Everest College Rosetta Eun Ryong Lee Seattle Girls’ School Stretching the Inclusive Boundaries:   Culturally Responsive C...
About Seattle Girls’ School Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http:...
Goals <ul><li>Gain a basic understanding of culture </li></ul><ul><li>Understand how various dimensions of identity feed i...
Agenda <ul><li>Cultural Competencies  </li></ul><ul><li>Dimensions of Identity and Culture </li></ul><ul><li>Identity Deve...
Cultural Competencies <ul><li>Everybody has some competencies </li></ul><ul><li>No one has all competencies </li></ul><ul>...
Dimensions of Identity and Culture This model of  identifiers and culture was created by Karen Bradberry and Johnnie Forem...
<ul><li>•  Stand proudly for your group   </li></ul><ul><li>•  Stand for as many groups   </li></ul><ul><li>within one cat...
Debrief: Up-Downs <ul><li>How did it feel to stand and claim your identities and experiences? To be applauded for them? To...
Break Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Racial, Ethnic, LGB Identity Development Models <ul><li>•  All Models Have Some Value </li></ul><ul><li>•  All Models Have...
Exercise : Theories and My Life <ul><li>What is YOUR identity journey?  Did elements of these theories resonate with your ...
Identity Development:  Hidden Lessons of School <ul><li>Theory Comparisons </li></ul><ul><li>Co-Authorship of Identity </l...
Break Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
<ul><li>Identity Frames </li></ul><ul><li>Intractability </li></ul><ul><li>Co-Authorship of Identity </li></ul>Identity De...
<ul><li>Parallel </li></ul><ul><li>Regressive </li></ul><ul><li>Crossed </li></ul><ul><li>Progressive </li></ul><ul><li>Sy...
Effect of Varying Identifications Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessiona...
Orientations Toward Ethnic Identity  Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessi...
Break Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
<ul><li>What is it? </li></ul><ul><li>How is it Different from Intercultural Communication? </li></ul><ul><li>CCC Theories...
<ul><li>Individual - Collectivistic </li></ul><ul><li>Low Context - High Context </li></ul><ul><li>Masculinity - Femininit...
<ul><li>Personality Orientation </li></ul><ul><li>Individual Values </li></ul><ul><li>Self Construal </li></ul><ul><li>  -...
Cultural Values Norms, and Rules <ul><li>Values </li></ul><ul><li>Value Priorities </li></ul><ul><li>Norms of Behavior  </...
Cultural Value Differences Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http:/...
Exercise: Non-Verbal Violations <ul><li>1: Please pick a partner and stand. </li></ul><ul><li>2: Begin to converse about h...
Debrief: Nonverbal Violations  <ul><li>Did the INTENT of your described behaviors allow you to display them more enthusias...
Break Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Identifiers, Power,  and Communication <ul><li>Internalized Oppression/Dominance </li></ul><ul><li>Stereotype Threat  </li...
Exercise : Whispers Rosetta Lee, Adapted from “Double Talk,” Thiagi.com Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosett...
Exercise : Whispers <ul><li>Form groups of 3.  </li></ul><ul><li>Decide who will be A, B, or C. </li></ul><ul><li>Person A...
Exercise : Whispers <ul><li>ROUND 2 </li></ul><ul><li>Person B reads “whisper script 2.”  Based on the instructions, whisp...
Exercise : Whispers <ul><li>ROUND 3 </li></ul><ul><li>Person C reads “whisper script 3.”  Based on the instructions, whisp...
Debrief: Whispers  Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.g...
Break Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Developmental Model of Intercultural Sensitivity (DMIS) Schematic Continuum of Cross-Cultural Fluency and Competence Roset...
Assumptions and Interpretations <ul><li>•  Mental Models </li></ul><ul><li>•  Ladder of Inference </li></ul><ul><li>Belief...
<ul><li>1. What did you see/hear (raw data)?  </li></ul><ul><li>2. What are your personal filters (cultural values, norms,...
<ul><li>Cultural Values </li></ul><ul><li>Non Verbal Communication </li></ul><ul><li>Cultural Norms and Customs </li></ul>...
<ul><li>Identity Frames </li></ul><ul><li>Intent Versus Impact </li></ul><ul><li>Using Your Voice of Privilege </li></ul><...
