Identity Development Workshop

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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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  • Introductions - name, school, identities INDEX CARDS - Identity issues bubbling up in schools
  • Strand structure: activity, theory, application, break Goals: information, conversation, activity for experience and to use in classroom and/or professional development. Requests and FYI: Theory overview only, but ask questions if unclear, please hold examples for example section. Everyone’s experience will be different so it is ok if not everyone can relate to everyone else’ personal experience. Will not get to every theory in depth nor will we be able to share all experiences. Goal is to introduce for further study and gain enough examples to apply. Resource materials: available in hard copy and electronically (USB drive, computer desktop, email). Please take only hard copies you know you will use so we can be as green as possible.
  • Privilege of disengagement. Critical questioning of why disengaged. Stick to it, go deeper, examination of that disengagement. The story: we all writing our identities every day. We are also responsible for writing the identities of everyone we interact with every day. And as schools, we are responsible for the healthiest identity development for the children we serve.
  • UY: Identity formation is the dynamic process of testing, selecting, and integrating self images and personal ideologies integrated and consistent whole.
  • • Notice who is in the room and who is not • Notice what it feels like to be cheered • Notice places where it is difficult to stand proudly
  • Groups of 3 1 minute per person Take the full minute, even if you can’t fill that minute Stop after 1 minute, even if you are not done --- All-Group Discussion Afterwards
  • Chart - Racialized and Ethnic Identity Development for People of Color (front) Pre-Encounter, Encounter, Immersion/Emersion, Internalization Racialized and Ethnic Identity Development for Whites (back) Pre-Contact & Contact, Disintegration, Reintegration, Pseudo-Independent, Immersion/Emersion, Autonomy Chart - Phinney’s Model of Ethnic Identity Formation Unexamined Ethnic Idenity, Ethnic Identity Search/Moratorium, Ethnic Identity Achievement Chart - D’Augelli’s Model of LGBQ Identity Development Exiting Heterosexual Identity Developing a Personal LGBQ Status Developing a Social LGBQ Identity Becoming an LGBQ Offspring Developing a LGBQ Intimacy Status Entering an LGBQ Community Handout - Ecological Framework for Understanding Multiracial Identity Development
  • Small Group Exercise
  • Understanding Youth: -“inordinate amounts of energy cannot be invested in a few ‘tough students.’ at the cost of educational quality for the larger whole.” Slippery slope! Where do you draw the line? -Adolescence is a social construction. -testing boundaries = students implicitly asking what kind of person they should be, what friends they should have, in what or whom to place trust, what kind of world they should make -In writing the life story, no one is a solo author. We are coauthoring the student’s stories, as they are coauthoring ours. -Should we as educators think of our work with youth in a more relational terms? With which students? All of them? Every day? Is this possible? If not, how do we choose? -Lev Vygotsky - interpsychological development - children’s cognitive development is shaped by the access they have to the thinking of other people’s lives. Educators need to make thinking as transparent as possible so students can choose to connect with it, contest it, or reject it. Zone of Proximal Development - aim at the higher end of zone to achieve maximal learning
  • Parallel, Regressive, Crossed, Progressive, Symbiotic
  • Incorporation of Identity Development work into faculty/staff training. What are “typical responses” to student identity development, and whom has that practice marginalized? Whose behaviors are “beyond the acceptable norm?” Who is getting punished more harshly? Where are the “safespaces”? Independent School Magazine, Measuring the Success of Diversity Directors in Independent Schools - Diversity Definitions Matter, Titles Matter, Priorities Matter, Ability to Meet People where they are matters, good relationship with supervisors matter, personality factors matter Many models address identity development from masculine, Christian, mainstream US culture, individualistic, black/white, middle class, heterosexual, and able point of view. May not be as clear cut for girls/women, non-Christian, non-US cultures, collectivistic, non African-American People of Color, working class, non-heterosexual, and differently abled individuals. Complexities abound - what about the racial and ethnic identity of trans-racially adopted kids? It is important to continue to study the new models and alternate interpretations, as well as validate the reality of each individual’s experience.
