Bright Water Cultural Competency Skills


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3 Hour Session Delivered to parents and guardians at Bright Water School. What are cultural competencies? How do cultural identifiers, communication, power, privilege, and difference feed into our ability and efficacy in living and working across difference? Through learning, discussions, and exercises, we increase our competencies and grow in out ability to see and appreciate differences.

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Bright Water Cultural Competency Skills

  1. 1. Stretching the Inclusive Boundaries: Cultural Competency Skills Bright Water School Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (
  2. 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (
  3. 3. Goals Gain a basic understanding of culture Understand how various dimensions of identity feed into cultural competencies Examine how cross cultural communication, power, and privilege affect success in schools Identify positive steps toward inclusive communities - individually, interpersonally, and institutionally Rosetta Eun Ryong Lee (
  4. 4. Cultural Competencies Everybody has some competencies No one has all competencies Competency is unattainable, competencies are Competencies are individual, fluid, situational, and contextual THERE IS NO ONE ANSWER Rosetta Eun Ryong Lee (
  5. 5. Dimensions of Identity and CultureThis model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute,adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003). Rosetta Eun Ryong Lee (
  6. 6. Exercise: Up-Downs • Stand proudly for your group • Stand for as many groups within one category as applies to you• If you are not standing, cheer and applaud the people who areNational Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (
  7. 7. Debrief: Up-Downs How did it feel to stand and claim your identities and experiences? To be applauded for them? To applaud others for their identities and their experiences?Rosetta Eun Ryong Lee (
  8. 8. Identity Development and Schools  Identity Frames  Intractability  Co-Authorship of Identity Rosetta Eun Ryong Lee (
  9. 9. R.T. Carter’s Model: Racial Identity and Social Interactions  Parallel  Regressive  Crossed  Progressive  SymbioticRosetta Eun Ryong Lee (
  10. 10. Effect of Varying Identifications Rosetta Eun Ryong Lee (
  11. 11. Orientations Toward Ethnic Identity Rosetta Eun Ryong Lee (
  12. 12. BreakRosetta Eun Ryong Lee (
  13. 13. Cross Cultural Communication What is it? How is it Different from Intercultural Communication? CCC Theories – Face-Negotiation Theory – Conversational Constraints Theory – Expectancy Violation Theory – Anxiety/Uncertainty Management Theory – Communication Accommodation Theory Rosetta Eun Ryong Lee (
  14. 14. Dimensions of Variability Individual - Collectivistic Low Context - High Context Masculinity - FemininityHigh Uncertainty - Low Uncertainty Avoidance Avoidance Vertical - Horizontal Rosetta Eun Ryong Lee (
  15. 15. Factors that Influence  Personality Orientation  Individual Values  Self Construal - Independent - Interdependent  Individual Socialization  Cultural Norms and Rules Rosetta Eun Ryong Lee (
  16. 16. Cultural Values Norms, and Rules  Values  Value Priorities  Norms of Behavior  Non-Verbal CommunicationRosetta Eun Ryong Lee (
  17. 17. RELATIONALCultural Value Differences Individualism self-reliance, independence Collectivism group interdependence (selfis h ) (mindless follower) Informality Formality directness, give and take discussion indirectness, protect "face" (rude and abrupt) (stiff and impersonal) Competition Cooperation individual achievement group achievement (egotistical, show-off) (avoiding doing work or taking responsibility) AUTHORITY Egalitarianism Hierarchy fairness, belief in equal opportunity privilege of status or rank (being picky, on a soapbox) (power hungry or avoiding accountability) TEMPORAL Use of Time Passage of Time "Time is money" "Time is for life" (doesn’t get the important things in life) (lazy and irresponsible) Change/Future Tradition/Past Adaptability ensures survival Stability ensures survival (muckraker, stirs up trouble) (old-school, afraid of change) ACTIVITY Action orientation "Being" orientation "Make things happen" "Let things happen" (rushes without thinkin g ) (indecisive and slow) Practicality Idealism Efficiency is always best Always maintain principles (impersonal and unscrupulous) (naïve and impractical) Rosetta Eun Ryong Lee (
  18. 18. Exercise: Non-Verbal Violations1: Please pick a partner and stand.2: Separate the stapled pair of slips, giving each partner one slip.3: Scan your piece of paper describing nonverbal behaviors. Do not share the information with your partner.2: Converse with your partner about your out of hobbies, interests, and passions.5: INCREMENTALLY dramatize the nonverbal behavior.6: Make note of thoughts or feelings you experience. Rosetta Eun Ryong Lee (
