The Seattle School is a community of people with a diversity of backgrounds, perspectives, experiences, and identities. For some, their differences are reflected in the spoken and unspoken aspects of our community. Students from underrepresented groups tend to experience an added challenge of undergoing formation in the midst of peers and professors who don’t share the same experiences as them, leading to a higher likelihood of being in a context where their experiences and values are not directly acknowledged or addressed in the classroom.
Underrepresentation at The Seattle School is not based solely on demographic statistics but also takes into consideration the values, experiences, and narratives of cultural groups represented in curricular and co-curricular content.
- Sexual orientation/Gender identity
- Age (40+)
- Theological/Political Perspective
In order to create a context that equitably leads to sustainable vocational practice, we want to introduce the Underrepresented Student Programs:
Underrepresented Student Gatherings
Underrepresented Student Gatherings are designed to be constructive environments of connection, conversation, and skill development for students from underrepresented groups. Students gather twice per term to engage categories that impact the sustainability of underrepresented people in relational vocations. Faculty, staff, alumni, and professionals are invited to speak to their experiences and help students connect with the challenges of underrepresentation as students and likely as practitioners.
Student Affinity Groups (Identity/Vocational)
Affinity groups are designed to bring together students based on a shared cultural identity. Groups can be formed based on race/ethnic identity, sexual orientation, age, theological/political perspective, or ability. Students from underrepresented groups are encouraged to gather together with others who share similar experiences and values. These groups are designed to help support the development of cultural identity of students as they develop a capacity for critical self-reflection within a diverse social context.
Alumni Guides are alumni practitioners who serve as a primary resource for students from underrepresented groups heading into their internship year at The Seattle School. Students are matched with an Alumni Guide for their respective degree program and desired vocational practice. As alumni of The Seattle School, Alumni Guides offer context and connection between the formational experiences of graduate education and practice.
Look for a more robust 2017-18 Underrepresented Student Programs schedule at fall Orientation!
For more information, email Richard Kim, our Intercultural Credibility Coordinator/Consultant (firstname.lastname@example.org)
Our Commitment to Intercultural Credibility
Cultural: the distinct ways people live in the world, shape meaning, represent their experience, and act creatively
Credibility: the quality or power of inspiring belief or capacity for belief
As the complexity of engaging difference continues to expand, The Seattle School is growing in its understanding and ability to engage in nuanced conversations by equipping the faculty, staff and students to honor the dignity of the other acknowledging inescapable sociocultural realities while heralding the irreducible mystery each person ultimately is, even to her/himself.
Toward this end, The Seattle School is committed to the work of intercultural credibility as a continual movement away from broad generalizations and the objectification of otherness and a movement towards an engagement that seeks to affirm the complexity of sociocultural systems while maintaining the dignity of all people through curricular and co-curricular content, institutional policy and culture, and interpersonal relationships.
Intercultural Credibility Resource Team
The mission of the Intercultural Credibility Resource Team is to support and lead faculty and staff of The Seattle School in becoming a learning community that values and honors the dignity and diversity of all its members in order to better prepare its graduates to live, work, and lead in culturally responsive ways.