptical, thinking why we need to go to a private school. So, we went to the open house
and it was so much different from other open houses we have gone to and seemed like a really good
fit for my particular child because of the values that they were teaching.”

A: Answered in the first response.

A: “I think they’ve done really well. My daughter started out as very individually-focused and not
particularly interested in social interaction and she’s a perfectionist and really hard on herself in
academic things, more than we would want her to be and since coming here, she’s getting a better
handle on how she can help other kids (if she is doing well). If she is struggling with something, how
to reach out for help and I just think the community here is so warm. She’s really become a better
person since coming here. It has affected her socially and emotionally, made a lot of friends, started
her own projects that I cannot imagine her doing it before.
A: Would not recommend to everyone. Reasons – because this is a private school (a barrier to entry),
different needs of different parents and their kids. However, if had a candidate, would definitely
recommend.
from your kids?
A: Different in a way that here children have their voices, and everyone hears those voices. They are
treated as equal human beings.

A: Needs improvement. Was an initial concern.
A: Attend community events, have a bigger presence in the community, maybe contact YMCA and
Chicago Park District – highly diverse organizations.
23
Teacher #1
1. How did you hear about Chicago Friends School?
A: “They were starting middle school and were looking for a teacher who had broad experience. I
have taught science, reading, history, and math. The job was posted on NAIS website. I approached
them through this advertisement.
2. How does Chicago Friends School compare to other schools?

A: “The most fundamental difference is our focus on the Quaker principles. The kids get a lot of
instructions and a lot of classroom time dedicated to the principles of peace, equality, community,
service, and integrity.”
3. What does the idea of diversity mean to you?

A: “I have been to schools that had racial diversity but did not have socio-economical diversity.
Diversity to me, as someone who has a degree in special education, means more than just racial and
ethnic diversity, it means diversity in learning styles, abilities, socio-economically, in variety of
backgrounds, culturally, religiously. It has got a lot more to it than just race.”
4. Are there any practices that the school has implemented to increase diversity?
A: “We are a private school and we have tuition, but we provide tuition remission for a number of
students. If you aren’t aware that (finances) are harder for some families than others, then you are
blind to what it means to be socio-economically diverse community. You have to have your
awareness on what the challenges are. And its best you anticipate them before they happen. We do
not have a specific board policy on racial diversity, we have a community of open-hearted
community.
5. In what ways do you promote the idea of diversity in the classroom?

A: “The Quaker principle of equality is a continuous thread, runs throughout the curriculum. We have
a policy on intentional theme of racial diversity when we develop what we will teach. This is the basis
for producing a welcoming school.
6. What can the school do better?

A: “We could have additional celebrations of ideas of cultural diversity, we could be more thoughtful
in imbedding cultural diversity into the curriculum, specifically in areas of reading, or history, or we
could do selection of authors.”
7. How is the idea of diversity implemented in the curriculum?

A: “This is a teacher-by-teacher question, because the school allows curriculum be developed by the
teacher in the beginning of the year each year. There is not a hard in place curriculum to adhere to. So,
it is developed every year. If you wanted to have an area of focus, it would be something initiated
before the start of the school year in August.”
8. Do you feel that Quaker values are important for kids?

