Multicultural Competence

Every day, every year, The Field School takes thoughtful and deliberate steps toward making our school a more multiculturally competent community.

We host an annual Diversity Day featuring a series of workshops exploring elements of diversity led by both students and teachers. We organize faculty and student “Affinity Groups,” where those who identify as different races, ethnicities, sexual orientations, and more can come together to discuss their individual perspectives and experiences. Faculty, staff, and administrators participate in Multicultural Implementation Groups ("MIG") that meet regularly to discuss issues of diversity in the classroom and the workplace. Students host clubs like A.W.A.R.E ("Always Wanting Acknowledgment, Respect and Equality"), and G.S.A ("Gender and Sexuality Alliance).

The most important element of Field’s multicultural work is that it is done by and benefits everyone in the community. The fact that Field faculty, staff, and students are involved in it speaks volumes—we all have something to gain from multicultural work, including those who fit the cultural norm (white or heterosexual, for example) and initially may not feel like they have any perspective on diversity.

Anne Foley, Associate Head of School for Academics


Multicultural competence is the creation and continuous growth of a community that respects every member’s cultural history and in which each individual has the opportunity to share her/his cultural history. Community members express and debate differences of opinion and belief while maintaining respect for each other. Members of our community learn to speak about, listen to, question, and bridge individual differences—from gender to religion, ethnicity to class, race to sexual orientation—in order to foster understanding and strengthen the interconnectedness of our school.


In the classroom, attention to diversity affects how you teach as much as what you teach. It changes the way that students and teachers think at the deepest, most personal level. This kind of reflection—who am I? what is my history? how does my history inform the way I walk through life and the Field hallways? what are my biases?—changes the way that we interact with and learn from each other.

As a result of our work, curriculum has evolved and teachers have become more reflective practitioners. For example, our biology curriculum is sequenced to better accommodate students in their discussion of genetics, which brings up polygenic traits, such as skin color, and includes an activity about the social construct of race. And History 10, which used to be a European history class, is now a world history class that examines western-focused events and figures through the cultural identifiers of race, gender, sexuality, religion, socioeconomic status, age, ability, and ethnicity. 


Just as important as promoting on-campus multicultural education is engaging in off-campus discussions with other students and adults—listening to varying perspectives and learning from each other. For the past 10 years, The Field School has sent a contingent of students and faculty to the National Association of Independent Schools’ annual Student Diversity Leadership Conference (SDLC) and People of Color Conference (PoCC). Each time, students and faculty return with a critical eye for how Field addresses multicultural issues.

Multicultural Competence Team

List of 2 members.

How do Field teachers teach multiculturally competent lessons?