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Madeira Identity Development Workshop for Faculty and Staff

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55 minute session delivered to faculty and staff of The Madeira School. Identity, intersectionality, identity development, and experiences of children are examined to explore ways to support healthy …

55 minute session delivered to faculty and staff of The Madeira School. Identity, intersectionality, identity development, and experiences of children are examined to explore ways to support healthy identity development in all the youth at the school.

Published in: Education, Technology, Spiritual

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  • Identity Development 04/13/12 Rosetta Eun Ryong Lee Introductions - name, school, identities
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee 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.
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee • 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
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee 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
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee 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
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee Parallel, Regressive, Crossed, Progressive, Symbiotic
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee Parallel, Regressive, Crossed, Progressive, Symbiotic
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee Parallel, Regressive, Crossed, Progressive, Symbiotic
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee Parallel, Regressive, Crossed, Progressive, Symbiotic
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee 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.
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee
  • Identity Development 04/13/12 Rosetta Eun Ryong Lee
  • Transcript

    • 1. I Learned Who I Was When… Identity Development The Madeira School Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 2. Agenda Identity Development Exercise: Up-Downs Theory: Models of Identity Development Exercise: ID Theory Jigsaw Racial and Ethnic Identity and Schools So What? Now What? Resources Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 3. Identity Development What is it? What are the various dimensions of identity? Why identity development? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 4. 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)
    • 5. Process Break: 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)
    • 6. Racial and Ethnic Identity Development Models • All Models Have Some Value • All Models Have Some Limitations • Models Are Linear; Experiences Are Not • Models Can Extend Beyond Group Defined Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 7. Exercise: Identity Development Theory Jigsaw• Please read one of the I.D. models – preferably for one of your own identities, but not necessarily.• Teach others in your group about the theory, what you found interesting, its relationship to your own identity journey, or how you see this identity group experience the school. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 8. Identity Development and Schools  Identity Frames  Intractability  Co-Authorship of Identity Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 9. R.T. Carter’s Model: Racial Identity and Social Interactions  Parallel  Regressive  Crossed  Progressive  SymbioticRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 10. Effect of Varying Identifications Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 11. Orientations Toward Ethnic Identity Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 12. So What? Now What?Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 13. Final Questions or Comments? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 14. 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)
    • 15. Resources• Erik Erikson, “Eight Stages of Man”• J. E. Helms, Various Publications on Racial and Ethnic Identity Development• Allan G. Johnson, Privilege, Power, and Difference• Jean Kim, “Processes of Asian American Identity Development”• James Maricia, “Four Ego and Identity Statuses”• Suzanne Kobasa Ouellette, “The Three C’s of Hardiness”• Michael J Nakkula and Eric Toshalis, Understanding Youth.• Jean S. Phinney, “Ethnic Identity in Adolescents and Adults: Review of the Research” Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 16. Resources• Ponterotto & Pederso, Preventing Prejudice• Maria P. P. Root, Various Works on Multiracial Identity• 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)
    • 17. Gender Specific Resources• American Association of University Women. (1991). Shortchanging girls, shortchanging America. Washington, DC: AAUW.• Borysenko, J. (1997). A womans book of life : The biology, psychology, and spirituality of the feminine life cycle. New York: Putnam Publishing Group.• 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.• Dale, M. (1995). Body and self : An exploration of early female development. New York: Jason Aronson.• Huitt, W. (1997). Recommended books related to the growth, development, and socialization of girls and women. Valdosta, GA: Valdosta State University. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
    • 18. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 709-2228 x 1620 rlee@seattlegirlsschool.org http://tiny.cc/rosettaleeRosetta Eun Ryong Lee (http://tiny.cc/rosettalee)