FSB Identity Development Teacher Workshop
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FSB Identity Development Teacher Workshop



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 ...

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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FSB Identity Development Teacher Workshop FSB Identity Development Teacher Workshop Presentation Transcript

  • Friends School of BaltimoreRosetta Eun Ryong LeeSeattle Girls’ SchoolI Learned Who I Was When…Schools with Identity Development in MindRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • About Seattle Girls’ SchoolRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Agenda Identity Development Exercise: Up-Downs Break Theory: Models of Identity Development,Schools, and Social Interactions Exercise: Case Studies Break Theory: Teaching with Identity in Mind So What, Now What? ResourcesRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  •  What is it? What are thevarious dimensionsof identity? Why identitydevelopment?Identity DevelopmentRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 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 (http://tiny.cc/rosettalee)
  • National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee• Stand proudly for your group• Stand for as many groupswithin one categoryas applies to you• If you are not standing,cheer and applaudthe people who areExercise: Up-DownsRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Debrief: Up-DownsHow did it feel tostand and claim youridentities andexperiences? To beapplauded for them?To applaud others fortheir identities andtheir experiences?Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • BreakRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  •  Innocence and Self Esteem Encounter and Self Doubt Assimilation to the Majority Immersion into Identity Emersion IntegrationIdentity Development:Marginalized IdentitiesRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  •  Innocence and Self Esteem Encounter and Confusion Attempt to Reintegrate Re-Encounter and Guilt Acceptance and Action Immersion and Emersion IntegrationIdentity Development:Privilged IdentitiesRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  •  Identity Frames Intractability Positive and Negative Encounters Identity Socialization Co-Authorship of IdentityIdentity and Cultural InclusionRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  •  Parallel Regressive Crossed Progressive SymbioticR.T. Carter’s Model:Racial Identity andSocial InteractionsRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Effect of Varying IdentificationsRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Orientations Toward Ethnic IdentityRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Case Study:Identity and SchoolsPlease read the assigned casestudy, discuss what may be goingon, and how you might react asindividuals or as a school.Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • Teaching with Identity in Mind:Inclusive Classrooms- Increasing Trust- DistinguishingBehaviors- Overcoming Historyand ImpactRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Do You See Me?- Representation on theWalls- Representation in theCurriculum- Interest in PersonalStory (Sharing ofPersonal Story)- Interactions In and Outof the Classroom- Demonstration of CareRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Do You Hear Me?- - Incorporation of PriorKnowledge and Experience- - Seeking and Respondingto Feedback- - Student Choice in theCurriculum- - Empathy Reflex- - Authoritative DisciplineRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Will You Treat Me Fairly?- Clear and HighExpectations- Equal Discipline,Rewards, and Access- Support in Struggle andPush in Success- Consistent andPredictable Assessment- Different Kinds ofSuccessRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • - Understanding ofIdentity and Experience- Interruption of Exclusiveor Oppressive Behavior- Teaching andDiscussing Cultural andPower Difference- Encouragement of andPractice withCollaborationWill You Protect Me?Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • You Win Some, You Lose SomeRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Stretching the Inclusive BoundariesRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 1. How do you see materialsfrom this workshop applyingto your classroom?2. What questions do you stillhave?3. What are your personal actionsteps?Discussion:How Will I Apply All This?Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Final Questions or Comments?Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Presenter InformationRosetta Eun Ryong Lee6th Faculty andProfessional OutreachSeattle Girls’ School2706 S Jackson StreetSeattle WA 98144(206) 805-6562rlee@seattlegirlsschool.orghttp://tiny.cc/rosettaleeRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Identity Resources• Carlos H. Arce, “A Reconsideration of Chicano Cultureand Identity”• Atkinson, Morten, & Sue, “Racial/Cultural IdentityDevelopment Model (R/CID)”• Mindy Bingham and Sandy Stryker, “SocioemotionalDevelopment for Girls”• Vivienne Cass, “Homosexual identity formation: Testing atheoretical model”• William Cross, Shades of Black: Diversity in AfricanAmerican Identity”• Anthony D’Augelli, “ Identity development and sexualorientation: Toward a model of lesbian, gay, andbisexual development”Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Identity Resources• Erik Erikson, “Eight Stages of Man”• J. E. Helms, Various Publications on Racial and EthnicIdentity Development• Jean Kim, “Processes of Asian American IdentityDevelopment”• James Maricia, “Four Ego and Identity Statuses”• Suzanne Kobasa Ouellette, “The Three C’s of Hardiness”• Jean S. Phinney, “Ethnic Identity in Adolescents andAdults: Review of the Research”• Ponterotto & Pederso, Preventing Prejudice• Maria P. P. Root, Various Works on Multiracial IdentityRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Identity Resources• Patricia Romney, Karlene Ferron, and Jennifer Hill,“Measuring the Success of Diversity Directors inIndependent Schools”• Pedro Ruiz, “Latino/a Identity Development Model”• Chalmer E. Thompson and Robert T. Carter, RacialIdentity Theory• Alex Wilson, “How We Find Ourselves: IdentityDevelopment and Two Spirit People”• Christine J. Yeh, “The Collectivistic Nature of IdentityDevelopment Among Asian-American CollegeStudents”Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • Miscellaneous Resources• Karen Bradberry and Johnnie Foreman, “Privilege andPower,” Summer Diversity Institute, National Associationof Independent Schools, 2009• Po Bronson and Ashley Merryman, Nurture Shock• Kevin Jennings, GLSEN (Gay Lesbian and Straight EducationNetwork) www.glsen.org• Allan G. Johnson, Privilege, Power, and Difference• Johnnie McKinley, “Leveling the Playing Field and RaisingAfrican American Students’ Achievement in Twenty-nineUrban 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)