A: “Quaker values, the ones I think we focus on most strongly are the ideas of community and
service. I think that school does a great job on living out the Quaker principles.”
24
Teacher #2
TIM:
Yeah. I'm Tim Joseph. I'm from Loyola University in Chicago and our class is working with Chicago
Friends School just to get an idea of diversity and how it can increase here. I guess my first question
would be, what does diversity mean to you just in the classroom or in Chicago or just in those aspects
of life?
TEACHER:
In the classroom it means a representation of a variety of races, socioeconomic classes, religions,
gender identity, ideas, ethnicities. I mean I could go on and on. But basically what it means to me is a
variety. And then in Chicago, was that part of the question or just-
TIM:
Yeah. Because I know on your website it was talking about diversity and how Chicago's a very
diverse city. I guess how that you guys can reflect diversity in Chicago, in Chicago Friends School. So
I guess how do you see diversity?
TEACHER:
Edgewater, the neighborhood we're in, has pretty decent racial and socioeconomic diversity. I think
their goal to try to replicate that as much as possible considering they pull people from this general
area anyway. So to not reflect that diversity would indicate that we're not reaching everyone in our
community. Chicago's diverse but it's segregated. In my opinion, the school would love to reflect the
diversity that's in the numbers in Chicago of what percent are nonwhite or what percent are low
income or whatever.
TEACHER:
If we did that, it would be truly diverse. If we had a reflection, a proportionate reflection of the
numbers within the demographics of Chicago, then we would have a diverse community because as a
city, it's relatively diverse if you look at the whole thing. If you look at neighborhoods, it's pretty
segregated. I'm going to close my door.
TIM:
That's fine.
TIM:
Tim.
TEACHER:
Tim. Okay, Melanie.
TIM:
Melanie? Okay.
TEACHER:
And then what's her name?
25
TIM:
Katie.
TEACHER:
Katie, okay.
TIM:
I guess another question would be, I'll talk about the classroom, but is there any assignments or, I
guess, field trips or activities you guys do to, I don't know, teach the students about diversity or give
them a sense of diversity?
TEACHER:
There's a lot. Let's start with ... Hello.
KATIE:
Sorry.
TEACHER:
We got started.
KATIE:
Okay.
TEACHER:
Do you want me to answer the question? You want to tell Katie what the question was?
TIM:
All right. I'll just ask again.
KATIE:
It's fine. I'll just take notes from here on out because I mean I know we're recording.
TEACHER:
Okay. Great. I'm Melanie.
KATIE:
Katie.
TEACHER:
Nice to meet you or see you. So the question was about how in the classroom assignments or field
trips or activities that promote diversity, right? One thing we do at this school that is one of our values
is service. We hope to with our commitment to service, reach other communities or reach our
community, the Edgewater community, but also other communities in Chicago. Trying to think of an
example of what ... Two years ago or last year, we did a service activity where we made bag lunches
for Heartland Alliance, which is a nonprofit that helps homeless, transgender youth. That was
26
exposing the kids to a population they might not normally interact with that much. That's an example
of the way that we try to promote diversity or just broaden the kids' worlds a little bit through service.
TEACHER:
And then in the classroom, I personally ... I don't know about what other teachers do, an African
American history unit every year in some way. So last year the students wrote biographies of famous
African Americans. But this year I'm reading a lot of biographies to the students of famous African
Americans. It's more civil rights-focused than other periods in history, but they really grasp onto the
unfairness and the inequality aspects of that. We do that mostly in February and then mostly in March
I do Women's History Month and talk about women's rights and how they have evolved.
TEACHER:
I don't know if that necessarily falls ... It's diversity, but it's opening kids' eyes to inequality which I
think is an important piece of the diversity picture. And then in the classroom community and the
classroom culture, I do a lot of work with inclusiveness basically and inclusiveness of differences. We
talk a lot about our differences and how we can be accommodating/mindful of each other. I have a
student with hearing aids and all the students are super understanding of her particular needs and that
equality doesn't mean everyone gets the same thing. It means that everyone gets what they need.
TEACHER:
No one's going around saying, "I wish I had hearing aids too." They understand that different kids
have different needs. So when that turns into I gave this student a snack because she didn't bring one,
they're not like, "That's not fair." Or the student gets to hold something to fidget with because she
needs to, they know that that's meeting a need and it's not like everyone gets the same thing. So I think
that plays into diversity and it has to do with equality and understanding different people have
different needs or circumstances, I guess. I think that does it. Yeah. That's it for that one.
TIM:
I guess another question would be, you said in the past you worked in public schools, right? I'm
guessing, well, public schools are usually, I guess, diverse depending on the area. I was just
wondering, comparing your past teaching experiences, was it diverse compared to Chicago Friends
School or was it something different or you didn't expect?
TEACHER:
It's interesting because my previous job before this was in a Philadelphia public school. It was not
diverse. It was 99% Black. It was also homogeneous, right, just like this one is or ish, but in a very
different way, served a very different population. The teachers looked different than the students most
of the time. If you took the staff and students into account, it was kind of racially diverse but other
than that ... And then socioeconomically it was very low income. So there was not a lot of diversity
actually in terms of if you talk about diversity as a variety of races or socioeconomic class.
TEACHER:
There was a pretty good variety of religion, ethnicity, and country of origin, but mostly Black, mostly
low income. Here, mostly white, mostly middle income and upper middle income. Before that, I
taught in a very progressive, very actually diverse private school in Oakland, California. It was
racially diverse. It was still a private school and it's still very expensive, but they did so much work
27
around tuition assistance that I would think it was more socioeconomically diverse than other private
schools. And then I would guess than this school, but I'm not sure. That was a very purposefully
religiously, ethnically, gender, racially diverse school.
TEACHER:
So I've worked in three different types of schools.
KATIE:
I have one question. When you worked in Philadelphia, did you see that there was issues that arose
because the teachers were different than the students racially or income-based?
TEACHER:
Yeah. It was hard to parse what the cause was, but the school was a no-excuses charter, turnaround
