Diversity, Equity, & Inclusion

Ever since we opened our doors, Cathedral has been dedicated to ensuring that all families, no matter their cultural backgrounds, lived experiences, and ways of thinking, feel welcomed and embraced within our community, and we are intentional in how we integrate the myriad perspectives and identities into the soul of our community.

Our belief is that in order to purposefully contribute and thrive in a diverse environment, one must experience an enduring state of belonging. The feeling that one’s voice and actions matter within our institution is critical to engagement, personal growth, and learning.

Because that is belonging at
Cathedral School for Boys

Diversity, Equity, Inclusion, Justice and Belonging at Cathedral School for Boys

At Cathedral School for Boys, diversity, equity, inclusion, justice, and belonging (DEIJB) are essential to our approach to education and to the development of a just society.

Cathedral’s commitment to DEIJB is founded on the promise of all Episcopal Schools to "strive for justice and peace among all people and (to) respect the dignity of every human being." This promise grounds our approach in the recognition of the social and moral responsibilities that we owe one another and in the benefits that we all receive when we share common values.

As such, each member of the Cathedral community commits to:

Engaging in conversations with empathy and curiosity, and listening to recognize the presence, ideas, and beliefs of all individuals within the Cathedral community;
Practicing respect and acting with courage to speak up, speak out, and stand up for what is right even when it is challenging or unpopular;
Upholding the process of reflection, healing, and repair, holding ourselves with accountability, and accepting responsibility for our actions.

Cathedral is committed to cultivating a community of people in the many ways they identify, including by race, ethnicity, national origin, gender, sexual orientation, family structure, language, learning styles, physical ability, religion, culture, and socioeconomic background that embraces the broadest possible range of beliefs, values, experiences, and perspectives. Our community comprises people who value the diverse perspectives of others and who desire to learn continually about themselves and from one another. We believe that only with open minds and open hearts, our Cathedral community will thrive and experience belonging, both within the walls of our classrooms and beyond.

Gender Inclusion Statement

Cathedral School for Boys believes that there are as many paths to success as there are boys at the school. We are committed to providing an education to all students who identify as boys, regardless of their sex assigned at birth. Children who identify as boys are encouraged to apply, and those who are accepted will be provided access to all educational opportunities at Cathedral School for Boys.

Should an enrolled student begin to identify elsewhere on the gender spectrum, we will partner with the family to support the student and to develop a plan for that particular child. If an enrolled student no longer identifies as a boy or is no longer comfortable being identified as a boy, we will work with the student and family to determine the most supportive approach for that student. Our goal is for all students to feel safe and included so that they may thrive academically, emotionally, and physically.

Cathedral School for Boys is dedicated to being a community in which transgender, non-binary, and gender non-conforming students, alumni, and adults are fully supported, respected, and included. We will continue to educate our boys, families, faculty, and staff on the expectations of respectfulness and understanding of people on the gender spectrum in the spirit of the Episcopalian tradition.

8th Graders Talking About Affinity & Alliance Spaces

List of 5 items.

Student Affinity Groups
Affinity groups bring students together with an identifier in common, e.g., race, gender, religion, family status, etc. Additionally, affinity groups are for individuals who identify as group members and can speak to the group experience from the “I” perspective. These spaces allow students to be seen, heard, and affirmed for who they are through facilitated conversations with Cathedral School faculty and staff members. An affinity group’s ultimate goal is to support the development of a healthy sense of self within the respective identity so that students will feel empowered to engage deeply with others in the broader community.

Cathedral School’s 2023–2024 Student Affinity Groups:
- Asian American and Pacific Islander (AAPI)
- Black, African American
- Jewish American
- Latino/a/e/x
- Multiracial
- Neurodiversity
- Siblings With Diverse Needs
- South Asian
- White Ally
Student Alliance Groups
Alliance groups bring students together who have a shared commitment to an identifier group, e.g., race, gender, religion, family status, etc. Alliance groups are for individuals who identify as group members and can speak to the group experience from the “I” perspective and as people who support and stand in solidarity with that group. Alliance groups are platforms for students to learn and work together to make our school community more inclusive and welcoming.

Cathedral School’s 2023–2024 Student Alliance Group:
- Gender Sexuality Alliance (GSA)
Parent Groups
- SPIRE (Stories and Perspectives of Individual Real Experiences, a parent-led group that provides a safe space for CSB community members to discuss identity and race-related issues)
- Parent Association DEI Committee
- Board of Trustees Cultural Competency Committee
- Board of Trustees Boys Study Committee
Faculty/Staff Groups
- Faculty/Staff DEI Committee
- People of Color Sustainability Group
- White Awareness & Accountability Group
- LGBTQ+ Sustainability Group
DEI Partnerships