Diversity, Equity, and Inclusion (DEI)
PCDS Diversity, Equity, and Inclusion Mission StatementWe are committed to nurturing thoughtful, self-aware, compassionate thinkers who can learn from challenging conversations and who recognize their limitless opportunity for growth, especially when considering perspectives different from one’s own. In addition to gaining essential knowledge and skills, we see education’s ultimate role as developing the intellectual acuity to grapple with complex topics. This holds especially true for vital and profoundly complex issues regarding diversity, equity, and inclusion.
Actual growth can bring discomfort. Rather than retreating from that discomfort, we will nurture and support our community through our continued evolution. We commit to working tirelessly to create an environment that fosters openness and appreciation of multiple dimensions of culture and identity. This responsibility includes:
- Appreciating the identities we share, investigating our implicit biases, and honoring the differences among us
- Working to increase the level of diversity represented in our community at all levels.
- Reflecting on the responsibility of PCDS being built upon ancestral land and honoring those that came before us.
- Evolving our curriculum responsibly to ensure that diverse voices are not tokenized but truly infused across our Pre-K through 12 experiences.
- Recognizing the existence of a systemic privilege, including our School’s inherent privilege, and teaching students to leverage the privilege of education to create positive change beyond PCDS.
Developed with input from a wide array of PCDS constituent groups, the DEI mission statement was designed to support the School's Strategic Plan and to amplify our School's mission statement and Portrait of a Graduate.
From the Director of Diversity, Equity, and Inclusion
Why Focus on DEI?
Building a community that recognizes and values diversity is essential for any healthy society. A willingness to remain open to multiple perspectives allows us to nurture a positive environment in which all students have the opportunity to flourish and upon graduation, thrive in a global economy.
The American psychologist Abraham Maslow (1908-1970), developed a hierarchy of needs to explain human motivation. According to Maslow (1943), students must have their physiological needs met before they can learn. This includes the need to feel safe, maintain a positive self esteem, and feel a sense of love and belonging. At PCDS, we are committed to creating a caring, safe, and inclusive environment that meets the psychological needs of each individual.
If you have any questions or are interested in learning more about DEI at PCDS, please contact Mina Bhagdev, PCDS Director of Diversity, Equity, and Inclusion, at 602-955-8200 extension 2263 or email@example.com.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-96.
Serhat, K. (2020). Maslow’s hierarchy of needs in education. Educational Psychology
Here is a link to the article written by Serhat.
"Public spaces and third places are more welcoming to all when we celebrate our shared humanity. By understanding each other, we deepen connections. To encourage more meaningful conversations on this topic, leaders at Starbucks reached out to the experts at Arizona State University to create this 15-course curriculum designed to address bias through understanding the human experience". PCDS Parent and ASU Senior Advisor to the President and President's Professor, Dr. Bryan Brayboy, was a pivotal part of these courses' creation.
These free courses cover:
Arab/ Middle Eastern Bias, American Indian/ Alaska Native Bias, Hispanic/ Latino Bias, Black/ African American Bias, Class Bias, Sexuality Bias, Nationality Bias, Religious Bias, Disability Bias, Age Bias, Racial Bias, Gender Bias, and Political Culture Bias.
To access these free online diversity courses, click ASU Global Academy.
Director of Diversity, Equity, and Inclusion
- Students attend from 67 different zip codes
- 38 percent identify as students of color
- 19 percent identify as employees of color
- $3.4 million in the Financial Aid budget
- Approximately 24% of PCDS families receive need-based financial aid from the School
- 12 Diversity Coordinators representing the three divisions and staff
- 1 full time DEI Coordinator