school. It was a really low-performing public that got turned over to the charter organization to
improve it and the charter organization was academics above all else, bell-to-bell instruction the
moment you come in to ... Because the kids were pretty far behind, that was their philosophy. But it
also meant a really strict discipline system and no recess. The kids don't have time for recess. They
have to be learning. All this stuff that I didn't believe in.
TEACHER:
Anyway, so it created this power struggle between the teacher and the kids because we're constantly
trying to get them to sit like this with their hands folded, sit up straight. They had to wear uniforms. If
the shirt wasn't tucked in, they could get a demerit. It set up the teachers and students to be ... There
was no working with the student. If the student's head was down it wasn't, "What's wrong?" It's, "Sit
up." So it set up the students and teachers to be in a power struggle, which it was white teachers and
the Black students in a power struggle. It was partially the discipline code at the school, but then it
was also this weird racial overlay that most of the teachers were white and most of the kids were
Black.
TEACHER:
And then there was this other weird part where the deans, the administrators in charge of specifically
behavior happened to be Black also, which was this whole other weird, "I can't handle it, I'm sending
you to the person that looks like your mom or dad." They responded really well to those people and
maybe that's why they're in that role because they do well with that. But it was this whole other racial
dynamic that I found kind of uncomfortable. I know the kids noticed it. "I'm not listening to you, but
I'll listen to that guy." I don't know. There was a lot going on there that's hard to parse. But it
definitely felt like a system of power where the white people had the power and the Black kids did
not. That was partially the type of school that it was.
TIM:
You said you worked at a private, right?
TEACHER:
Mm-hmm (affirmative).
TIM:
28
You said it was diverse in a sense. What did that school do to be diverse? Because I went to a private
school too and it was, I won't say like this, but there were only two African American kids and me.
Everyone else was either white or Filipino. I don't know.
TEACHER:
Was that in Chicago or?
TIM:
Yeah. In the suburbs. Yeah so.
TEACHER:
Was it a big school?
TIM:
I kind of forgot. Well, I should remember, but there were 20 kids in my graduating class in eighth
grade and then-
TEACHER:
It's pretty small.
TIM:
Yeah. It was pretty small. But I know the younger classes, they had a ton of students, so I guess it was
kind of growing.
TEACHER:
Growing.
TIM:
Yeah.
TEACHER:
I don't know how they did it. That was my first teaching job, so I was not aware of all the behind the
scenes stuff. It was in Oakland, California which is a progressive area. The bay area is a very
progressive area. Oakland is a diverse city. They really promoted that. There were tons of awesome
private schools in Oakland to choose from and if you were a family that wanted a diverse private
school, that's where you went. They were known for, "Not all our kids go to Harvard like this other
school over here, but our kids are super well-rounded and they get to experience peers that come from
different walks of life than them."
TEACHER:
So if you were a progressive parent in Oakland looking for a private school where your kid could
experience that, that's the one you went to. They were known for being diverse. I think they were the
second most racially diverse private school in California or in the bay area or something. It's like the
chicken or the egg. I don't know how they started that, but somehow they got a diverse school and
then more diverse applicants kept applying because they wanted to be ... If you know that your kid's
29
going to be the only Black kid in the school, you don't want to go there. But if you're like, "I see other
Black kids. I'm going to send my kid," and so on and so on. It's self-replicating.
TIM:
Like cascading.
TEACHER:
TIM:
Yeah.
TEACHER:
I would look at their website. It's called St. Paul's Episcopal School in Oakland, California. I mean it's
a huge school with way more resources. They probably have a director of diversity whose job it is to
... We don't have that because we're a tiny school. Karen has to do everything.
TIM:
I was just thinking off-script, but you were saying how in that Philadelphia public school the
administrators were African American.
TEACHER:
The principal and the assistant principal were white, but there's a dean of students who's all just
behavior, behavior, nothing about instruction, all if you're bad behavior you go to the dean, you go to
the dean. He was Black. Our director of operations ... So some of the administrators were Black and
some were white basically.
TIM:
You said students responded better or-
TEACHER:
It seemed like it, behaviorally. I made connections with ... I had plenty of good relationships with my
students. But if it was a super bad behavior and they weren't responding to me or to the social worker
who was white or whatever, it was like the dean was ... It was like he was their dad. It was like they
just responded to him, a big, Black male guy that probably talks like their dad and probably reminds
them of their family. I don't know. They responded to him. He just might be a super special exception,
but I've heard, there was this podcast I was listening to that actually mentioned Mastery, which is the
school I worked for or the charter organization I worked for.
TEACHER:
They mentioned that the people in discipline roles more often than not were Black. They were
hypothesizing why that might be, either that the kids respond well to them or that those particular
people seek out those roles. Maybe they think they're good at them. I don't know. I don't know why,
but it happened to be the case that a lot of the people in discipline roles were Black.
KATIE:
30
I know the Chicago Friends School's way different than the charter school. But do you feel that
parents might feel a little more comfortable if you had Black teachers or someone of a different race?
TEACHER:
Yeah. Well, there's only five staff members and I mean Alex is ... I don't know if you've met Alex.
He's half Indian, so he's nonwhite. So he represents that, I guess, nonwhite people in that way. But I
would say yes, for sure, but on the other hand, the Chicago public schools' teacher population is the
same. It's majority white also, majority white, female teachers. So I don't know. I don't think it's
turning away people from here necessarily. I think it would help if we had nonwhite teachers. And
then I think it would help even more if we had more nonwhite kids.
TEACHER:
We are talking mostly about race, but I also think class comes into this too. I mean you can't really ...
KATIE:
That's the whole idea of this project is focused on racial and socioeconomic.
TEACHER:
Oh okay. Great. That's tricky in a private school. I mean it's tuition-based. You have to pay to come
here. And then if you qualify for financial aid, I don't know exactly how it works. That's a Karen
question. But you can, based on your income, you can pay less to come here or some kids get full
