St Paul's School Facilitating Affinity Groups


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2 Hour Session Delivered to Alums of St Paul's School who returned for the Beloved Community Event. Brief overview of cultural identifiers, identity development theory, identities and experience research, and facilitation of affinity groups.

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St Paul's School Facilitating Affinity Groups

  1. 1. St. Paul’s School Rosetta Eun Ryong Lee Seattle Girls’ School Facilitating Affinity Groups: Supporting the Identity Journey Rosetta Eun Ryong Lee (
  2. 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (
  3. 3. Agenda  Conversation Norms  Basic Definitions  Identity Development  Value of Affinity Groups  Facilitation of Affinity Groups  Strengthening Communities Rosetta Eun Ryong Lee (
  4. 4. NAIS Conversation Norms  Speak from the “I” perspective  Disagree without being disagreeable  Seek first to understand before being understood  Criticize ideas, not people  Work from your own learning edge and acknowledge others may be coming from different places  Demonstrate respect  Be open-minded; seek clarification  Take risks; lean into discomfort  Assume positive regard  Honor the spirit of confidentiality  Remember the right to pass  Ouch!  Share air time Developed Through NAIS PoCC, DLI, and CTA Rosetta Eun Ryong Lee (
  5. 5. Why Am I Here? Hopes and Concerns Please work in groups of 3 or 4. Please introduce yourselves. Describe what brought you to this session on facilitating affinity groups. What are some of your hopes and concerns about facilitating them? Rosetta Eun Ryong Lee (
  6. 6. Basic Definitions The term affinity group is used as a bringing together of people who have an identifier in common, e.g. race, gender, religion, family status, etc. Affinity groups are for individuals who identify as members of the group and can speak to the experience of being a member of the group from the “I” perspective. Rosetta Eun Ryong Lee ( Adapted from NAIS PoCC for Seattle Girls’ School
  7. 7. Basic Definitions The term alliance group is used as a bringing together of people who have a common commitment to an identifier group, e.g. race, gender, religion, family status, etc. Alliance groups are for individuals who identify as members of the group and/or as people who support and stand in solidarity with that group. Rosetta Eun Ryong Lee ( Adapted from NAIS PoCC for Seattle Girls’ School
  8. 8. Basic Definitions The term interest group is used as a bringing together of people who want to learn about, share, and engage in a special interest, e.g. hobby, skill, topic, etc. Interest groups are for individuals who want to gather to teach, learn, and share. Membership can be fluid and changing. Rosetta Eun Ryong Lee ( Developed for Seattle Girls’ School
  9. 9.  What is it?  What are the various dimensions of identity?  Why identity development? Identity Development Rosetta Eun Ryong Lee (
  10. 10. 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 (
  11. 11. 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 (
  12. 12. Place of Birth or Upbringing Rosetta Eun Ryong Lee (
  13. 13. Racial/Ethnic/Cultural Heritage Rosetta Eun Ryong Lee (
  14. 14. Religion Rosetta Eun Ryong Lee (
  15. 15. Socioeconomic Class Rosetta Eun Ryong Lee (
  16. 16. Gender Rosetta Eun Ryong Lee (
  17. 17. Sexual Orientation Rosetta Eun Ryong Lee (
  18. 18. Ability Rosetta Eun Ryong Lee (
  19. 19. Private Identity Rosetta Eun Ryong Lee (
  20. 20. 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 (
  21. 21.  Identity Frames  Intractability  Positive and Negative Encounters  Identity Socialization  Co-Authorship of Identity Identity and Cultural Inclusion Rosetta Eun Ryong Lee (
  22. 22.  Innocence and Self Esteem  Encounter and Self Doubt  Assimilation to the Majority  Immersion into Identity  Emersion  Integration Identity Development: Marginalized Identities Rosetta Eun Ryong Lee (
  23. 23.  Innocence and Self Esteem  Encounter and Confusion  Attempt to Reintegrate  Re-Encounter and Guilt  Acceptance and Action  Immersion and Emersion  Integration Identity Development: Privilged Identities Rosetta Eun Ryong Lee (
  24. 24. Identifiers, Power, and Experience Internalized Oppression/Dominance Stereotype Threat Microaggressions/Accumulated Impact Code/Mode Switching Fish Seeing the Water “Norm” “Normal” “Good” “Intent” versus “Impact” Rosetta Eun Ryong Lee (
  25. 25. Discussion: Conflict and Experience Think about a recent conflict which you now know to be true to be at heart an identity and power difference. Using some of the terminology introduced, discuss with a partner or group of three what was going on to cause the conflict. Rosetta Eun Ryong Lee (
  26. 26. Break Rosetta Eun Ryong Lee (
  27. 27. Racial, Ethnic, LGB Identity Development Models • All Models Have Some Value • All Models Have Some Limitations • Models Can Extend Beyond Cultural Identifiers Used Rosetta Eun Ryong Lee (
  28. 28. Rosetta Eun Ryong Lee ( Exercise: Theories Jigsaw Please form groups of 4. Each person chooses a different identity development theory, ideally one that holds personal significance for you. Think particularly of identities that were most significant for you when you were in school.
  29. 29. Rosetta Eun Ryong Lee ( Exercise: Theories Jigsaw Please take turns sharing highlights and understandings from the theory you read. Do these theories resonate with your own experience?
  30. 30. Why Affinity Groups Are Great  Safety and Comfort to be Authentic  Affirmation  Critical Mass  Identity Socialization  Building Resilience  Preparing to Engage Deeply with Other Groups  Empowerment Toward Action Rosetta Eun Ryong Lee (
  31. 31. Facilitating Affinity Groups  Identity Pride  History  Positive Change and Activism  Opportunities and Challenges  Strategies for Success  Supporting Each Other Rosetta Eun Ryong Lee (
  32. 32. Factors Leading to More Success  Pride > Struggle  Deflection of Blame  Inclusive of Full Spectrum  Who’s in the Room  Youth Driven Curricula  Opportunities to Share  Collective Action Rosetta Eun Ryong Lee (
  33. 33. Factors Leading to Less Success  Lack of Consistency  Reinforcement of Stereotypes  Chauvinism  Adult Agenda  Visitors and Gawkers Rosetta Eun Ryong Lee (
  34. 34. Reflection Please work in pairs or in groups of three. What information was new, useful, interesting, worrisome, etc.? What questions do you have? What’s missing? Rosetta Eun Ryong Lee (
  35. 35. Strengthening Our Communities Rosetta Eun Ryong Lee (
  36. 36. Final Questions or Comments? Rosetta Eun Ryong Lee (
  37. 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 Rosetta Eun Ryong Lee (
  38. 38. 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 (
  39. 39. 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 (
  40. 40. 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 (
  41. 41. 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 (