  • Mapping, journaling, storytelling Handout - map example
  • Self Construal Chart Columns: My Identities, My Identities Perceived by Others, My Identities I Think Are Perceived by Others It is OK to have columns that are nearly identical. It is also OK to have columns that are different. Highlight Identities of Power and Privilege
  • Examine a relationship at work or personal life. Examine relational identity development models. Where do you and the other person fall in these models? Is your interaction playing out an aspect/stage/encounter of identity development for yourself or other person? How might you shift your co-authorship of identity for yourself AND the other person?
  • Identity Development Workshop

    1. 1. NAIS Summer Diversity Institute 2010 Rosetta Eun Ryong Lee Seattle Girls’ School Identity Development
    2. 2. Agenda <ul><li>Identity Development </li></ul><ul><li>Exercise: Up-Downs </li></ul><ul><li>Break </li></ul><ul><li>Theory: Models of Identity Development </li></ul><ul><li>Exercise: Theories and My Life </li></ul><ul><li>Break </li></ul><ul><li>So What, Now What? </li></ul><ul><li>Exercise: ID Case Studies </li></ul><ul><li>Resources </li></ul>
    3. 3. Workshop Goals <ul><li>Analyze Self Identity </li></ul><ul><li>Explore Models of Identity Development </li></ul><ul><li>Apply Knowledge into Personal and Professional Lives </li></ul>What You Put In, What You Get
    4. 4. <ul><li>What is it? </li></ul><ul><li>Why identity development? </li></ul><ul><li>What are the various dimensions of identity? </li></ul>Identity Development
    5. 5. Exercise: Up-Downs <ul><li>• Stand proudly for your group </li></ul><ul><li>• Stand for as many groups </li></ul><ul><li>within one category </li></ul><ul><li>as applies to you </li></ul><ul><li>• If you are not standing, </li></ul><ul><li>cheer and applaud </li></ul><ul><li>the people who are </li></ul>National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee
    6. 6. Debrief: Up-Downs How did it feel to stand and claim many of your identities proudly? To be applauded for them? To applaud others for their identities?
    7. 7. Break
    8. 8. Racial, Ethnic, LGB Identity Development Models <ul><li>• All Models Have Some Value </li></ul><ul><li>• All Models Have Some Limitations </li></ul><ul><li>• Models Can Extend Beyond Cultural Identifiers Used </li></ul>
    9. 9. Exercise : Theories Jigsaw Read Own Theory, Ask Facilitator Questions Please take turns sharing highlights and understandings from the theory you read. Do any of these theories resonate with your own experience?
    10. 10. Identity Development: Hidden Lessons of School <ul><li>Theory Comparisons </li></ul><ul><li>Co-Authorship of Identity </li></ul><ul><li>Our Roles as Educators </li></ul>
    11. 11. Break
    12. 12. <ul><li>Identity Frames </li></ul><ul><li>Intractability </li></ul><ul><li>Co-Authorship of Identity </li></ul>Identity Development and Schools
    13. 13. <ul><li>Parallel </li></ul><ul><li>Regressive </li></ul><ul><li>Crossed </li></ul><ul><li>Progressive </li></ul><ul><li>Symbiotic </li></ul>R.T. Carter’s Model: Racial Identity and Social Interactions
    14. 14. Effect of Varying Identifications
    15. 15. Orientations Toward Ethnic Identity
    16. 16. So What? Now What?
    17. 17. Exercise: Case Study Analysis
    18. 18. Final Questions or Comments?