tuition.
KATIE:
Well, and it's also a very tricky thing because kids who are in a different socioeconomic place, their
parents might not even think private school ... I know, for me, I come from a low end. My mom didn't
think I could attend a private-
TEACHER:
Yeah. They might not even realize that-
KATIE:
It was never a thought in her mind.
TEACHER:
And not realize, especially here, they might not know that ... and this is I think what you're saying,
that it's a possibility to get full reimbursement for tuition or to get-
KATIE:
Yeah. Yeah. So they don't even bother looking at private schools.
TEACHER:
Yeah. I'm not going to look at private school.
KATIE:
I can't afford it.
31
TEACHER:
That school's $11,000.
KATIE:
Yeah. No, when I got into Loyola, my mom's like, "We can't afford that." I was like, "I got it."
TEACHER:
That's great.
KATIE:
I'll figure it out.
TEACHER:
That's great.
TIM:
This is kind of off-topic, but I guess why did you apply here to become a teacher and then how did
you hear about this school because it's kind of-
TEACHER:
It's not off-topic for me because I'm ... I don't know if you've gathered, but I'm actually super
passionate about social justice and racial and economic diversity in education. For me to be here, puts
that at butting heads with my philosophy on education and how I think all students should get to have
this kind of experience and don't. I have nine kids in my class. That's crazy. Every kid should have
nine kids in their class or should have all these great things that the kids have here. So anyway, to be
completely honest, I was looking for a teaching job when I had a three-month-old baby.
TEACHER:
I was looking for a teaching job that would allow for a good work-life balance. I could work 8:00 to
4:00 and I don't have ... Because my other job, which was extremely intense in Philly, I was working
at home every night making lesson plans because I was teaching bell to bell for so much of the day.
Here they have more specials and they have a long recess, so a lot less planning. So this job, this
school was a better work-life balance for a new mom. That's the complete, true answer, honest
answer.
TEACHER:
That said, it's a school that cares about diversity. It's a school that cares about equality and I care about
that. So it's different than working at a super academically-focused kind of school with a nice
work-life balance. So this was a nice progressive school whose values I could get behind, but then
also had an 8:00 to 4:00 schedule and supported my being a new parent and all that stuff. Off the
record, part of why I may not work here for the long-term is because I want to serve a more diverse
and a more underserved population. And if our diversity doesn't go in that direction, I don't know if
I'm going to stay. Don't tell anybody that.
TEACHER:
32
That's not the only reason, but that's the long-term career path is working towards equality in public
education, whether it's through working on policy or me myself saying, "I'm a good teacher. I'm going
to go to a place that really needs good teachers." So I might do that. This is just a really nice place to
work, so it's kind of hard to leave.
TIM:
I mean this is a Quaker school, right?
TEACHER:
TIM:
So I was just wondering if someone came into your classroom, would they be able to tell it was a
Quaker school, you think? Because I know this is the only Quaker school in, I guess, the Midwest. So
I was just wondering how does that fit in your classroom?
TEACHER:
Not really, because the Quaker values are somewhat universal in that if I'm talking to my students
about simplicity or equality, it doesn't scream, that must be Quaker. A lot of people believe in those
things, simplicity, equality. We don't have religion class. One thing that makes it pretty clear is that
we have community meeting or meeting for ... Did you guys come to that? It's on Monday morning.
TIM:
Some-
TEACHER:
Roman did.
KATIE:
Yeah.
TEACHER:
Every Monday morning the whole school comes together. We sit in silence and that's a very
Quaker-type to do. So someone walking in the school seeing that might be like, "Oh yeah. Quakers,
they sit in silence." But in my classroom itself, probably not so much.
TIM:
Okay.
KATIE:
So it's more focused on values, no testimonies.
TEACHER:
Exactly. Exactly.
TIM:
33
Okay. Well, that's interesting because when I went to private school, I went to a Catholic private
school. So they had every morning, religious class. Every Tuesday, go to mass in the morning. I think
that's kind of interesting just ... I don't want to say not living the Quaker life, but those Quaker values
expressed in the teaching.
TEACHER:
Yeah. Exactly. In fact, there's only two families in the school that are Quaker families that follow that
religion. And then the rest are just here for the ... They believe in the philosophy and the values.
TIM:
Okay. I guess this is my last question, maybe Katie has some more. But I was just wondering do you
know anything the school's doing right now that's trying to increase diversity or, yeah, just trying to
increase diversity? I know on the website they were talking about bringing in cohorts of ... into the
schools?
TEACHER:
Like feeder schools?
TIM:
Yeah.
TEACHER:
Huh. Cohorts from ...
TIM:
I guess.
TEACHER:
As diverse or feeder schools. I didn't even know about that. I do know that there's an idea to almost
recruit or I don't know if it's recruit but encourage families with more than one kid ... Encourage
nonwhite or low income, the diversity that we're talking about, with more than one kid. So that they're
not the only kid in the school and they come with their sibling. So that's a way to try to get more ...
You get the one family, but you get the two kids or the three. So we actually have two sets of siblings
that are Black that are in the same grade.
TEACHER:
The youngers are in the same grade and the olders are in the ... So it's really great. They're not the only
Black kid in their class. Working with you guys is one way that I think the school is trying to increase
its diversity, continuing to offer as much financial assistance as is budgetly possible is another way.
Just trying to recruit from our neighborhood I feel like is one way because we could go to Lincoln
Park or Evanston or whatever ... Well, Evanston's kind of diverse, isn't it? I don't know. I'm just trying
to think of a place that's not diverse but would send their kids to private school.
TEACHER:
34
We can go to Lincoln Park or wherever and try to market there, but we market in our neighborhood.
We want to try to reflect the neighborhood and we want kids from our neighborhood. I don't know
what else we're doing towards that end. I'd be curious to know.
KATIE:
I just have one question. I know you said you're very passionate about social justice and inequality. Is
there anything you personally would like to see in the school being done, knowing what's the steps
being taken? Is there anything that you think would be amazing for the school or help them grow in
diversity and inclusion?
TEACHER:
I think keeping our tuition low should be helping. It doesn't seem like it necessarily is, but it's lower
than a lot of other private schools, and keeping the financial assistance need-based. It's like a formula.