  19. 19. Debrief: Nonverbal Violations Did the INTENT of your described behaviors allow you to display them more enthusiastically? What was the IMPACT of the behaviors of your partner? Did knowing that “odd” behaviors may be part of the exercise help you accept your partner’s behavior? In living in community with people from various identities and cultures, what do you take away from this exercise? Rosetta Eun Ryong Lee (
  20. 20. BreakRosetta Eun Ryong Lee (
  21. 21. Identifiers, Power, and Communication Internalized Oppression/Dominance Stereotype ThreatAccumulated Impact/Microaggressions Code/Mode Switching Fish Seeing the Water “Norm” “Normal” “Good” “Intent” versus “Impact” Rosetta Eun Ryong Lee (
  22. 22. Discussion: Cross Cultural ConflictThink about a recent conflict which you now know to be true to be at heart a n identity and power difference. Using some of the terminology introduced,discuss with a partner or group of threewhat was going on to cause the conflict. Rosetta Eun Ryong Lee (
  23. 23. So What? Now What?Rosetta Eun Ryong Lee (
  24. 24. Assumptions and Interpretations• Mental Models• Ladder of Inference Belief Conclusions Selective Data Observable Data• Tools of Action Rosetta Eun Ryong Lee (
  25. 25. Checking Assumptions andInterpretations: Steps to Analyze1. What did you see/hear (raw data)?2. What are your personal filters (cultural values, norms, and identifiers)?3. What was your interpretation of what you saw/heard (inference)?4. How did you feel as a result?5. What do you want? Rosetta Eun Ryong Lee (
  26. 26. Developmental Model of Intercultural Sensitivity (DMIS) Schematic Rosetta Eun Ryong Lee (
  27. 27. Discussion: How Will I Apply All This?1. How do you see materials from this workshop applying to your life?2. What questions do you still have?3. What are your personal action steps? Rosetta Eun Ryong Lee (
  28. 28. Cultural Effectiveness “To be culturally effective doesn’t mean you are an authority in the values and beliefs of every culture. What it means is that you hold adeep respect for cultural differencesand are eager to learn, and willing toaccept, that there are many ways of viewing the world” Okokon O. Udo Rosetta Eun Ryong Lee (
  29. 29. Final Questions or Comments? Rosetta Eun Ryong Lee (
  30. 30. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 Eun Ryong Lee (
  31. 31. Identity Resources• Carlos H. Arce, “A Reconsideration of Chicano Culture and Identity”• Atkinson, Morten, & Sue, “Racial/Cultural Identity Development Model (R/CID)”• Mindy Bingham and Sandy Stryker, “Socioemotional Development for Girls”• Vivienne Cass, “Homosexual identity formation: Testing a theoretical model”• William Cross, Shades of Black: Diversity in African American Identity”• Anthony D’Augelli, “ Identity development and sexual orientation: Toward a model of lesbian, gay, and bisexual development” Rosetta Eun Ryong Lee (
  32. 32. Identity Resources• Erik Erikson, “Eight Stages of Man”• J. E. Helms, Various Publications on Racial and Ethnic Identity Development• Jean Kim, “Processes of Asian American Identity Development”• James Maricia, “Four Ego and Identity Statuses”• Suzanne Kobasa Ouellette, “The Three C’s of Hardiness”• Jean S. Phinney, “Ethnic Identity in Adolescents and Adults: Review of the Research”• Ponterotto & Pederso, Preventing Prejudice• Maria P. P. Root, Various Works on Multiracial Identity Rosetta Eun Ryong Lee (
  33. 33. Identity Resources• Patricia Romney, Karlene Ferron, and Jennifer Hill, “Measuring the Success of Diversity Directors in Independent Schools”• Pedro Ruiz, “Latino/a Identity Development Model”• Chalmer E. Thompson and Robert T. Carter, Racial Identity Theory• Alex Wilson, “How We Find Ourselves: Identity Development and Two Spirit People”• Christine J. Yeh, “The Collectivistic Nature of Identity Development Among Asian-American College Students” Rosetta Eun Ryong Lee (
  34. 34. Communication Resources• “Stereotype Threat” by Joshua Aronson• Brenda J. Allen, Difference Matters: Communicating Social Identity• William Gudykunst, Cross-Cultural and Intercultural Comunication• Milton Bennett, PhD, Intercultural Communication Institute• “Non-Verbal Communication Across Cultures” by Erica Hagen, Intercultural Communication Resources•• Thrive! Team Dynamics• history.htm Rosetta Eun Ryong Lee (
  35. 35. Miscellaneous Resources• Karen Bradberry and Johnnie Foreman, “Privilege and Power,” Summer Diversity Institute, National Association of Independent Schools, 2009• Po Bronson and Ashley Merryman, Nurture Shock• Kevin Jennings, GLSEN (Gay Lesbian and Straight Education Network)• Allan G. Johnson, Privilege, Power, and Difference• Johnnie McKinley, “Leveling the Playing Field and Raising African American Students’ Achievement in Twenty-nine Urban Classrooms,” New Horizons for Learning, mckinley.htmMichael J Nakkula and Eric Toshalis, Understanding Youth. Rosetta Eun Ryong Lee (