Agnes Irwin End of Year Reflections

Agnes Irwin School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Cultural Competency:
How Far We’ve Come, How Far We’re Going
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

What Do We Mean by 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).

Cultural Competency:
Many Models
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.
Terry Cross

The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion

Cultural Competency: Key Elements
Value Orientation
Diversity as Value Added
Respect
Relationships
Equity
Thought Orientation
Knowledge
Awareness
Systems Thinking
Action Orientation
Consciousness Building
Capacity Building
Assessment
Adaptation

An Educational Imperative
The Moral Case
The Academic Case
The Economic Case
Institution Excellence
Teacher Excellence
Student Excellence

From Exclusive to Inclusive:
Developmental Stages

Milton Bennett’s
Developmental Model of Intercultural Sensitivity

Schools Have ZPDs, Too!
Status Quo:
Reliance on what the
school does already
and naturally
Zone of Proximal
Development:
Mindful and strategic
change toward the
next stage of growth
Too Much, Too Fast:
Unrealistic demands
on the community

Success vs Failure of Initiatives
------ + Consensus + Skills + Incentive + Resources + Action Plan = Confusion
Vision + ------ + Skills + Incentive + Resources + Action Plan = Sabotage
Vision + Consensus + ------ + Incentive + Resources + Action Plan = Anxiety
Vision + Consensus + Skills + ------ + Resources + Action Plan = Resistance
Vision + Consensus + Skills + Incentive + ------ + Action Plan = Frustration
Vision + Consensus + Skills + Incentive + Resources + ------ = Treadmill
Vision + Consensus + Skills + Incentive + Resources + Action Plan = Change
*Adapted from T. Krosier’s “Managing Complex Change.”

Engaging in Authentic Dialogue

Develop Your Inner Credible Hulk

Equality vs Equity
Everybody gets a shirt versus everybody
gets a shirt that fits.
Giving everybody some insulin in
equality. Giving only people who are
diabetic some insulin is equity.
What is “fair”?

Institutional vs Individual

Correlation vs Causation
Correlation: When income is averaged and compared, there
is a strong correlation between gender and income. This is
due to a myriad of historical, systemic, and economic factors that
impact men and women differently in the workplace.
Causation: When income is averaged and compared, there is a
strong correlation between gender and income. This must be
because women must not be as smart, hard-working, or
good with money as men.
Correlation: When folks are carrying umbrellas, they are
often also wearing rain boots. This is because it’s raining.
Causation: Umbrellas make people wear rain boots.

Where We’re From vs Where We’re Going
Where We Come From: It used to be that LGBTQ people
were openly discriminated against. Many LGBTQ people
were killed, fired from jobs, kicked out of families, etc. We’ve
come so far; now we have openly gay celebrities, politicians,
and other public figures. There are many states now where
gay marriage is legal and most workplaces have LGBTQ non-
discrimination policies. I don’t understand why LGBTQ people
are so angry.
Where We Are Going: We still have LGBTQ people who are
discriminated against. There are still occasions of LGBTQ
people killed, fired from jobs, kicked out of families, and more.
We have a long way to go. There are still a few states where
gay marriage is illegal and workplace LGBTQ non-
discrimination policies don’t translate to fair treatment. I don’t
understand why straight people are so complacent.

Expert Opinion vs Personal Opinion
Expert Opinion: One person holds a Ph.D. in Astronomy, is
widely published in academic journals and books, and has
a national reputation in her field. She states that, based on
the cutting-edge criteria for what constitutes a planet, there
are 8 planets in our solar system.
Personal Opinion: Another person states that there are 9
planets because that is what he learned in school. He has
seen many books with pictures of the planets, he had a
map of the sky in his bedroom as a child, his parents taught
him about planets, and he spent his childhood camping out
and looking up at the sky and identifying constellations, so
he has experience in astronomy. He and many of his
friends agree that there are 9 planets in our solar system.
Is everybody’s opinion equally valid?

Privilege
“Privilege exists when one group has
something of value that is denied to others
simply because of the groups they belong
to, rather than because of anything theyve
done or failed to do.”
[as described by Peggy McIntosh and quoted by Allan Johnson]
Privilege is SYSTEMIC. It drives the
systems that dominate our societies.

Two Types of Privilege
Unearned Advantage
an unearned entitlement
(i.e. things of value that
all people should have)
that is restricted to
certain groups
Conferred Dominance
bestowed control;
granted authority;
awarded power or
domination- Giving one
group power over
another

Accumulated Advantages

Situational Advantage
There are prime parking spots and seats
reserved for people with disabilities. People
with disabilities are often first to board
planes and other transportation vehicles.
These advantages are situational and do not
balance out systemic oppression.

Situational Advantage

An Ally Is…
“a person who is a member of the dominant or
majority group who works to end oppression in
his or her personal and professional life
through support of, and as an advocate with
and for, the oppressed population”
Washington and Evans, Becoming an Ally

An Ally Is…
“Someone who doesn’t have to stand up for
someone else, who might even lose something
if they do, but they do it anyway because they
know it’s the right thing to do”
6th Grade Student

Developing into an Ally
Karen Bradberry, PhD
Active Passive Passive Active

Safety versus Comfort
Safety: I feel that, in this space, I can ask questions without
fear of judgment. I can voice my perspective and know that
I will be validated for the fact that that is my truth. Others
may challenge my ideas, but that challenge is in the spirit of
greater shared understanding and growth.
Comfort: I feel that, in this space, my reality will be agreed
with, validated, and unchallenged. I don’t have to explain
myself to be understood, and I don’t have to justify my
perspective, as everyone shares it.
Good education happens in an environment where everyone
is safe but not always comfortable...
SO THAT THEY CAN LEARN AND GROW.

