How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?  Learn about culture, cultural competency, frameworks, and tools trending in independent schools.  How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence?

1. Southwest Area Schools
Rosetta Eun Ryong Lee
Seattle Girls’ School
21st Century Cultural Competency:
an Educational Imperative
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

2. About Seattle Girls’ School
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3. About Seattle Girls’ School
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Goals for the Day
Basic Definitions
Shifting the Paradigm
Applying Tools
Next Steps

4. About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Basic Definitions
Diversity: Difference, Variety
Diversity is Value Added:
Business Portfolio
Biodiversity
Creativity
Innovation

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 (http://tiny.cc/rosettalee)

6. About Seattle Girls’ School
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Basic Definitions
Inclusion: A sense of belonging,
worthiness, and value one feels in an
organization
Are you an owner or an employee?
Are you “in the family” or are you a guest?

7. About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Inclusion Parable:
The Giraffe
and the Elephant

8. About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Basic Definitions
Equity: providing opportunities and
access to all so that every person can
achieve his/her full potential. Equitable
treatment involves acknowledging
diversity, recognizing and celebrating
our differences, and eliminating the
barriers that prevent the full
participation of all peoples.

9. 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”?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

10. Equality vs Equity
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11. Culture [consists] primarily of the
symbolic, ideational, and intangible
aspects of human societies… It is the
values, symbols, interpretations, and
perspectives that distinguish one
people from another.
James A. Banks
What is Culture?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

12. 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.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Terry Cross

13. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion

14. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

15. 21st Century Education and Excellence
 Critical Thinking
 Collaboration
 Communication
 Creativity
 Cosmopolitanism
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

16. An Educational Imperative
The Moral Case
The Academic Case
The Economic Case
Institution Excellence
Teacher Excellence
Student Excellence
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

17. Process Break
What is your school’s
current statement or
understanding of
cultural competency?
How do you or your
school apply this term
in the daily life of
school?
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18. Break
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19. From Exclusive to Inclusive:
Developmental Stages
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20. Milton Bennett’s
Developmental Model of Intercultural Sensitivity
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21. Hallmarks of Earlier Phases
 People feel pressure to fit in
 People fear speaking up
 “Who you know” is more important than “what you
know” (relationship-based culture)
 You only trust those closest to you (cliques)
 Denial of differences is considered a virtue (“we
don’t see differences here”)
 It’s hard for outsiders to learn the rules (sink or
swim to prove yourself)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

22. Hallmarks of Later Phases
 People can bring their full selves to school
 The school encourages and welcomes people to
contribute different opinions and points of view
 There is a performance driven culture
 People form dynamic and diverse groups (trust)
 Differences are seen as additive and productive
 Success is explicitly defined, and the school supports
people in achieving it
 The school has an interactive culture
 People have the competencies to adapt to different
cultural contexts.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

23. The 5Ps of Institutional Cultural
Competency
• Policy – Enumeration of the school’s cultural
competency commitment through mission, strategic
plan, handbooks, websites, etc.
• Programming – Cultural competency training and
programming for all constituencies (board, admin,
faculty, staff, students, families, etc.). Diversity and
inclusivity curriculum.
• Practice – Consistent and meaningful revisit of policy
and programs. Climate assessments, proactive
changes, and meaningful responses to incidents.
• People – Critical mass of people who are supportive
AND active on all levels.
• Pecuniary – Funding, people, and time allocated in the
strategic plan and daily life for supporting cultural
competency efforts.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

24. Where is your school
in the progression
toward inclusion and
cultural competence?
Where are the
greatest areas of
growth?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Process Break

25. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Tools for Getting Us There

26. Resources… For Now
Inclusive Classroom Practices
Recruitment to Retention
Leaders and Leadership
Cultural Competence for the Non-
Teaching Educator
Cultural Proficiency Essentials for
Teacher Administrators
Inclusion Planning Tool
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

27. Framing for After Lunch
Open Space Technology
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28. Open Space: Four Principles
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 Whoever comes are the right people.
 Whatever happens is the only
thing that could have.
 When it starts is
the right time.
 When it’s over
it's over.

29. Open Space: The Law of Two Feet
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
If you find yourself in a situation
where you are neither learning
or contributing, move
somewhere where you can. This
is a law like the Law of Gravity.

30. Open Space
Central Question
How do we practice and
develop greater individual,
interpersonal, or institutional
cultural competency?
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31. Open Space Agenda Setting
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32. Open Space Topics
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1. Athletics Cultural Competency – Outside
2. Creating Change Without the Title – Upstairs
3. Admissions Best Practices (Recruitment to Retention)
– Downstairs
4. Non Teaching Staff – Cultural Competency Checklist -
Upstairs
5. Advancement/Development – Downstairs
6. Hiring Recruitment to Retention – Upstairs
7. Leadership – Upstairs
8. Inclusive Classroom Practices - Outside
Please post chart
papers
by 2:10 pm

33. Open Space Gallery Walk
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Please read
chart papers
by 2:35pm

34. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Closing

35. Our School, Our Children
Old School Diversity or
21st Century Cultural Competency?
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36. Final Questions or Comments?
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37. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

38. 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_impac
t/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
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