Challenging DEI dogma in NYC schools: Creating tomorrow’s leaders
Many progressives are concerned about the impact of Donald Trump’s re-election on Diversity, Equity, and Inclusion (DEI) programs. This concern is valid, given the current landscape.
As the head of a school in New York City, I have realized that traditional DEI programs can be divisive, assigning rigid roles to students that create distance rather than unity.
A new approach to diversity is necessary, one that moves away from the politicized nature of current DEI practices.
At Birch Wathen Lenox, our school has adopted a different model that values constructive dialogue, intellectual rigor, and respect for diverse perspectives.
We steer clear of curricula that stereotype students based on identity and instead foster a sense of community that appreciates diverse thoughts, experiences, and principles.
Conventional DEI frameworks are known for promoting problematic ideologies.
Students often get labeled as “oppressed” or “oppressors,” which can hinder personal growth and deny agency. Additionally, there is a historical lack of focus on addressing antisemitism in traditional DEI efforts.
Traditional DEI programs in schools can push a singular set of ideological beliefs as virtuous, separating students based on questionable criteria.
Topics like “White Supremacy Culture” and mandatory ethnic “affinity groups” can further divide students without proven effectiveness. Academic standards may even be lowered to address perceived achievement inequities, reinforcing harmful stereotypes.
Our approach focuses on promoting respectful dialogue and intellectual rigor.
For example, our Constructive Dialogue Program encourages students to engage in open inquiry and debate while exposing them to a broad range of perspectives and teaching them to respond with reasoned arguments rather than emotional reactions.
Courses like Democracy and Dissent, a History of the Middle East, and Holocaust and Genocide Studies explore history and current events critically and empathetically, without attributing past wrongs solely to identity.
Our Dean for Curriculum and Academic Freedom ensures that our program remains balanced, intellectually challenging, and inclusive.
We also recognize students who engage in diverse ideas through the John Stuart Mill Award for Excellence in Debate and Open Discourse.
We have partnered with organizations promoting free speech, such as the Foundation for Individual Rights and Expression and the Constructive Dialogue Institute. While we have teachers overseeing diversity and inclusion work, we do not have a formal DEI officer.
Our aim is to establish a school culture that values intellectual curiosity and constructive engagement.
While we revisit and revise our DEI policies, we acknowledge tragic histories and ongoing injustices.
Our curriculum includes marginalized voices from history and promotes understanding without assigning blame for past wrongdoing.
We avoid concepts like “settler colonialism” and do not unfairly criticize Israel. These complex topics are addressed without unnecessary guilt or shame.
Parents at Birch Wathen Lenox have responded positively to our approach.
They appreciate our commitment to free expression, constructive dialogue, and our proactive stance on addressing rising antisemitism in America.
Since 2023, our applications have increased by 250%, with parents citing our dedication to open dialogue and student expression as key factors in their decision to enroll.
In a highly polarized and politicized DEI landscape, there is an alternative model that prioritizes inclusion, intellectual freedom, and respect for all.
The future of DEI should revolve around empowering students to think critically and compassionately, rather than adhering to rigid categories or biased ideologies. Our vision of diversity emphasizes merit, respect, and excellence.
This approach prepares our students to engage thoughtfully in a complex world, shaping them into informed citizens and future leaders.
Bill Kuhn is the Head of School at Birch Wathen Lenox in New York.
