Vision Statement

Brophy College Preparatory's vision and core values are based upon the unwavering belief that
diversity, equity and inclusivity are essential. Brophy condemns intolerance as contradictory to the core values of Catholic, Ignatian traditions. Brophy re-affirms its commitment to use its influence as an educational institution to promote and teach the value of an equitable and inclusive community and to provide the necessary tools to be culturally competent in our increasingly diverse society.
The Office of Equity and Inclusion (OEI) leads Brophy’s efforts to ensure that each historically under-represented student and his family is fully included in the Brophy experience and has an equitable opportunity to thrive in all areas of student life. Under-represented students include students of color, students whose families have limited financial resources, first-generation college-bound students, and students with disabilities. The OEI will...
  • Collaborate with Brophy's administrative team on school activities and programs
  • Provide oversight of student advocacy and outreach, and collaborate with the Student Activities Office in the area of equity, inclusion and outreach
  • Advise on curriculum in partnership with assistant principals and department chairs to help develop  culturally responsive and equitable curriculum
  • Support the Brophy Black Family Alliance, Padres Latinos Unidos de Brophy, Loyola Academy families and families with students with disabilities, as well as all student culture and advocacy groups
  • Provide community outreach and engagement
  • Develop and implement equity and inclusion programming for faculty, staff, students and community
"Let us love not in word or speech, but in truth and action."
~ 1 John 3:18

Dr. Matthew Whitaker

Director of the Office
of Equity and Inclusion

Mr. Jonathan Londoño

Parent and Student
Advocacy and Outreach

Equity and Inclusion at Brophy

List of 7 items.

  • Brophy's Ignatian Identity

    Almost 500 years ago, when St. Ignatius of Loyola established the Society of Jesus (the Jesuits), education quickly became a key focus of their ministry, with St. Ignatius believing that Jesuit schools should encompass “improvement in living and learning for the greater glory of God and the common good.” The Jesuits believed that there was no better way to change lives than to provide a stellar academic program rooted in faith, and thus they determined a Jesuit education would be available to all, regardless of socio-economic circumstances. Jesuits became missionaries – traveling to all parts of the world and establishing schools wherever they went. Today, there are approximately 850 Jesuit institutions worldwide.
    Brophy constantly seeks to be faithful to its Jesuit charism and Ignatian identity... 

    • through a need-blind admission process and a robust financial aid program; 
    • through the Office of Faith and Justice that is both the heart and hands of Ignatian action;
    • through Loyola Academy – an on-campus middle school for potential first-generation college students whose families live below the poverty level;
    • through the curriculum with courses such as the Romero Program;
    • through student and faculty advocacy for marginalized students and families;
    • and through programs such as Theology in the City, the annual two-week Summit on Human Dignity, and Ignatian Spirituality retreats for the parent and alumni community.
    Theology in the City (recent topics)
    • The Jesuits and Indigenous Peoples
    • Interrogating Our Past to Animate Our Future: Georgetown University’s Working Group on Slavery, Memory and Reconciliation
    • Father Greg Boyle, SJ – Homeboy Industries
  • A School and Family Partnership

    The support of parents and community members is imperative as we strive to educate our community on issues of equity and inclusion and ensure that all students and families are fully included in the Brophy experience. 

    Parents are the first, the most important, and the most influential teachers in their children's lives. Let's teach them to respect people of all races, cultures, gender or ability, and engage them in conversations that will help them to understand that discrimination of any kind is not acceptable.

    Please don't hesitate to start a conversation with a member of Brophy's Office of Equity and Inclusion should you have questions or concerns. Brophy exists as a microcosm of our larger society; thus, we experience many of the same challenges that our nation faces. Let's resolve to be the change we seek.
  • Student Advocacy and Culture

    Asian Culture Club
    Black Student Union
    Brophy Advocacy Club
    Brophy Culture Project
    Brophy Dignity
    Filipino Culture Club
    Hermanos Unidos de Brophy
    Jewish Student Union
    Middle Eastern Club
    Muslim Student Union
    Native American Club

  • Programs and Initiatives

    • Common Ground Book Club
    • Students are encouraged to submit ideas and to share concerns with staff members
    • Annual survey of student perceptions of the on-campus climate
    • Diversity, equity and inclusion training among faculty and staff
    • Operation Inclusion – an effort to increase diversity in the student body, as well as faculty and staff
  • Diversity at Brophy

    Diversity Numbers for the 2018-19 School Year

    Students of color comprise 43% of the student body (Grades 9-12):
    Hispanic – 22%
    Two or More Races – 12%
    Asian/Hawaiian/Pacific Islander – 5%
    African American – 3% 
    Alaskan/American Indian – <1%
  • Social Justice Definitions

    Understanding the meaning and nuance of social justice language has the ability to add accuracy and power to important conversations, and allows for more teachable moments. The definitions below are reprinted from Harvard-Westlake School with permission.