    19. 19. Resources <ul><li>• Carlos H. Arce, “ A Reconsideration of Chicano Culture and Identity” </li></ul><ul><li>• Atkinson, Morten, & Sue, “ Racial/Cultural Identity Development Model (R/CID)” </li></ul><ul><li>• Mindy Bingham and Sandy Stryker, “Socioemotional Development for Girls” </li></ul><ul><li>• Vivienne Cass, “ Homosexual identity formation: Testing a theoretical model” </li></ul><ul><li>• William Cross, Shades of Black: Diversity in African American Identity” </li></ul><ul><li>• Anthony D’Augelli, “ Identity development and sexual orientation: Toward a model of lesbian, gay, and bisexual development” </li></ul>
    20. 20. Resources <ul><li>• Erik Erikson, “Eight Stages of Man” </li></ul><ul><li>• J. E. Helms, Various Publications on Racial and Ethnic Identity Development </li></ul><ul><li>• Allan G. Johnson, Privilege, Power, and Difference </li></ul><ul><li>• Jean Kim, “Processes of Asian American Identity Development” </li></ul><ul><li>• James Maricia, “Four Ego and Identity Statuses” </li></ul><ul><li>• Suzanne Kobasa Ouellette, “The Three C’s of Hardiness” </li></ul><ul><li>• Michael J Nakkula and Eric Toshalis, Understanding Youth. </li></ul><ul><li>• Jean S. Phinney, “Ethnic Identity in Adolescents and Adults: Review of the Research” </li></ul>
    21. 21. Resources <ul><li>• Ponterotto & Pederso, Preventing Prejudice </li></ul><ul><li>• Maria P. P. Root, Various Works on Multiracial Identity </li></ul><ul><li>• Patricia Romney, Karlene Ferron, and Jennifer Hill, “Measuring the Success of Diversity Directors in Independent Schools” </li></ul><ul><li>• Pedro Ruiz, “Latino/a Identity Development Model” </li></ul><ul><li>• Chalmer E. Thompson and Robert T. Carter , Racial Identity Theory </li></ul><ul><li>• Alex Wilson, “How We Find Ourselves: Identity Development and Two Spirit People” </li></ul><ul><li>• Christine J. Yeh, “The Collectivistic Nature of Identity Development Among Asian-American College Students” </li></ul>
    22. 22. Gender Specific Resources <ul><li>• American Association of University Women. (1991). Shortchanging girls, shortchanging America. Washington, DC: AAUW. </li></ul><ul><li>• Borysenko, J. (1997). A woman's book of life : The biology, psychology, and spirituality of the feminine life cycle. New York: Putnam Publishing Group. </li></ul><ul><li>• Covey, S., Merrill, A. R., & Merrill, R. (1994). First Things First: To live, to love, to learn, to leave a legacy. New York: Simon & Schuster. </li></ul><ul><li>• Dale, M. (1995). Body and self : An exploration of early female development. New York: Jason Aronson. </li></ul><ul><li>• Huitt, W. (1997). Recommended books related to the growth, development, and socialization of girls and women. Valdosta, GA: Valdosta State University. </li></ul>
    23. 23. Presenter Information <ul><li>Rosetta Eun Ryong Lee </li></ul><ul><li>Faculty </li></ul><ul><li>Professional Outreach </li></ul><ul><li>Speaker, Trainer, Consultant </li></ul><ul><li>Seattle Girls’ School </li></ul><ul><li>2706 S Jackson Street </li></ul><ul><li>Seattle WA 98144 </li></ul><ul><li>(206) 709-2228 x 219 </li></ul><ul><li>[email_address] </li></ul>
    24. 24. Feedback Conversation
    25. 25. The following are slides and exercises for longer sessions
    26. 26. Exercise : I Learned Who I Was When… How did you discover you have various identities? Who/what told you who you were? What were the messages? How did you feel? Use journaling, diagramming, pictures, meditating, or anything else to help you tell your story and document it. You will not be asked to share anything with others that you do not want to.
    27. 27. Exercise: Who Am I? Whose Identity Journeys am I Co-Authoring?
    28. 28. Exercise : How is My School Supporting People’s Identity Journeys?
    29. 29. Debrief: Me, My School, My Community <ul><li>• Identity and Communication </li></ul><ul><li>• Curriculum’s Influence </li></ul><ul><li>• Identity and Conflict </li></ul><ul><li>• Disciplinary System’s Influence </li></ul><ul><li>• Identity Statuses </li></ul><ul><li>• Safespaces </li></ul><ul><li>• Social/Institutional Enculturation </li></ul><ul><li>• Social/Institutional Pressures </li></ul>

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