Safe Spaces 2.0 – Brave Spaces
 Controversy with Civility
 Own your own intent and impact
 Challenge by choice – with reflection
 Respect in all its multiplicity
 No personal attacks, but pointed
challenges are okay
 Be mindful of the true source of your
emotions

Debunking Some Myths
 All or None
 Mistakes
 Apologies
 “Tonsils” Theory
 Vulnerability

Missing From the Conversation:
Growth Mindset

Intra-Group Competency

Ladder of Empowerment for
Marginalized People
Ladder of Empowerment for
Marginalized People
Empowerment and Liberation
Community of Resistance
Collective Action
Challenging
Self Awareness & Investigation
Exclusion and Immersion
Rage/Depression
Not dominant
Internalized Oppression
“***Ism”
pushes us
down
Resistance,
awareness,
education
empowers us

Ladder of Allyship for
Members of Dominant Groups
National Association of Independent Schools
Ladder of Allyship for
Members of Dominant Groups
Allyship and Liberation
Community of Resistance
Collective Action
Challenging
Awareness & Investigation
Distancing Own Group Members
Dissonance and Resistance
Ignorance and Passivity
Internalized Supremacy
“***Ism” limits us
and separates us
from others
Allyship,
awareness,
education
liberates us
Done in
conjunction
and
relationship
with members
of oppressed
group

Whole Heartedness:
(Brené Brown)
Embrace… Let Go Of…
Authenticity
Self-Compassion
What People Think
Perfectionism
Resilient Spirit Numbing and Powerlessness
Gratitude and Joy Scarcity and Fear of the Dark
Intuition and Trusting Faith Need for Certainty
Creativity Comparison
Play and Rest
Calm and Stillness
Exhaustion = Status Symbol
Productivity = Self Worth
Anxiety as a Lifestyle
Meaningful Work
Laughter, Song, and Dance
Self-Doubt and “Supposed to”
Being Cool and Always in Control

The Power of Empathy

Empathy as a Skill
 See the world as others see it
 Be non-judgmental
 Understand another person’s feelings
 Communicate your understanding of that
person’s feelings
Two most powerful words in empathy: “Me, too.”

Growing Through Mistakes
William Taylor’s Reflective Competence Model

Courageous Conversations
in Our Schools and Lives

Speaking From the Heart

Being A Witness

Listening to the Real Message

Build Authentic Relationships

Create Inclusive Communities

Stubborn Ounces
(To the One Who Doubts the Worth of Doing Anything If You Can’t Do
Everything)
by Bonaro W. Overstreet
You say the Little efforts that I make
will do no good: they never will prevail
to tip the hovering scale
where Justice hangs in balance.
I don’t think I ever thought they would.
But I am prejudiced beyond debate
in favor of my right to choose which side
shall feel the stubborn ounces of my weight.

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”

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

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.

Cultural Competence and
Educational Excellence
 "How Diversity Affects Teaching and Learning Climate of Inclusion has a
Positive Effect on Learning Outcomes," by Sylvia Hurtado. 2, 3, 5
http://www.diversityweb.org/research_and_trends/research_evaluation_impact/
benefits_of_diversity/ sylvia_hurtado.cfm
 • University of Michigan . Gratz v. Bollinger, et al., No. 97-75321 (E.D.
Michigan), Grutter v. Bollinger et al., No. 97-75928 (E.D. Michigan). 1 "The
Educational Value of Diversity." Center for Institutional Diversity.
 •"Who Benefits from Racial Diversity in Higher Education?" by Mitchell J.
Chang, Associate Dean of the College of Liberal Arts, Loyola Marymount
University, and Alexander W. Astin, Director, Higher Education Research
Institute, University of California- Los Angeles. 2, 3
http://www.diversityweb.org/Digest/W97/research.html
 •"Fostering Intercultural Harmony in Schools Research Findings." Report,
prepared by Kathleen Cotton, Northwest Regional Educational Laboratory,
Portland, Oregon, 1993. "Cooperative Learning, Multicultural Functioning and
Student Achievement. San Bernadino, CA: San Bernadino School District,
1990. 2, 4 http://www.nwrel.org/scpd/sirs/ 8/topsyn7.h

Miscellaneous Resources
• Cornell University ILR Management Programs
(www.ilr.cornell.edu)
• National Training Lab (www.ntl.org)
• Robert Evans, The Human Side of School Change
• Malcolm Gladwell, The Tipping Point
• Jim Collins, Good To Great
• Stephen R. Covey’s Coveylink
• Stephen M. R. Covey, The Speed of Trust
• Michelle Cummings, Training-Wheels.com
• Terrence Deal and Kent Peterson, Shaping School
Culture: The Heart of Leadership

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