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Packer Collegiate Institute Identity and Inclusion


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Keynote to Middle and Upper School Students at Packer Collegiate Institute. 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 co-author peers' identity as well as our own, how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.

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Packer Collegiate Institute Identity and Inclusion

  1. 1. Packer Collegiate Institute Rosetta Eun Ryong Lee Seattle Girls’ School Who We Are: Identity, Inclusion, and Allyship Rosetta Eun Ryong Lee (
  2. 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (
  3. 3.  What is it?  What are the various dimensions of identity?  Why does it matter? Identity Development Rosetta Eun Ryong Lee (
  4. 4. 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 (
  5. 5. 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 Rosetta Eun Ryong Lee (
  6. 6. Birth Status Rosetta Eun Ryong Lee (
  7. 7. Racial/Ethnic/Cultural Heritage Rosetta Eun Ryong Lee (
  8. 8. Religion Rosetta Eun Ryong Lee (
  9. 9. Socioeconomic Class Rosetta Eun Ryong Lee (
  10. 10. Gender Rosetta Eun Ryong Lee (
  11. 11. Sexual Orientation Rosetta Eun Ryong Lee (
  12. 12. Ability Rosetta Eun Ryong Lee (
  13. 13. Private Identity Rosetta Eun Ryong Lee (
  14. 14. Debrief: Who Am I? How did it feel to claim various identities and experiences? What did it feel like to be applauded for your identities and experiences? To applaud others? Did you learn anything new, interesting, or surprising? Rosetta Eun Ryong Lee (
  15. 15.  Identity Frames  Intractability  Co-Authorship of Identity Identity and Cultural Inclusion Rosetta Eun Ryong Lee (
  16. 16. Rosetta Eun Ryong Lee (
  17. 17. Rosetta Eun Ryong Lee (
  18. 18. Becoming the Adults We Want to Be Adolescent Brain Development Peer Pressure The Pressure of Being Middle Backstage and Frontstage Spaces Path of Least Resistance Rosetta Eun Ryong Lee (
  19. 19. 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 Rosetta Eun Ryong Lee (
  20. 20. 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” Anna, 6th Grader Rosetta Eun Ryong Lee (
  21. 21. Bystander to Ally Karen Bradberry, PhD Active Passive Passive Active Agent Bystander Ally Rosetta Eun Ryong Lee (
  22. 22. Relationship Based Interruption Rosetta Eun Ryong Lee (
  23. 23. Rosetta Eun Ryong Lee (
  24. 24. “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 (
  25. 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 Rosetta Eun Ryong Lee (
  26. 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. 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. 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. 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.htm Michael J Nakkula and Eric Toshalis, Understanding Youth. Rosetta Eun Ryong Lee (