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Friends Academy Identity Development for Faculty and Staff

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3 Hour session delivered to faculty and staff at Friends Academy in North Dartmouth, MA. How do we learn about our various group identities like female, African American, Buddhist, homosexual,......

3 Hour session delivered to faculty and staff at Friends Academy in North Dartmouth, MA. How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.

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  • 1. I Learned Who I Was When… Identity Development Friends Academy Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 3. Agenda Identity Development Exercise: Up-Downs Break Theory: Models of Identity Development Exercise: Theories and My Life Break Theory: Developmental Model of Intercultural Sensitivity So What, Now What? Resources Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 4. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 5. Identity Development What is it? What are the various dimensions of identity? Why identity development? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 6. Dimensions of Identity and CultureThis model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer DiversityInstitute, adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe(SHRM 2003). Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 7. 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 (http://tiny.cc/rosettalee)
  • 8. 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 (http://tiny.cc/rosettalee)
  • 9. BreakRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 10. Racial, Ethnic, LGB Identity Development Models • All Models Have Some Value • All Models Have Some Limitations • Models Can Extend Beyond Cultural Identifiers Used Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 11. Exercise: Theories Jigsaw Please choose a theory that reflects one of your identities. Read the theory summary and ask the facilitator any questions you have about it.Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 12. Exercise: Theories Jigsaw Please take turns sharing highlights and understandings from the theory you read. Do these theories resonate with your own experience?Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 13. BreakRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 14. Identity Development:Hidden Lessons of School Theory Comparisons Co-Authorship of Identity Our Roles as Educators Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 15. R.T. Carter’s Model: Racial Identity and Social Interactions  Parallel  Regressive  Crossed  Progressive  SymbioticRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 16. Effect of Varying Identifications Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 17. Orientations Toward Ethnic Identity Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 18. Identity Development of an InstitutionPre-EncounterEncounterDissonanceIdentity SearchResolution Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 19. Developmental Model of Intercultural Sensitivity (DMIS) Schematic Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 20. So What? Now What?Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 21. Self Assessment and Goal Setting What did you learn today that was new, helpful, or thought provoking? What are some goals or strategies you would like to apply in the classroom or in your life? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 22. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 rlee@seattlegirlsschool.org http://tiny.cc/rosettaleeRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 23. 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 (http://tiny.cc/rosettalee)
  • 24. 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 (http://tiny.cc/rosettalee)
  • 25. 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 (http://tiny.cc/rosettalee)
  • 26. 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) www.glsen.org• 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, http://www.newhorizons.org/strategies/differentiated/ mckinley.htmMichael J Nakkula and Eric Toshalis, Understanding Youth. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 27. The following are slides and exercises for extra time, if any Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 28. Case Study: Identity and SchoolsRosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 29. Case Study: Sibling Role ModelA 5th grade class is studying the Little Rock Eight story and theexperiences of the first African American students in integratedschools. The curriculum is a well-vetted and successful one. Itincludes many readings, first person accounts, and an in-depthanalysis of the n word (its history, impact, etc.). One day afterschool, Kevin, a 2nd grader at the same school, overhears his 5thgrader brother reading aloud one of the readings with hisclassmate, a first person account that uses the n word in full form.Kevin mulls over the term and wonders what it means. At school,he looks up the n word in the dictionary. He gathers a few of hisfriends, and they talk about what the word means with someconfusion, some amusement, and some discomfort. Two girls,one African American and one multiracial (part African heritage),see the boys engrossed in the dictionary. One of the boys looksat one of the girls, points to her, and giggles. The girls decide togo over and investigate, and they find out what the boys are up to.Angry and upset, they report the incident to a teacher.Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 30. Case Study: Sibling Role ModelWhat’s going on?How is the conflict based on identitydevelopment?What would you do to increaseawareness, understanding, and esteemfor your community?What issues from this case resonatewith you and Friends Academy?Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 31. Case Study: Inclusion “Versus” Rigor?After years of hearing complaints from students of color, theirfamilies, and their allies that the curriculum only represents white(and mostly white male) authors, your English department hasrevamped the literature curriculum such that all students wouldread works by authors from various racial and ethnic groups. Afew parents begin expressing concern that their white children aretalking at home about how “class is always about people of color”and “we never read white authors.” Some parents and eventeachers are also concerned that the students “will not beadequately exposed to the classics” and therefore “will not havethe same academic advantage” as students from other schoolswhich have a “more robust classic literature curriculum.” They areespecially concerned about performance in standardized testsand college courses. These parents and teachers say that theysupport diversity and have nothing against the authors beingpresented, but they are pushing the school to have the changes tothe literature curriculum to be implemented in optional orenrichment courses instead of the required courses.Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 32. Case Study: Inclusion “Versus” RigorWhat’s going on?How is the conflict based on identitydevelopment?What would you do to increaseawareness, understanding, and esteemfor your community?What issues from this case resonatewith you and Friends Academy?Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 33. Case Study: Between Two WorldsJulio, a Latino student, has told the school counselor that he isnegotiating a very confusing life. On one hand, he loves school. Heis doing well in classes and has high academic ability andperformance. On the other hand, he is enrolled in mostly honorsclasses, where he is one of the few (and often the only) Latinostudents. Enrique, his best friend from childhood years, started todiverge from Julio’s academic path starting freshman year when Juliowas placed on an accelerated track and Enrique was not. Enriquestruggles academically, and he has gotten into more disciplinarytrouble the more his academic performance has slipped. These twofriends have no classes together and are having difficulty maintainingtheir closeness. Julio’s friends in his honors classes have nicknamedhim “Leo” recently, and Julio has tolerated it and sometimes evenliked it. Enrique, hearing this, pushes Julio that he is no longer“connected to his roots” and “becoming whiter every day.” To provehimself to Enrique that he is “still one of the guys,” Julio agrees tograffiti the boys’ bathroom walls with their neighborhood gang’ssymbol. They are caught in this act by a staff member.Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 34. Case Study: Between Two WorldsWhat’s going on?How is the conflict based on identitydevelopment?What would you do to increaseawareness, understanding, and esteemfor your community?What issues from this case resonatewith you and Friends Academy?Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 35. Case Study: On My Own TimeMonique is an African American student who is very proud ofher Black heritage. She mode and code switches to meetacademic and social expectations of the classroom, and sheis a successful student. In unstructured spaces (lunch,hallways, etc.), Monique expresses herself and herunderstanding of her ethnic heritage by speaking Ebonics orAfrican American Vernacular English with her Black friends;she does many of her school reports on African Americanleaders and role models; and she wears her hair proudly inan Afro daily. One day, she approaches the DiversityDirector, frustrated by interactions with Ms. Johnson, anAfrican American teacher. This teacher has repeatedlyadmonished the student over the use of Ebonics, saying “It’snot a real language, so you shouldn’t use it at school.” Shefeels that Ms. Johnson is being unfair and that she is going toinfluence other teachers to “keep her down.”Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 36. Case Study: On My Own TimeWhat’s going on?How is the conflict based on identitydevelopment?What would you do to increaseawareness, understanding, and esteemfor your community?What issues from this case resonatewith you and Friends Academy?Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)