In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?

1. John Burroughs School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Cultural Competency in Action:
Inclusive Classroom Practices, Development and
Adaptation, and Peer Support
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2. About Seattle Girls’ School
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3. Agenda
 Recap/Review Day One
 Increasing Inclusivity
 Classroom and Beyond
 Development Work Time
 Critical Friends Protocol
 Questions and Answers
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4. Cultural Competency
Cultural competence is a set of
congruent behaviors, attitudes and
policies that come together in a
system, institution or individual and
enable that system, institution or
individual to work effectively in cross-
cultural situations.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Terry Cross

5. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion

6. Dimensions of Identity and Culture
This 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)

7. Experiences Across Difference
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact/
Microaggressions
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”
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8. Reflection Conversations
How do experiences of
identity and difference
show up at John
Burroughs? In what ways
does the school excel, and
in what ways can the
school grow?
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9. What Can We Do
to Increase Inclusion and Safety?
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- Increasing Trust
- Distinguishing
Behaviors
- Overcoming History
and Impact

10. Do You See Me?
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- Representation on the
Walls
- Representation in the
Curriculum
- Interest in Personal
Story (Sharing of
Personal Story)
- Interactions In and Out
of the Classroom
- Demonstration of Care

11. Reflection
What already existing
practices INCREASE how
students feel seen? How
can we incorporate more
of these practices in more
classes?
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12. Break
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13. Do You Hear Me?
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- - Incorporation of Prior
Knowledge and Experience
- - Seeking and Responding
to Student Feedback
- - Student Choice in the
Curriculum
- - Empathy Reflex
- - Authoritative Discipline

14. Reflection
What already existing
practices INCREASE how
students feel heard? How
can we incorporate more
of these practices in more
classes?
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15. Lunch
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16. Will You Treat Me Fairly?
- Clear and High
Expectations
- Equal Discipline and
Rewards
- Support in Struggle and
Push in Success
- Consistent and
Predictable Assessment
- Different Kinds of
Success
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17. Reflection
What already existing
practices INCREASE how
students feel treated
fairly? How can we
incorporate more of these
practices in more classes?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

18. - Understanding of
Identity and Experience
- Interruption of Exclusive
or Oppressive Behavior
- Teaching and
Discussing Cultural and
Power Difference
- Encouragement of and
Practice with
Collaboration
Will You Protect Me?
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19. Reflection
What already existing
practices INCREASE how
students feel protected?
How can we incorporate
more of these practices in
more classes?
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20. Break
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21. You Win Some, You Lose Some
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22. Developmentally Appropriate
Diversity Work
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23. In the Middle Years
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Theme: Who Am I? How Do I Have Power?
 “Friendship Extinction Event”
 Identity search through grouping
 Good and bad cliques
 Open their horizons about identity
 Be steady through their rollercoaster
 Coach more, teach less

24. In the Later Years
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Theme: My Future Place in the World
 Gender and sexuality stereotypes
 Power play through social status
 The role of inclusivity in their college,
professional, and personal lives
 Charging them to “practice for the real thing”
 Define values and boundaries, then accept
that they will push
 Be their consultant

25. Older Children
 Experiential And Discovery Base
 Facilitating Questions and Discussions
 Media Literacy
 Patterns and Systems
 Values and Actions
 Autonomy and Choice
 Justice and Activism
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26. Examples
 Products of Puberty
 Barbie Math
 Nacirema
 What’s So Funny?
 Video Documentary Project
 Pay It Forward
 Data Manipulations
 Problem-Solving Through Coding
 The Scholar’s Club
 Teaching Younger Youth
 Correlation versus Causation
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27. Integrated or Stand Alone?
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28. Both-And: Examples
Stand-Alone Opportunities
– Class Norms and Rules
– Getting to Know You
– Class Dynamics
– Identity Development
Integrated Opportunities
– Literature
– History
– Math
– Science
– Art
– PE
– And More!
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29. Parents: Partners or Foes?
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30. What Parents Fear and
What We Can Do About It
 “I didn’t know about this stuff…”
 “I don’t have any language around this…”
 “I want to protect their innocence…”
 “Are you teaching my kids values?”
 “I don’t want my kid to feel spotlighted…”
 “How will this help them get into college?”
 Heads Up Communication
 Resources and Language
 Clear Reiteration of Mission and Values
 Research and Your Expertise
 Explicit Communication of Parents’ Roles
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31. Developmental Model of Intercultural
Sensitivity (DMIS) Schematic
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32. • Policy – Enumeration of the school’s diversity
commitment through mission, strategic plan,
handbooks, websites, etc.
• Programming – Diversity training and programming for
all constituencies (board, admin, faculty, staff,
students, families, etc.). Diversity and inclusivity
curriculum.
• Practice – Consistent and meaningful revisit of policy and
programs. Climate assessments, proactive changes,
and meaningful responses to incidents.
• People – Critical mass of people who are supportive AND
active on all levels.
• Pecuniary – Funding, people, and time allocated in the
strategic plan and daily life for supporting diversity
efforts.
Identifying Growth Zones – The 5Ps
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33. Stretching the Inclusive Boundaries
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34. Open Development Time
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35. What Would You Try Next Year?
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 Pick a rubric, lesson, unit,
practice, etc. you’d like to
adapt for next year.
 Using the questions of
inclusive classroom
practices, what would you
change?
 Bring back artifacts for
sharing and feedback.

36. Critical Friends Tuning Protocol
(abridged and adapted)
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 Presentation/Focusing Question (5 minutes)
 Clarifying Questions (3 minutes)
 Warm Feedback (5 minutes)
 Cool Feedback (5 minutes)
 Reflection (3 minutes)

37. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Closing Circle

38. 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/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

39. 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)

40. 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)

41. 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)

42. Resources
 Joshua M. Aronson, Ph.D., “Improving Achievement &
Narrowing the Gap,” Learning and the Brain
Conference, Cambridge, MA, November 2003
 Allan G. Johnson, Privilege, Power, and Difference.
 Miss Representation, documentary film on media and
women
 United Nations Population Fund Statistics on Gender
Equality as of 2005
http://www.unfpa.org/swp/2005/presskit/factsheets/facts
_gender.htm
 Learning to be critically literate of mass media
http://www.medialit.org/
 Media Guide for Parents and Educators
http://www.commonsensemedia.org/
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43. Gender Specific Resources
 Jennifer Bryan, various trainings and publications on gender
and sexuality diversity, From the Dress Up Corner to the
Senior Prom
 JoAnn Deak, Ph.D., Girls Will Be Girls: Raising Confident and
Courageous Daughters, How Girls Thrive
 Jackson Katz, Tough Guise, Wrestling with Manhood, The
Macho Paradox
 John Medina, Talaris Research Institute, various studies on
early gender differences in competition and play
 Mary Pipher, Ph.D., Reviving Ophelia: Saving the Selves of
Adolescent Girls
 Rachel Simmons, Odd Girl Out, Odd Girl Speaks Out, Curse
of the Good Girl
 Michael Thompson, Raising Cain, Speaking of Boys, It’s a
Boy!
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

44. 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 www.intercultural.org
• “Non-Verbal Communication Across Cultures” by Erica
Hagen, Intercultural Communication Resources
• Thiagi.com
• Thrive! Team Dynamics
• http://www.analytictech.com/mb021/action_science_
history.htm
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

45. 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.htm
Michael J Nakkula and Eric Toshalis, Understanding Youth.
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