    Cultural Responsiveness: The application of a defined set of values, principles, skills, attitudes, policies and behaviors that enable individuals and groups to work effectively across cultures. Cultural responsiveness is a developmental process (and continuum) that evolves over time for both individuals and organizations. It is defined as having the capacity to: (1) value diversity; (2) conduct assessment of self; (3) manage the dynamics of difference; (4) acquire and apply cultural knowledge; and (5) adapt to diversity and the cultural contexts of the communities in which one lives and works.

    Diversity: The presence, acceptance and appreciation of varied cultures.  The concept of diversity embraces the wide range of human characteristics used to mark or identify individual and group identities. These characteristics include, but are not limited to, ethnicity, race, national origin, age, personality, sexual orientation, gender, class, religion, ability and linguistic preferences. Diversity is a term used as shorthand for visible and quantifiable statuses, but diversity of thought and ways of knowing, being, and doing are also understood as natural, valued and desired states, the presence of which benefit organizations, workplaces and society.

    Equity: A condition that balances two dimensions: fairness and inclusion. As a function of fairness, equity implies ensuring that people have what they need to participate in school life and reach their full potential. Equitable treatment involves eliminating barriers that prevent the full participation of all individuals. As a function of inclusion, equity ensures that essential educational programs, services, activities, and technologies are accessible to all. Equity is not equality; it is the expression of justice, ethics, multi-partiality, and the absence of discrimination.

    Ethnicity: A social construct that divides people into groups based on characteristics such as a shared sense of group identity, values, culture, language, history, ancestry and geography.

    Implicit bias: The attitudes or stereotypes that affect our understanding, actions and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual’s awareness or intentional control.  Everyone is susceptible to implicit biases.

    Gender: Socially constructed categories of masculinity and manhood, femininity and womanhood that goes beyond one’s reproductive functions. Gender is distinct from one’s sexual orientation.  
    Inclusivity/Inclusiveness: Encompassing all; taking every individual’s experience and identity into account and creating conditions where all feel accepted, safe, empowered, supported and affirmed. An inclusive school or organization expands its sense of community to include all, cultivating belonging and giving all an equal voice. Inclusivity also promotes and enacts the sharing of power and recognition of interdependence, where authorizing individuals and community members share responsibility for expressing core values and maintaining respect for differences in the spirit of care and cooperation.

    Microaggressions are subtle words, cues and/or behaviors that insult, invalidate or exclude traditionally marginalized group members. The long-term effect of microaggressions can be a significant negative effect on one’s health.

    Multiculturalism: The presence of many distinctive cultures and the manifestation of cultural components and derivatives (e.g. language, values, religion, race, communication styles, etc.) in a given setting. Multiculturalism promotes the understanding of, and respect for cultural differences, and celebrates them as source of community strength. Multiculturalism is also defined as a set of programs, policies and practices that enable and maximize the benefits of diversity in a school community or organization.

    Privilege: Systemic favoring, enriching, valuing, validating and including of certain social identities over others. Individuals cannot “opt out” of systems of privilege; rather, these systems are inherent to the society in which we live.

    Race: A social construct that divides people into groups based on factors such as physical appearance, ancestry, culture, history, etc.; a social, historical and political classification system.

    Racism: A system of advantage based on race. This advantage occurs at the individual, cultural and institutional levels.  Racism can also be defined as prejudice plus power.

    Sexual orientation: A concept referring to a person’s sexual desire in relation to the sex/gender to which they are attracted; the fact of being heterosexual, homosexual, bisexual, asexual or pansexual.

    Social class (as in upper class, middle class, working class): Refers to people’s socio-economic status, based on factors such as wealth, occupation, education, income, etc.

  • Contact Us

    Matthew Whitaker, Ph.D.
    Director – Office of Equity and Inclusion
    602-264-5291, ext. 6228

    Jonathan Londoño '10
    Parent and Student Advocacy and Outreach
    602-264-5391, ext. 6330
"Education is the most important weapon which you can use to change the world."
~ Nelson Mandela

Introduction to
"Our Way of Proceeding:
Standards & Benchmarks of Jesuit Schools
in the 21st Century"

The mission of the Society of Jesus… is a mission rooted in the belief that a new world of justice, love and peace needs educated persons of competence, conscience and compassion – men and women who are ready to embrace and promote all that is fully human, who are committed to working for the freedom and dignity of all peoples, and who are willing to do so in cooperation with others equally dedicated to the reform of society and
its structures.