You enter your household income, you get out what ... Keeping it that way is a good idea, but then
maybe reaching out to people who don't even know that they can get full tuition. I don't know if
maybe we don't do that because, to be honest, and this might be off the record, we need a certain
number of kids to pay tuition for the school to survive. So I don't know if we're not reaching out to
people saying, "Hey, you can actually come here for free. I don't know if you realize that."
TEACHER:
But that doesn't help also the school because ... Well, it helps us as a community and it helps increase
our diversity. But financially, we still have to survive as a school. We need a certain amount of paying
families. I think that the people who think about those things, which is not me because I'm like,
whoever, I don't know how much you ... I don't know if you pay or not. I don't know which of my
students receive assistance and which don't. But when people are marketing and recruiting and doing
admissions for the school and they see a family that can pay full tuition, they probably think, "Great.
We need them." We are on a shoestring budget. I get it.
TEACHER:
If you see someone applying to the school who can't pay anything, maybe they'd be a great addition to
the school, but we still need to balance that with another kid who can pay. So anyway, I got offtrack.
I'd like to see our financial assistance continue. I think it's great, but maybe reaching out to families so
that they even know that it's out there. I don't know how to increase diversity. I don't know. More
families from the neighborhood need to just know the school is here, know it's an option, and come in
and see it because I think they would see that it could be a good fit. But I don't think that's even
happening, getting people through the door.
TIM:
I was going to say-
TEACHER:
A big sign.
TIM:
Yeah. I was going to say because I can walk past here and you wouldn't-
35
KATIE:
I thought it was a church.
TIM:
Yeah.
TEACHER:
You are the 80th person to say that to me. I'm like, this is off-record, there's a person here whose job it
is to do the marketing and stuff for the school. We just need a bigger sign, a bigger sign.
TIM:
Yeah.
KATIE:
Or even in some areas they have postings about things even. Because I didn't even know this school
existed, I'm not going to lie.
TEACHER:
Yeah. And you live a mile away.
KATIE:
I have been the past three years.
TEACHER:
Okay. I'm telling them. No. That's helpful. That's helpful because I've talked to people because I'm a
mom and I talk to other ... "I work at this school and it's in ..." Because I live in this neighborhood. I
say, "I work at this school on Thornhill and Magnolia." And they're like, "What school is that?"
"Chicago Friends." "I know there's a church there but I didn't know there was a school there." You are
the 20th person to say that. Even just awareness. And I live in this neighborhood. Awareness in the
people of the neighborhood to know that this school is here and it's an option.
KATIE:
Well, it's also like from talking to some of the parents, they had said that they found it on certain
websites. But then it got me to thinking, okay, the kind of kids you are wanting might not have parents
that, A) have the ability to go somewhere else and, B) to even think about looking somewhere else. So
where else can we-
TEACHER:
Show [crosstalk 00:30:10].
KATIE:
We support equity and education and it's affordable.
TEACHER:
Yeah. How do you do that? I mean you put a little flyer under people's doors. I don't know. I don't
know how to do that. It's a good question. That's a good point too.
36
TIM:
I don't have anything else. Do you?
KATIE:
I don't think so.
TIM:
I think, yeah. That's-
TEACHER:
I've enjoyed talking to you.
TIM:
Okay. Thanks.
Teacher #3, #4
Tim:
I guess I could introduce myself, but I'm Tim Joseph from Loyola University of Chicago and my class
is working with your school just to figure out how we can increase diversity in this school. Even
though this is a new school, the idea of diversity is really key.
Teacher 1:
Right.
Tim:
Just like the building the community.
Teacher 1:
Thank you for doing that.
Tim:
Well, and my class.
Teacher 1:
And your class.
Tim:
The first question is, what does the idea of diversity mean to you? How does it work in the class? In
the city of Chicago, in the classroom? In every aspect of life you can think of?
37
Teacher 2:
You wanna go first?
Teacher 1:
Sure. Well, I think of diversity in different ways. People from different cultures, different
backgrounds, coming together so we can learn from each other and be accepting and tolerant. I teach
kindergarten. First grade play together, see each others foods that we eat, that type of thing. Diversity
with ... I'm looking for some more gender diversity. I have a lot of boys, one girl in my class, another
thing we're working on. We have different students with learning styles and stuff. Just again, being
accepting and opening our hearts to everybody. Those different types of diversity is challenging.
Teacher 2:
In a classroom, classrooms are always diverse, number one. You always have, no matter what,
different kids with different learning styles, different ways of acquiring information. So you're always
dealing with it. I think, as a community, I think you educate the community. I'm here on a short term
basis, but I think, learning community, one thing is to work to create space for conversations about
how we have structures in every organization, in every aspect of our society, that increases exclusion,
right?
Teacher 2:
We exclude people in all sorts of ways. So, every organization should be really mindful of these
structures and these structures come with us, because a lot of times these are subconscious and they're
easy to ignore because they're normal. The normal is really hard to identify, right? How do you get out
of what you are so used to seeing? One has to really force institutions to sort of take on different
lenses. That's a way to look at it. To think about their organization, how it's structured and, what are
the exclusionary spots and then of course the challenge is then, how does one then open up those
structures so that one becomes more open to those sorts of things like that, Megan was talking about.
Tim:
Is that a doorbell?
Teacher 1:
Yeah. I'll just check it.
Tim:
Okay. I mean I guess I can just-
Teacher 1:
Yes. It's her.
Tim:
Okay.
38
Teacher 1:
So we can open the door. [inaudible 00:04:14] won't separate.
Tim:
I guess they're separate.
Teacher 1:
Hello.
Speaker 4:
Hi.
Teacher 1:
Hi, come on in.
Teacher 1:
So, do you want to do separate?
Tim:
I guess, yeah.
Teacher 1:
Okay, so then I'll go, you can come up first. You can come upstairs with me.
Speaker 4:
Okay.
Tim:
I guess.
Teacher 1:
Whatever.
Tim:
Yeah, whatever.
Teacher 1:
I'll take Sophia. I didn't bring anything else.
Tim:
I guess, another question. Are there any assignments or field trips or anything you guys do that
showcase diversity? I know I was reading on one of the blogs ... I think [inaudible 00:05:00] they
wanted other teachers. He wrote on a blog you guys go to "The Admiral"?
Teacher 2:
Uh-huh (affirmative).
39
Tim:
That's like a retirement home, right?