<ul><li>Classroom Instructional Approaches </li></ul><ul><li>  - Instructional Design </li></ul><ul><li>  - Instructional ...
Exercise: Self Assessment and Goal Setting <ul><li>Please fill out the cultural competence checklist </li></ul><ul><li>Usi...
So What? Now What?  Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
<ul><li>“ To be culturally effective doesn’t mean you are an authority in the values and beliefs of every culture.  What i...
Final Questions or Comments?  Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Presenter Information <ul><li>Rosetta Eun Ryong Lee </li></ul><ul><li>6th Faculty and </li></ul><ul><li>Professional Outre...
Identity Resources <ul><li>•  Carlos H. Arce,  “ A Reconsideration of Chicano Culture and Identity”  </li></ul><ul><li>•  ...
Identity Resources <ul><li>•  Erik Erikson, “Eight Stages of Man” </li></ul><ul><li>•  J. E. Helms, Various Publications o...
Identity Resources <ul><li>•  Patricia Romney, Karlene Ferron, and Jennifer Hill, “Measuring the Success of Diversity Dire...
Communication Resources <ul><li>• “ Stereotype Threat” by Joshua Aronson </li></ul><ul><li>•  Brenda J. Allen,  Difference...
Miscellaneous Resources <ul><li>•  Karen Bradberry and Johnnie Foreman, “Privilege and Power,” Summer Diversity Institute,...
Feedback Conversation  Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
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Everest College Inclusive Communities

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8 Hour presentation for Everest College professors and administrators. What is culture? What are cultural identifiers? How do cultural identities affect success in the classroom? How does culture affect communication? What can we do as educators to increase our knowledge and capacity for creating inclusive communities?

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Everest College Inclusive Communities

  1. 1. Everest College Rosetta Eun Ryong Lee Seattle Girls’ School Stretching the Inclusive Boundaries: Culturally Responsive Classrooms Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  2. 2. About Seattle Girls’ School Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  3. 3. Goals <ul><li>Gain a basic understanding of culture </li></ul><ul><li>Understand how various dimensions of identity feed into cultural competencies </li></ul><ul><li>Examine how cross cultural communication, power, and privilege affect success in the classroom </li></ul><ul><li>Identify positive steps toward inclusive communities - individually, interpersonally, and institutionally </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  4. 4. Agenda <ul><li>Cultural Competencies </li></ul><ul><li>Dimensions of Identity and Culture </li></ul><ul><li>Identity Development </li></ul><ul><li>Classrooms and Identity </li></ul><ul><li>Cross Cultural Communication </li></ul><ul><li>Culture, Power, and Communication </li></ul><ul><li>Tools and Next Steps </li></ul><ul><li>Resources </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  5. 5. Cultural Competencies <ul><li>Everybody has some competencies </li></ul><ul><li>No one has all competencies </li></ul><ul><li>Competency is unattainable, competencies are </li></ul><ul><li>Competencies are individual, fluid, situational, and contextual </li></ul><ul><li>THERE IS NO ONE ANSWER </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  6. 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://sites.google.com/site/sgsprofessionaloutreach/)
  7. 7. <ul><li>• Stand proudly for your group </li></ul><ul><li>• Stand for as many groups </li></ul><ul><li>within one category </li></ul><ul><li>as applies to you </li></ul><ul><li>• If you are not standing, </li></ul><ul><li>cheer and applaud </li></ul><ul><li>the people who are </li></ul>Exercise: Up-Downs Rosetta Eun Ryong Lee National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  8. 8. Debrief: Up-Downs <ul><li>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? </li></ul>Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  9. 9. Break Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  10. 10. Racial, Ethnic, LGB Identity Development Models <ul><li>• All Models Have Some Value </li></ul><ul><li>• All Models Have Some Limitations </li></ul><ul><li>• Models Can Extend Beyond Cultural Identifiers Used </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  11. 11. Exercise : Theories and My Life <ul><li>What is YOUR identity journey? Did elements of these theories resonate with your experience? </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  12. 