What are the unique challenges and opportunities of an Asian and Pacific Islander Affinity Group? What are ways we can better address the needs of this group in our schools?
This document outlines the agenda and content for a Health and Wellness Summit breakout session on equity and inclusion. The agenda includes reviewing past work, hearing observations from presenters, breaking into strategizing groups, and reporting out. Presenters will discuss expanding definitions of identity, cultural competence skills, moving conversations from safe to brave, and developing emotional intelligence. The goal is to help schools better support diverse students and address their needs.
The document discusses identity, inclusion, and being an ally. It provides information on dimensions of identity, including cultural identities, racial/ethnic heritage, religion, socioeconomic class, gender, sexual orientation, ability, and private identity. It defines what an ally is and explores moving from being a bystander to being an active ally. The presentation emphasizes building authentic relationships and inclusive communities, and provides resources on identity development.
The document discusses navigating microaggressions when receiving, witnessing, or committing them. It provides guidance on how to respond respectfully when receiving or witnessing microaggressions, and how to listen and respond appropriately when told that a microaggression was committed. The presentation emphasizes practicing self-advocacy, intervening respectfully as a witness, listening without defensiveness when given feedback, and working to improve inclusive behaviors.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
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.
What are the differences between Diversity, Inclusion, Equity, and Cultural Competence? How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence?
This document discusses identity, inclusion, and being an ally. It defines identity as having various dimensions like gender, race, sexual orientation etc. It discusses how participating in an exercise where people claim their various identities can help people understand themselves and others better. The document also defines what it means to be an ally and how people can move from being a bystander to being an active ally. It emphasizes the importance of building authentic relationships and creating inclusive communities. The presenter's contact information is provided at the end.
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)? An introduction to cultural competence, what are the impacts of educational environments that do not intentionally develop cultural competence? What do we know about child development that makes this work imperative starting an early age? Identify the what, the why, and preview next steps for how.
This document outlines the agenda and content for a Health and Wellness Summit breakout session on equity and inclusion. The agenda includes reviewing past work, hearing observations from presenters, breaking into strategizing groups, and reporting out. Presenters will discuss expanding definitions of identity, cultural competence skills, moving conversations from safe to brave, and developing emotional intelligence. The goal is to help schools better support diverse students and address their needs.
The document discusses identity, inclusion, and being an ally. It provides information on dimensions of identity, including cultural identities, racial/ethnic heritage, religion, socioeconomic class, gender, sexual orientation, ability, and private identity. It defines what an ally is and explores moving from being a bystander to being an active ally. The presentation emphasizes building authentic relationships and inclusive communities, and provides resources on identity development.
The document discusses navigating microaggressions when receiving, witnessing, or committing them. It provides guidance on how to respond respectfully when receiving or witnessing microaggressions, and how to listen and respond appropriately when told that a microaggression was committed. The presentation emphasizes practicing self-advocacy, intervening respectfully as a witness, listening without defensiveness when given feedback, and working to improve inclusive behaviors.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
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.
What are the differences between Diversity, Inclusion, Equity, and Cultural Competence? How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence?
This document discusses identity, inclusion, and being an ally. It defines identity as having various dimensions like gender, race, sexual orientation etc. It discusses how participating in an exercise where people claim their various identities can help people understand themselves and others better. The document also defines what it means to be an ally and how people can move from being a bystander to being an active ally. It emphasizes the importance of building authentic relationships and creating inclusive communities. The presenter's contact information is provided at the end.
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)? An introduction to cultural competence, what are the impacts of educational environments that do not intentionally develop cultural competence? What do we know about child development that makes this work imperative starting an early age? Identify the what, the why, and preview next steps for how.
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.
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.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
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?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Culver Academies Cultural Competency in the Classroom and BeyondRosetta Eun Ryong Lee
This document summarizes a presentation by Rosetta Eun Ryong Lee on cultural competency in the classroom and beyond. The presentation covered defining culture, models of cultural competency, increasing inclusiveness through representation and responsiveness, curricular approaches, and engaging parents. It provided resources on identity development, gender, communication, and general diversity topics to help increase understanding across differences.