Teacher 2:
Yeah.
Tim:
Yeah so, I was wondering, any assignments or activities you guys do.
Teacher 2:
Again, I'm a short term person here. They were studying history and they were studying different time
periods in history and so, I thought that one way to get more diversity into the curriculum was to take
a look at ... I have a project called "One Day in 1350 ACE". I find different continents to look at so,
we have Africa, Europe, Asia, and America. That of course is a way to ... please knock when the door
is closed, okay?. Alright, bye bye. And then close the door please.
Teacher 2:
That's one way to ensure that a curriculum isn't tied to a particular point of view, right? Then of course
things are happening in 1350 ACE all over the world. So, it's about just finding out what that is.
Tim:
So, you say you're here on short term, right?
Teacher 2:
Yeah, I'm a substitute teacher.
Tim:
Do you have any experience in the past with teaching?
Teacher 2:
Yes, I have like 30 years.
Tim:
30 years? I was just wondering, compared to your past, how did diversity look in those schools
compared to this school?
Teacher 2:
Well, depends on what the other schools and what kind of community you're talking about. We live in
a really segregated society and the place where that is played out the most is in schools. So, our school
systems are horribly segregated, probably more so now than even in the 1960's.
Teacher 2:
I've been in schools where almost everyone is African American and I've been in schools where
almost everyone is white, and a little bit of in between. The biggest issue isn't race, it's class. We're
segregated by class. That's really hard to take on at a school level. It's a societal issue that we're
40
fighting. Most of the time people don't want to talk about the class issue and that really is the crux of
the matter.
Tim:
You were saying that you worked in all African American schools or all white schools.
Teacher 2:
Yeah.
Tim:
But you said in between?
Teacher 2:
A few.
Tim:
A few. In those in between classes, was there any similarities between them or is it just based off their
location.
Teacher 2:
It's location I think, yeah.
Tim:
It's location?
Teacher 2:
Yeah, mostly about location. Certainly there are different communities in the city that are more open
to desegregation than others.
Tim:
Okay. I guess, just kind of jumping all over the place but, I'm just trying to get an idea of just how
things are. How did you hear about Chicago Friends School?
Teacher 2:
I'm in between sort of full-time positions and I saw an ad for a part-time job, or a short term job and I
could fill it.
Tim:
Did you have a bunch of options or this was like ...
Teacher 2:
I didn't although I think my own teaching style is much more in the progressive vein. That's where I've
spent most of my career, although I've taught in all kinds of styles. So, the progressive model certainly
is the one ... I feel it's the best way to teach. This was a good fit and now I ...
Tim:
41
Are there any practices right now that the schools are doing to try to increase diversity? I know when I
was reading the mission statement, you guys were talking about bringing in ... I know you're a
substitute teacher but-
Teacher 2:
Yeah.
Tim:
It was saying you guys are thinking of bringing in cohorts, like minorities into the school together.
Teacher 2:
I don't know.
Tim:
You don't know about that?
Teacher 2:
I'm not in on that level of discussion at the school.
Tim:
Okay.
Teacher 2:
Although for a private school, for an independent school, I'd say the percentage of students here that
have diverse backgrounds is pretty high, it's alright.
Tim:
Teacher 2:
Probably 15-20%.
Tim:
15-20% okay.
Teacher 2:
I would say, right. Or something like that, yeah.
Tim:
What else do I have to ask. I feel like you're answering most of my questions with your answers. I
guess for you, even though you're part-time, do you have any ideas or any thoughts on how Chicago's
Friends Schools could increase diversity?
Teacher 2:
I think for a small school, independent school, I think getting a clear ... using original justice lens,
cleaning that lens pretty early. Training both the staff and the community in using that lens or what
42
that means and, creating a very structured plan for future growth and how that growth will increase
accessibility of this institution to a more diverse group of people. If you're gonna do it you need to put
your money where your mouth is essentially. It's going to cost money.
Teacher 2:
The other thing is about diversity, you can't just advertise like "Oh, we're open for diversity
tomorrow". You have to work at it and it takes a lot of effort. It takes more effort than people think, I
think. I've worked at other institutions for whom this has been a focus and it's an immense amount of
work.
Tim:
Mm-hmm (affirmative). I guess this is my last question. This was a Quaker school and I guess that's
very unique being here in Chicago.
Teacher 2:
Yeah, there's not many, I don't think so.
Tim:
Do you think that kind of scares away, or not scares but, it might be a little bit too foreign to other
families?
Teacher 2:
I don't know. I can't tell you.
Tim:
Okay. I guess, bouncing off of that, I know I was talking about diversity earlier and how that fits in
your curriculum. How do the Quaker values and the Quaker beliefs, is that in your curriculum or is
that ...
Teacher 2:
Well, I think ... I'm not an expert on Quaker traditions. I'm not a Quaker myself so, I don't know a lot.
I do know that they have certain values and those values tend to ... well they have a list of like,
integrity ... you've seen this list right?
Tim:
It's like the Spices?
Teacher 2:
The Spices. Yeah, the Spices list. That's correct. So, if you look at that list and then you start building
a curriculum out of that, you'll end up with a very progressive curriculum because you're talking about
increasing students ability to handle situations, moral situation, on their own, independently. So that
they can make good choices for themselves and for society. So, you end up in a more progressive
model. I think Quaker schools tend to be like that.
Tim:
Okay. I think that's it for now. Can I just ask you really quick, you said you're a substitute teacher?
43
Teacher 2:
Yeah.
Tim:
Can I ask you what grade or grades you teach?
Teacher 2:
This is mixed 3rd/4th grade.
Tim:
Mixed 3rd/4th grade, okay.
44
External Audit
Organization Profiles and Notes
1. CircEsteem (Uptown)
773-732-4564
Douglas Grew, Program Coordinator
Mission: “to unite youth from diverse racial, cultural, and economic backgrounds and to help them
build self-esteem and mutual respect through the practice and performance of circus arts.”
Notes:
-Traveling programs to low-income and affluent areas and neighborhoods
-Reach out to as many groups as possible
-Go to them, don’t wait for them to come to you
-Mentoring Program in Gage Park and Uptown
-Afterschool program M/W/F, students from different neighborhoods attend consistently
-Students and parents recommend them to others
-In-school after school programs (arts programs)
-Operating since 2000, word of mouth has grown
-Stress high retention rate
-Community partnerships as major resources (RefugeeOne, schools)
2. Living Water Community Church (Rogers Park)

