Diversity and

Inclusion at the
Chicago Friends
School

Sarah A., Roman H., Tim J., Hanna K., Lily M.,
Kaitlyn S., Lia T.
 Context

Based on multiple meetings with Head of Chicago Friends School

School, Karen Carney, this community-based
research project focuses on diversity and
● Located on Chicago’s north side
inclusivity practices at Chicago Friends
○ Edgewater
School (CFS). Diversity and inclusivity
practices, in this context, are specifically ● Quaker Values
articulated by the head of school as ○ Simplicity, Peace, Integrity,
increasing participation and enrollment of, Community, Equality, Service
as well as creating a welcoming atmosphere ● K-8 instruction
for, people of color and people from lower
socio-economic backgrounds.
 Research Questions

1. What are the current practices that

Research Plan:
CFS is already doing to promote
● Asset-Mapping
inclusivity and diversity?
2. Are there practices that CFS is doing ● Internal Audit
that do not promote inclusivity and
● External Audit
diversity?
3. What practices does CFS need to
increase to promote inclusivity and
diversity?
 Data Collected
Asset-Mapping Internal Audit External Audit

● Investigated ● Created three groups ● Researched organizations that

of people to interview practice diversity/inclusion
community resources
○ Teachers ○ Three Qualifiers
- primarily in Rogers (Diversity)
○ Parents
Park, Edgewater, and ■ Socioeconomic
○ Marketing ■ Ethnic/ Racial
Uptown ● Compiled three ■ Marketing/
● Compiled initial, interview scripts for Recruitment
extensive list of each group Strategies
● Conducted ● Conducted interviews with key
community resources
interviews these members of those organizations
● Analyzed data collected in
groups terms of efficacy for CFS
 Analysis
Asset-Mapping Internal Audit External Audit

● Narrowed down list ● Created transcripts ● Information

of community of each interview gathered from
resources ● Outlined interviews analyzed
● Produced brief preliminary themes in terms of efficacy
descriptions for each for each group for CFS
association ● Based on gathered ● Useful tips and
● Categorized information, created strategies that can
associations based on recommendations be implemented at
mission and services CFS
provided
Results : Asset-Mapping
Institution/Organization Table:

https://drive.google.com/open?id=12bO-Qk9afWWY_4i__f-RW-fdSERRalnA

Google Map:

<iframe
src="https://www.google.com/maps/d/embed?mid=1DpbW_Tij2w4ssltXeZPWH8dL_ikwsptv"
width="640" height="480"></iframe>
 Results : Asset-Mapping

Services Offered Spreadsheet:

https://docs.google.com/spreadsheets/d/1QHbiA9_kJhLOs_9ZAAi6lmfbaY6pBxHXnU_YyQwThIc/edit?usp=sharing
Results: Internal Audit
External Audit
Organizations Researched

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)
In other areas outside of Chicago:
1. Living Water Community Church (Bolingbrook)
2. AQSA School (Bridgeview)
Results: External Audit

- Diversifying leadership

- Crafting specific narratives

- Strength in after school/traveling programs

- Partnerships as an inclusive practice

- Creating culture, not recruiting it

 Implications
❏ For Chicago Friends School moving forward
❏ For the Rogers Park, Edgewater, Uptown community
- Physical Capacity
- Financial Capacity
- Overall Capacity for Increased Diversity and Inclusion

Diversity/ Inclusion > Increased Student Enrollment > Increased Financial Capacity > Greater Physical Capacity

In order for Chicago Friends School to successfully engage with the surrounding public, and attract more families, the school
must extend themselves through various community-building affairs.

Diversity and Inclusion must permeate through external affairs, internal structure, and public image in order for Chicago
Friends School to achieve increased socioeconomic/ racial diversity, as well as expanded physical and financial capacity.
Further Research

● Immigrant and refugee population

● Other non traditional schools

● Staff diversity

● Financial ability to address the needs of lower income students

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 preferential 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.