12. Identity Development: Hidden Lessons of School <ul><li>Theory Comparisons </li></ul><ul><li>Co-Authorship of Identity </li></ul><ul><li>Our Roles as Educators </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  13. 13. Break Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  14. 14. <ul><li>Identity Frames </li></ul><ul><li>Intractability </li></ul><ul><li>Co-Authorship of Identity </li></ul>Identity Development and Schools Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  15. 15. <ul><li>Parallel </li></ul><ul><li>Regressive </li></ul><ul><li>Crossed </li></ul><ul><li>Progressive </li></ul><ul><li>Symbiotic </li></ul>R.T. Carter’s Model: Racial Identity and Social Interactions Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  16. 16. Effect of Varying Identifications Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  17. 17. Orientations Toward Ethnic Identity Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  18. 18. Break Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  19. 19. <ul><li>What is it? </li></ul><ul><li>How is it Different from Intercultural Communication? </li></ul><ul><li>CCC Theories </li></ul><ul><ul><li>Face-Negotiation Theory </li></ul></ul><ul><ul><li>Conversational Constraints Theory </li></ul></ul><ul><ul><li>Expectancy Violation Theory </li></ul></ul><ul><ul><li>Anxiety/Uncertainty Management Theory </li></ul></ul><ul><ul><li>Communication Accommodation Theory </li></ul></ul>Cross Cultural Communication Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  20. 20. <ul><li>Individual - Collectivistic </li></ul><ul><li>Low Context - High Context </li></ul><ul><li>Masculinity - Femininity </li></ul><ul><li>High Uncertainty - Low Uncertainty Avoidance Avoidance </li></ul><ul><li>Vertical - Horizontal </li></ul>Dimensions of Variability Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  21. 21. <ul><li>Personality Orientation </li></ul><ul><li>Individual Values </li></ul><ul><li>Self Construal </li></ul><ul><li> - Independent </li></ul><ul><li> - Interdependent </li></ul><ul><li>Individual Socialization </li></ul><ul><li>Cultural Norms and Rules </li></ul>Factors that Influence Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  22. 22. Cultural Values Norms, and Rules <ul><li>Values </li></ul><ul><li>Value Priorities </li></ul><ul><li>Norms of Behavior </li></ul><ul><li>Non-Verbal Communication </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  23. 23. Cultural Value Differences Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  24. 24. Exercise: Non-Verbal Violations <ul><li>1: Please pick a partner and stand. </li></ul><ul><li>2: Begin to converse about how your year is going so far. </li></ul><ul><li>3: You will receive a piece of paper describing nonverbal behaviors. </li></ul><ul><li>4: Scan the piece of paper. Do not share the information. </li></ul><ul><li>5: INCREMENTALLY dramatize the nonverbal behavior. </li></ul><ul><li>6: Make note of thoughts or feelings you experience. </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  25. 25. Debrief: Nonverbal Violations <ul><li>Did the INTENT of your described behaviors allow you to display them more enthusiastically? </li></ul><ul><li>What was the IMPACT of the behaviors of your partner? </li></ul><ul><li>Did knowing that “odd” behaviors may be part of the exercise help you accept your partner’s behavior? </li></ul><ul><li>In working with people from various communities, what do you take away from this exercise? </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  26. 26. Break Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  27. 27. Identifiers, Power, and Communication <ul><li>Internalized Oppression/Dominance </li></ul><ul><li>Stereotype Threat </li></ul><ul><li>Accumulated Impact </li></ul><ul><li>Code/Mode Switching </li></ul><ul><li>Fish Seeing the Water </li></ul><ul><li>“ Norm” “Normal” “Good” </li></ul><ul><li>“ Intent” versus “Impact” </li></ul>Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  28. 28. Exercise : Whispers Rosetta Lee, Adapted from “Double Talk,” Thiagi.com Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  29. 29. Exercise : Whispers <ul><li>Form groups of 3. </li></ul><ul><li>Decide who will be A, B, or C. </li></ul><ul><li>Person A reads “whisper script 1.” Based on the instructions, whisper into Person B’s ear. Persons B and C hold a 3-minute conversation about their learning from the workshop that they found most interesting. </li></ul>Rosetta Lee, Adapted from “Double Talk,” Thiagi.com Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  30. 