773-764-5872
Kristen Jackson, Pastor
Mission: “To glorify God by developing a diverse family of fully devoted followers of Jesus Christ
who reproduce that devotion in others”
Notes:
-Partnerships with Kilmer Elementary School, who also has a diverse population, and work-study
program at Loyola University.
-Stressed the importance of diverse leadership (pastors, elders, community come from a variety of
different backgrounds)
-Home Potluck, not in practice anymore, but evolved from a potluck at the church to a potluck in
which a church member invites community members and other church members to their home for a
diverse potluck
-catering to people of different SES backgrounds: providing flexible times for events/meetings,
providing them with resources, the church as a resource, making sure they have access to the church
events and church, language
-Youth Outreach Programs: Girls’ Night, Man Night, Home Potlucks
-After-school programs: tutoring and homework help, extra-curricular activities, LivingWorks
Peacemakers Program
-Peacemakers Program: teaches youth skills (verbal, thinking, physical, social) through storytelling,
physical activity, role playing, in order to prevent violence and teach useful life skills (some programs
are travelling programs)
3. All Stars Project (Rogers Park)

312-994-3102
Tiffany Jones
45
Mission: “We transform the lives of youth and poor communities using the developmental power of
performance, in partnership with caring adults.”
Notes:
-Partners and donors to help with funding
-Diversity in leadership, expertise/education/talents
-Talent shows in different neighborhoods, showcase talents and culture
-Leadership programs for youth
-Resources provide connections for internships/opportunities for students
-Programs meant to create dialogue about diversity and bring different cultures together
-Arts programs and free performance arts training, possible with volunteers
-Expand nationwide
-Chicago since 2007, expanded rapidly through dialogue about city’s issues
4. United Church of Rogers Park

