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Gilman School Identity Development


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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.

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Gilman School Identity Development

  1. 1. I Learned Who I Was When… Identity Development Gilman School Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (
  2. 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (
  3. 3. Agenda  Identity Development  Exercise: Up-Downs  How We Learn Who We Are  Supporting Youth  Questions and Answers  Resources Rosetta Eun Ryong Lee (
  4. 4. Identity Development  What is it?  What are the various dimensions of identity?  Why identity development? Rosetta Eun Ryong Lee (
  5. 5. 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 (
  6. 6. 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 are National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (
  7. 7. Place of Birth or Upbringing Rosetta Eun Ryong Lee (
  8. 8. Racial/Ethnic/Cultural Heritage Rosetta Eun Ryong Lee (
  9. 9. Religion Rosetta Eun Ryong Lee (
  10. 10. Age Rosetta Eun Ryong Lee (
  11. 11. Socioeconomic Class Rosetta Eun Ryong Lee (
  12. 12. Gender Rosetta Eun Ryong Lee (
  13. 13. Sexual Orientation Rosetta Eun Ryong Lee (
  14. 14. Ability Rosetta Eun Ryong Lee (
  15. 15. Private Identity Rosetta Eun Ryong Lee (
  16. 16. 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? Rosetta Eun Ryong Lee (
  17. 17. Identity Development: Marginalized Identities  Innocence and Self Esteem  Encounter and Self Doubt  Assimilation to the Majority  Immersion into Identity  Emersion  Integration Rosetta Eun Ryong Lee (
  18. 18. Identity Development: Privilged Identities  Innocence and Self Esteem  Encounter and Confusion  Attempt to Reintegrate  Re-Encounter and Guilt  Acceptance and Action  Immersion and Emersion  Integration Rosetta Eun Ryong Lee (
  19. 19. Identity and Cultural Inclusion      Identity Frames Intractability Positive and Negative Encounters Identity Socialization Co-Authorship of Identity Rosetta Eun Ryong Lee (
  20. 20. Effect of Varying Identifications Rosetta Eun Ryong Lee (
  21. 21. Orientations Toward Ethnic Identity Rosetta Eun Ryong Lee (
  22. 22. Experiences Across Difference Internalized Oppression/Dominance Stereotype Threat Accumulated Impact/ Microaggressions Code/Mode Switching Fish Seeing the Water “Normal” versus “Good” “Intent” versus “Impact” Rosetta Eun Ryong Lee (
  23. 23. How Do You Teach and Parent with Identity in Mind? Rosetta Eun Ryong Lee (
  24. 24. 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 Care Rosetta Eun Ryong Lee (
  25. 25. Do You Hear Me? - - Incorporation of Prior Knowledge and Experience - - Seeking and Responding to Student Feedback - - Student Choice in the Curriculum - - Empathy Reflex - - Authoritative Discipline Rosetta Eun Ryong Lee (
  26. 26. 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 Success Rosetta Eun Ryong Lee (
  27. 27. Will You Protect Me? - Understanding of Identity and Experience - Interruption of Exclusive or Oppressive Behavior - Teaching and Discussing Cultural and Power Difference - Encouragement of and Practice with Collaboration Rosetta Eun Ryong Lee (
  28. 28. When They’re Little Theme: Trying to Understand the World  Curiosity based questions about difference  Find out what they’re actually asking  Find out why they’re asking  Answer their questions straightforwardly  Model and teach humility, delight, and curiosity about difference  Be mindful of children’s media – it’s often not good for kids Rosetta Eun Ryong Lee (
  29. 29. In the Middle Years Theme: Who Am I? How Do I Have Power?  “Friendship Extinction Event”  Identity search through grouping  Good and bad cliques  Open their horizons about identity  Be steady through their rollercoaster  Coach more, teach less Rosetta Eun Ryong Lee (
  30. 30. In the Later Years Theme: My Future Place in the World  Gender and sexuality stereotypes  Power play through social status  The role of inclusivity in their college, professional, and personal lives  Charging them to “practice for the real thing”  Define values and boundaries, then accept that they will push  Be their consultant Rosetta Eun Ryong Lee (
  31. 31. “The thing that is really hard, and really amazing, is giving up on being perfect and beginning the work of becoming yourself.” Anna Quindlan Rosetta Eun Ryong Lee (
  32. 32. Questions or Comments? Rosetta Eun Ryong Lee (
  33. 33. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 Rosetta Eun Ryong Lee (
  34. 34. 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 (
  35. 35. 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 (
  36. 36. 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 (
  37. 37. 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.htm Michael J Nakkula and Eric Toshalis, Understanding Youth. Rosetta Eun Ryong Lee (