30. Exercise : Whispers <ul><li>ROUND 2 </li></ul><ul><li>Person B reads “whisper script 2.” Based on the instructions, whisper into Person C’s ear. Persons C and A hold a 3-minute conversation about their respective families. </li></ul>Rosetta Lee, Adapted from “Double Talk,” Thiagi.com Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  31. 31. Exercise : Whispers <ul><li>ROUND 3 </li></ul><ul><li>Person C reads “whisper script 3.” Based on the instructions, whisper into Person A’s ear. Persons A and B hold a 3-minute conversation about their respective jobs and responsibilities. </li></ul>Rosetta Lee, Adapted from “Double Talk,” Thiagi.com Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  32. 32. Debrief: Whispers Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) <ul><ul><ul><li>How did the whispers in your ear affect your communication? </li></ul></ul></ul><ul><ul><ul><li>How did the whispers in the your partner’s ear affect your interpretation of the his/her words and demeanor? </li></ul></ul></ul><ul><ul><ul><li>3. Were elements of this exercise familiar? How did (and which of ) your identities make this exercise more/less so? </li></ul></ul></ul><ul><ul><ul><li>4. Please share a personal experience (if any) as applies to any of the following: </li></ul></ul></ul><ul><ul><ul><ul><li>a. Internalized Oppression/Dominance </li></ul></ul></ul></ul><ul><ul><ul><ul><li>b. Stereotype Threat </li></ul></ul></ul></ul><ul><ul><ul><ul><li>c. Accumulated Impact </li></ul></ul></ul></ul><ul><ul><ul><ul><li>d. Code/Mode Switching </li></ul></ul></ul></ul><ul><ul><ul><ul><li>e. Fish Seeing the Water </li></ul></ul></ul></ul><ul><ul><ul><ul><li>f. Norm to Normal to Good </li></ul></ul></ul></ul><ul><ul><ul><ul><li>g. “I n tent ” versus “I m pact ” </li></ul></ul></ul></ul>
  33. 33. Break Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  34. 34. Developmental Model of Intercultural Sensitivity (DMIS) Schematic Continuum of Cross-Cultural Fluency and Competence Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  35. 35. Assumptions and Interpretations <ul><li>• Mental Models </li></ul><ul><li>• Ladder of Inference </li></ul><ul><li>Belief </li></ul><ul><li>Conclusions </li></ul><ul><li>Selective Data </li></ul><ul><li>Observable Data </li></ul><ul><li>• Tools of Action </li></ul>Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  36. 36. <ul><li>1. What did you see/hear (raw data)? </li></ul><ul><li>2. What are your personal filters (cultural values, norms, and identifiers)? </li></ul><ul><li>3. What was your interpretation of what you saw/heard (inference)? </li></ul><ul><li>4. How did you feel as a result? </li></ul><ul><li>5. What do you want? </li></ul>Checking Assumptions and Interpretations: Steps to Analyze Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  37. 37. <ul><li>Cultural Values </li></ul><ul><li>Non Verbal Communication </li></ul><ul><li>Cultural Norms and Customs </li></ul>Tool: Working With Diverse Communities Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  38. 38. <ul><li>Identity Frames </li></ul><ul><li>Intent Versus Impact </li></ul><ul><li>Using Your Voice of Privilege </li></ul><ul><li>Norm - Normal - Good </li></ul><ul><li>Heightened Awareness </li></ul><ul><li>Inclusivity Without Superiority </li></ul><ul><li>Self-Driven Learning </li></ul><ul><li>Genuine Relationships </li></ul><ul><li>Humility and Gratitude </li></ul><ul><li>Self Love </li></ul>Tool: Ally Skills Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  39. 39. <ul><li>Classroom Instructional Approaches </li></ul><ul><li> - Instructional Design </li></ul><ul><li> - Instructional Variables </li></ul><ul><li> - Student-Teacher Interactions </li></ul><ul><li>Contextual Features and Classroom Environment </li></ul><ul><li> - Teacher-Student Interactions </li></ul><ul><li> - Classroom Management </li></ul><ul><li> - Classroom Climate </li></ul><ul><li>Classroom Assessment </li></ul><ul><li>Critical Self Assessment </li></ul><ul><li>Distinguishing Behaviors </li></ul>Tool: What Good Teachers Do Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  40. 40. Exercise: Self Assessment and Goal Setting <ul><li>Please fill out the cultural competence checklist </li></ul><ul><li>Using the self assessment, set some personal goals for increasing inclusivity in your classroom or work setting </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  41. 