773-761-2500
Mission: “Our resistance to injustice is a critical part of our baptismal and membership covenants,
when we vow ‘to resist evil, injustice and oppression in whatever form it presents itself.’”
Notes:
-Foster a culture of safety, appreciation, love, and peace, welcome ALL
-Safe haven for marginalized
-Mission is clear and upfront, known to all
-Create a public image of peace and love
-Accessibility to resources within the church/organization
-Staff and board that align with mission and core beliefs
-Weekly Community Feasts, invite all of community to celebrate
-Involve immediate community, stimulate and initiate interaction
-Organization as an asset and resource for others
5. Y.O.U. (Evanston)
Olivia Kuncio (Grant Writer/ Communications Assistant)
okuncio@youthopportunity.org / / 847.866.1200 EXT: 227
Becky Moore (Human Resources Coordinator)

bmoore@youthopportunity.org / /847.866.1200 EXT: 233
T’Shana Samuel (Community Engagement Partnership Coordinator)

tsamuel@youthopportunity.org / / 847.866.1200
Casey Varela (Manager of Strategic Partnerships)

cvarela@youthopportunity.org / / 847.866.1200 EXT: 409
Mission: “a youth development agency that provides services and leadership to meet the emerging
needs of young people and their families in our community.”
Notes:
-Create a narrative of CFS geared at each group you would like to engage with
-Different marketing pitch for different groups
46
-Employed many internal programs/initiatives to strengthen their approach and appeal to other groups
- Mentorship programs
- Teacher in-service days/ employee group trainings/workshops
- Multicultural talent exhibitions, showcase the different cultures
- have students of those cultures represent and share what they can
- CREATE culture rather than recruiting it
-Ask yourself WHY CFS has a goal to be more diverse?
-Hard goal setting (X amount of students in Y amount of time)
6. Christopher House
Uptown (773-769-4540)
Logan Square (773-235-4073)
Mission: Christopher House is a family of schools that helps low-income, at-risk families succeed in
school, the workplace, and life.
Notes:
-Goal to close opportunity gap
-Outreach to low-income communities
-Media recognition, publications, public image
-Continuum of education, follows families throughout their lives
-Transparency in reporting, research and statistics, data-driven approach
-Learn from everyone on the board, diversity in talents
-Reach out to common donors of similar organizations
-Chicago Benchmarking Collaborative, stresses importance of partnerships
-Collaborating with similar organizations, nonprofits with similar missions and goals
7. Chicago United (Downtown Chicago)

312-977-3060
Mission: “creating an environment where racially diverse CEOs and executive level management can
share common experiences to promote diversity and inclusion while delivering best practices for
diversity practitioners, and building relationships among leaders who share common values.”
Notes:
-Promote diverse business force
-Stress racial diversity in leadership, a lot to learn from each other
-Support minority-owned businesses
-Teach social responsibility
-Foster respect and appreciation for other cultures and communities
-Everyone benefits when resources are put in diverse communities
-Transparent in data collection, hold ourselves accountable
-Maintain relationships within the community, potential resources and supporters

EXPL 291 Community Research Based Paper

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EXPL 291 Community Research Based Paper

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Diversity and Inclusion at Chicago Friends School:

A Community-Based Research Project

April 10, 2019

Prof. Patrick Green and Prof. Susan Haarman

Context / Biographical Analysis

In the Edgewater/Rogers Park/Uptown Area:

Families Together Cooperative Nursery School

Loyola University Chicago

Nicholas Senn High School

Sacred Hearts School

Sullivan High School

George B. Swift Elementary Specialty School

Living Waters Church (2)

St. Thomas of Canterbury

Andersonville Behavioral Health

Kindred Chicago Lakeshore Hospital

Chicago Community Trust

Edgewater Chamber of Commerce

Edgewater Development Corporation

Rogers Park Business Alliance

All Stars Project

Illinois Action for Children

Howard Area Community Center

Lawrence Hall Youth Services

Loyola Community and Family Services (LCFS)

Mary Crane Center

Y.O.U. Evanston (Youth & Opportunity United)

Youth Opportunity AmeriCorp

Literature for All of Us

Halas Recreation Center

High Ridge YMCA

Institute of Cultural Affairs

Multicultural Resource Program (NS Community Resources)

Common Themes Among Common Themes Common Themes Recommendations

Importance of Diversity is an issue to Believe that Strategic Try to educate

Great curriculum, There are no

I. Starting the change process at the top: Diversifying the board

II. Crafting specific narratives

III. Strength in afterschool and traveling programs

IV. Looking at partnerships as an inclusive practice

Almost every organization we researched emphasized the significance of community

V. Create culture, don’t recruit it

II. ​Internal Audit

There are four points under “Common Themes Among Teachers”:

“Common Themes Among Parents”:

“Common Themes Among All Interviewees”:

“Recommendations for Chicago Friends School”:

III. External Audit

Physical capacity at CFS

Financial capacity at CFS

Increased student enrollment as a result of positive and influential diversity/inclusion

Further Research Suggestions

2. What was the main reason you chose CFS?

3. How do you feel about your child being in the school?

6. What do you think about diversity in the school?

2. What was the main reason you chose CFS?

3. How do you feel about your child being in the school?

6. What do you think about diversity in the school?

2. What was the main reason you chose CFS?

3. How do you feel about your child being in the school?

6. What do you think about diversity in the school?

2. How does Chicago Friends School compare to other schools?

3. What does the idea of diversity mean to you?

5. In what ways do you promote the idea of diversity in the classroom?

II. Internal Audit

2. Living Water Community Church (Rogers Park)

3. All Stars Project (Rogers Park)

7. Chicago United (Downtown Chicago)