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Shorecrest Preparatory School Identity Development for Faculty
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Shorecrest Preparatory School Identity Development for Faculty


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2 Hour Session delivered in two sessions to the faculty members of Shorecrest Preparatory School. How do we learn about our various group identities like female, African American, Buddhist, …

2 Hour Session delivered in two sessions to the faculty members of Shorecrest Preparatory School. 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. This session looks particularly at how identity is supported in the classroom and through affinity groups.

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  • 1. I Learned Who I Was When… Identity Development Shorecrest Preparatory School Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (
  • 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (
  • 3. Agenda Identity Development Exercise: Earliest Memories Models of Identity Development Exercise: Theories and My Life Safe Spaces in Affinity Safe Spaces in the Classroom Ah-Ha’s and Takeaways Resources Rosetta Eun Ryong Lee (
  • 4. Identity Development What is it? What are the various dimensions of identity? Why identity development? Rosetta Eun Ryong Lee (
  • 5. 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 (
  • 6. Exercise: Earliest MemoriesPick an early or powerful memory from your youth where you learned something about your identity or others’. What happened? What did you learn as a result of this experience? How did you feel as a result of this encounter? Rosetta Eun Ryong Lee (
  • 7. 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 (
  • 8. Exercise: Theories Jigsaw Please form groups of 4. Each person chooses a different identity development theory, ideally one that holds personal significance for you. Read the theory summary and ask the facilitator any questions you have about it.Rosetta Eun Ryong Lee (
  • 9. 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 (
  • 10. Identity and Cultural Inclusion  Identity Frames  Intractability  Positive and Negative Encounters  Identity Socialization  Co-Authorship of Identity Rosetta Eun Ryong Lee (
  • 11. R.T. Carter’s Model: Racial Identity and Social Interactions  Parallel  Regressive  Crossed  Progressive  SymbioticRosetta Eun Ryong Lee (
  • 12. Effect of Varying Identifications Rosetta Eun Ryong Lee (
  • 13. Orientations Toward Ethnic Identity Rosetta Eun Ryong Lee (
  • 14. Safe Spaces What are examples of your own safe spaces? What do safe spaces feel like? Are any of these “safety from” something? What is the value of a safe space for you? Rosetta Eun Ryong Lee (
  • 15. Safe Spaces in Affinity  Shared Identities  Unique Experiences  Facilitated Dialogues  Identity Pride Rosetta Eun Ryong Lee (
  • 16. Safe Spaces in the Classroom - Increasing Trust - Distinguishing Behaviors - Overcoming History and ImpactRosetta Eun Ryong Lee (
  • 17. Do You See Me?- 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 CareRosetta Eun Ryong Lee (
  • 18. Do You Hear Me? - - Incorporation of Prior Knowledge and Experience - - Seeking and Responding to Student Feedback - - Student Choice in the Curriculum - - Empathy Reflex - - Authoritative DisciplineRosetta Eun Ryong Lee (
  • 19. 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 SuccessRosetta Eun Ryong Lee (
  • 20. Will You Protect Me? - Understanding of Identity and Experience - Interruption of Exclusive or Oppressive Behavior - Teaching Cultural and Power Difference - Encouragement of and Practice with CollaborationRosetta Eun Ryong Lee (
  • 21. NCBI Effective Interventions Model Reduce Defensiveness – Tone – Body Language – Respect Keep the Conversation Going – Hear Them Out – Ask Open-Ended Questions – Set Aside Your Feeling for the Moment – Dialogue Build the Relationship Win an Ally Rosetta Eun Ryong Lee (
  • 22. You Win Some, You Lose Some Rosetta Eun Ryong Lee (
  • 23. Stretching the Inclusive Boundaries Rosetta Eun Ryong Lee (
  • 24. Ah Ha’s-What are some new insights about whathelps create safety for students in theclassroom?- What already existing practices do younow realize help students feel safer inyour classroom? Rosetta Eun Ryong Lee (
  • 25. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 Eun Ryong Lee (
  • 26. 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 (
  • 27. 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 (
  • 28. 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 (
  • 29. 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)• 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, mckinley.htmMichael J Nakkula and Eric Toshalis, Understanding Youth. Rosetta Eun Ryong Lee (