41. So What? Now What? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  42. 42. <ul><li>“ To be culturally effective doesn’t mean you are an authority in the values and beliefs of every culture. What it means is that you hold a deep respect for cultural differences and are eager to learn, and willing to accept, that there are many ways of viewing the world” </li></ul><ul><li>Okokon O. Udo </li></ul>Cultural Effectiveness Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  43. 43. Final Questions or Comments? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  44. 44. Presenter Information <ul><li>Rosetta Eun Ryong Lee </li></ul><ul><li>6th Faculty and </li></ul><ul><li>Professional Outreach </li></ul><ul><li>Seattle Girls’ School </li></ul><ul><li>2706 S Jackson Street </li></ul><ul><li>Seattle WA 98144 </li></ul><ul><li>(206) 709-2228 x 219 </li></ul><ul><li>[email_address] </li></ul><ul><li>http://sites.google.com/site/sgsprofessionaloutreach/ </li></ul>Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  45. 45. Identity Resources <ul><li>• Carlos H. Arce, “ A Reconsideration of Chicano Culture and Identity” </li></ul><ul><li>• Atkinson, Morten, & Sue, “ Racial/Cultural Identity Development Model (R/CID)” </li></ul><ul><li>• Mindy Bingham and Sandy Stryker, “Socioemotional Development for Girls” </li></ul><ul><li>• Vivienne Cass, “ Homosexual identity formation: Testing a theoretical model” </li></ul><ul><li>• William Cross, Shades of Black: Diversity in African American Identity” </li></ul><ul><li>• Anthony D’Augelli, “ Identity development and sexual orientation: Toward a model of lesbian, gay, and bisexual development” </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  46. 46. Identity Resources <ul><li>• Erik Erikson, “Eight Stages of Man” </li></ul><ul><li>• J. E. Helms, Various Publications on Racial and Ethnic Identity Development </li></ul><ul><li>• Jean Kim, “Processes of Asian American Identity Development” </li></ul><ul><li>• James Maricia, “Four Ego and Identity Statuses” </li></ul><ul><li>• Suzanne Kobasa Ouellette, “The Three C’s of Hardiness” </li></ul><ul><li>• Jean S. Phinney, “Ethnic Identity in Adolescents and Adults: Review of the Research” </li></ul><ul><li>• Ponterotto & Pederso, Preventing Prejudice </li></ul><ul><li>• Maria P. P. Root, Various Works on Multiracial Identity </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  47. 47. Identity Resources <ul><li>• Patricia Romney, Karlene Ferron, and Jennifer Hill, “Measuring the Success of Diversity Directors in Independent Schools” </li></ul><ul><li>• Pedro Ruiz, “Latino/a Identity Development Model” </li></ul><ul><li>• Chalmer E. Thompson and Robert T. Carter , Racial Identity Theory </li></ul><ul><li>• Alex Wilson, “How We Find Ourselves: Identity Development and Two Spirit People” </li></ul><ul><li>• Christine J. Yeh, “The Collectivistic Nature of Identity Development Among Asian-American College Students” </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  48. 48. Communication Resources <ul><li>• “ Stereotype Threat” by Joshua Aronson </li></ul><ul><li>• Brenda J. Allen, Difference Matters: Communicating Social Identity </li></ul><ul><li>• William Gudykunst, Cross-Cultural and Intercultural Comunication </li></ul><ul><li>• Milton Bennett, PhD, Intercultural Communication Institute www.intercultural.org </li></ul><ul><li>• “ Non-Verbal Communication Across Cultures” by Erica Hagen, Intercultural Communication Resources </li></ul><ul><li>• Thiagi.com </li></ul><ul><li>• Thrive! Team Dynamics </li></ul><ul><li>• http://www.analytictech.com/mb021/action_science_ history.htm </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  49. 49. Miscellaneous Resources <ul><li>• Karen Bradberry and Johnnie Foreman, “Privilege and Power,” Summer Diversity Institute, National Association of Independent Schools, 2009 </li></ul><ul><li>• Po Bronson and Ashley Merryman, Nurture Shock </li></ul><ul><li>• Kevin Jennings, GLSEN (Gay Lesbian and Straight Education Network) www.glsen.org </li></ul><ul><li>• Allan G. Johnson, Privilege, Power, and Difference </li></ul><ul><li>• 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 </li></ul><ul><li>Michael J Nakkula and Eric Toshalis, Understanding Youth. </li></ul>Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  50. 50. Feedback Conversation Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

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