St Paul's School Facilitating Affinity Groups

St. Paul’s School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Facilitating Affinity Groups:
Supporting the Identity Journey
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Agenda
 Conversation Norms
 Basic Definitions
 Identity Development
 Value of Affinity Groups
 Facilitation of Affinity Groups
 Strengthening Communities

NAIS Conversation Norms
 Speak from the “I” perspective
 Disagree without being disagreeable
 Seek first to understand before being understood
 Criticize ideas, not people
 Work from your own learning edge and acknowledge
others may be coming from different places
 Demonstrate respect
 Be open-minded; seek clarification
 Take risks; lean into discomfort
 Assume positive regard
 Honor the spirit of confidentiality
 Remember the right to pass
 Ouch!
 Share air time
Developed Through NAIS PoCC, DLI, and CTA

Why Am I Here?
Hopes and Concerns
Please work in groups of 3
or 4. Please introduce
yourselves. Describe what
brought you to this session
on facilitating affinity
groups. What are some of
your hopes and concerns
about facilitating them?

Basic Definitions
The term affinity group is used as a
bringing together of people who have an
identifier in common, e.g. race, gender,
religion, family status, etc. Affinity groups
are for individuals who identify as members
of the group and can speak to the
experience of being a member of the group
from the “I” perspective.
Adapted from NAIS PoCC for Seattle Girls’ School

Basic Definitions
The term alliance group is used as a
bringing together of people who have a
common commitment to an identifier group,
e.g. race, gender, religion, family status,
etc. Alliance groups are for individuals who
identify as members of the group and/or as
people who support and stand in solidarity
with that group.
Adapted from NAIS PoCC for Seattle Girls’ School

Basic Definitions
The term interest group is used as a
bringing together of people who want to
learn about, share, and engage in a special
interest, e.g. hobby, skill, topic, etc.
Interest groups are for individuals who want
to gather to teach, learn, and share.
Membership can be fluid and changing.
Developed for Seattle Girls’ School

 What is it?
 What are the
various dimensions
of identity?
 Why identity
development?
Identity Development

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).

National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee
• 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 are
Exercise: Up-Downs

Place of Birth or Upbringing

Racial/Ethnic/Cultural Heritage

Religion

Socioeconomic Class

Gender

Sexual Orientation

Ability

Private Identity

Debrief: 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?

 Identity Frames
 Intractability
 Positive and Negative Encounters
 Identity Socialization
 Co-Authorship of Identity
Identity and Cultural Inclusion

 Innocence and Self Esteem
 Encounter and Self Doubt
 Assimilation to the Majority
 Immersion into Identity
 Emersion
 Integration
Identity Development:
Marginalized Identities

 Innocence and Self Esteem
 Encounter and Confusion
 Attempt to Reintegrate
 Re-Encounter and Guilt
 Acceptance and Action
 Immersion and Emersion
 Integration
Identity Development:
Privilged Identities

Identifiers, Power,
and Experience
Internalized Oppression/Dominance
Stereotype Threat
Microaggressions/Accumulated Impact
Code/Mode Switching
Fish Seeing the Water
“Norm” “Normal” “Good”
“Intent” versus “Impact”

Discussion:
Conflict and Experience
Think about a recent conflict which you
now know to be true to be at heart an
identity and power difference. Using
some of the terminology introduced,
discuss with a partner or group of three
what was going on to cause the conflict.

Break

Racial, Ethnic, LGB Identity
Development Models
• All Models Have
Some Value
• All Models Have
Some Limitations
• Models Can Extend
Beyond Cultural
Identifiers Used

Exercise:
Theories Jigsaw
Please form groups of 4. Each
person chooses a different
identity development theory,
ideally one that holds personal
significance for you. Think
particularly of identities that
were most significant for you
when you were in school.

Exercise:
Theories Jigsaw
Please take turns sharing
highlights and
understandings from the
theory you read. Do these
theories resonate with your
own experience?

Why Affinity Groups Are Great
 Safety and Comfort to be
Authentic
 Affirmation
 Critical Mass
 Identity Socialization
 Building Resilience
 Preparing to Engage
Deeply with Other Groups
 Empowerment Toward
Action

Facilitating Affinity Groups
 Identity Pride
 History
 Positive Change and
Activism
 Opportunities and
Challenges
 Strategies for Success
 Supporting Each Other

Factors Leading to More Success
 Pride > Struggle
 Deflection of Blame
 Inclusive of Full Spectrum
 Who’s in the Room
 Youth Driven Curricula
 Opportunities to Share
 Collective Action

Factors Leading to Less Success
 Lack of Consistency
 Reinforcement of
Stereotypes
 Chauvinism
 Adult Agenda
 Visitors and Gawkers

Reflection
Please work in pairs or in
groups of three. What
information was new,
useful, interesting,
worrisome, etc.? What
questions do you have?
What’s missing?

Strengthening Our Communities

Final Questions or Comments?

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

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”

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

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”

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.

St Paul's School Facilitating Affinity Groups

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