What are the forces that keep us apart, even though we all want equity and justice for our marginalized identities? Missing from the cultural competency conversation are intra-group competency and inter-group solidarity. How do we stop policing each other WITHIN our groups with terms like "acting White" or "ABC" or "Fresh Off the Boat" "Too Militant"? How do we gain more power and numbers ACROSS groups by defying divisive dynamics like Model Minority Asians versus Black and Brown People? People of Color versus LGBTQ People? Feminism as a White Female Movement? By extending understanding and empathy across our identity development scales and by supporting one another through allyship, we can be an even more powerful force toward equity and justice for ALL.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
We want to create schools that are inclusive and culturally competent toward all diverse people. Yet, we know that there are implicit and unconscious bias that gets in the way of our acting in congruence with our values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This workshop is designed to address the fact that there are a dearth of API voices in racial equity work. Often, we are either left out of the conversation altogether, our struggles are minimized, or we are used as a wedge between other People of Color and White folks ("There is no racism - look at the successful Asians!" "How come we don't talk about Asian Privilege?"). Furthermore, there are some API folks who for cultural reasons or for having achieved a measure of success feel that they have nothing to contribute to or benefit from racial equity work. Participants will: 1) Gain a greater understanding of the dynamics that keep our voices from the table 2) Examine the internal pressures that keep us from engaging in the conversation 3) Learn the opportunities contained in our participation in diversity, inclusion, equity, and cultural competency work I hope to achieve this through presentation, small group conversation, and large group share-outs.
The document discusses gender bias and expectations that are placed on both girls and boys from a young age. It explores how these expectations can lead to conflicts for both sexes and impact their mental health, behaviors, and success. The presentation aims to promote freedom from restrictive gender binaries and stereotypes. Resources are provided on topics like media literacy, gender socialization of children, and supporting gender and sexuality diversity.
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.
This document summarizes a presentation by Rosetta Eun Ryong Lee about navigating microaggressions when receiving, witnessing, or committing them. The presentation covers how to advocate for yourself when receiving microaggressions, how to intervene respectfully when witnessing them, and how to listen and respond appropriately when told you have committed a microaggression. The goal is to have courageous conversations, recognize unconscious biases, and build more inclusive communities.
Rosetta Eun Ryong Lee from Seattle Girls' School gave a presentation on inclusion in early education. The presentation covered developing cultural competency, increasing inclusivity, and working with young children. It discussed how children develop awareness of differences from ages 6 months to 5th grade and provided developmentally appropriate approaches to discussing diversity at different ages. The presentation also addressed partnering with parents and expanding inclusive boundaries. Rosetta Eun Ryong Lee provided her contact information and listed additional resources on identity, gender, communication, and general diversity topics.
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 instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
This document contains the agenda and slides from a presentation by Rosetta Eun Ryong Lee on increasing inclusivity in multicultural teaching. The presentation covers developing inclusive classrooms and curricula for students of all ages by addressing issues of representation, communication, fairness and protection from oppression. It provides developmental frameworks and examples of lessons, activities and resources for integrating diversity concepts for young children through high schoolers.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
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.
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.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
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?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Culver Academies Cultural Competency in the Classroom and BeyondRosetta Eun Ryong Lee
This document summarizes a presentation by Rosetta Eun Ryong Lee on cultural competency in the classroom and beyond. The presentation covered defining culture, models of cultural competency, increasing inclusiveness through representation and responsiveness, curricular approaches, and engaging parents. It provided resources on identity development, gender, communication, and general diversity topics to help increase understanding across differences.
What are the forces that keep us apart, even though we all want equity and justice for our marginalized identities? Missing from the cultural competency conversation are intra-group competency and inter-group solidarity. How do we stop policing each other WITHIN our groups with terms like "acting White" or "ABC" or "Fresh Off the Boat" "Too Militant"? How do we gain more power and numbers ACROSS groups by defying divisive dynamics like Model Minority Asians versus Black and Brown People? People of Color versus LGBTQ People? Feminism as a White Female Movement? By extending understanding and empathy across our identity development scales and by supporting one another through allyship, we can be an even more powerful force toward equity and justice for ALL.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
We want to create schools that are inclusive and culturally competent toward all diverse people. Yet, we know that there are implicit and unconscious bias that gets in the way of our acting in congruence with our values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This workshop is designed to address the fact that there are a dearth of API voices in racial equity work. Often, we are either left out of the conversation altogether, our struggles are minimized, or we are used as a wedge between other People of Color and White folks ("There is no racism - look at the successful Asians!" "How come we don't talk about Asian Privilege?"). Furthermore, there are some API folks who for cultural reasons or for having achieved a measure of success feel that they have nothing to contribute to or benefit from racial equity work. Participants will: 1) Gain a greater understanding of the dynamics that keep our voices from the table 2) Examine the internal pressures that keep us from engaging in the conversation 3) Learn the opportunities contained in our participation in diversity, inclusion, equity, and cultural competency work I hope to achieve this through presentation, small group conversation, and large group share-outs.
The document discusses gender bias and expectations that are placed on both girls and boys from a young age. It explores how these expectations can lead to conflicts for both sexes and impact their mental health, behaviors, and success. The presentation aims to promote freedom from restrictive gender binaries and stereotypes. Resources are provided on topics like media literacy, gender socialization of children, and supporting gender and sexuality diversity.
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.
This document summarizes a presentation by Rosetta Eun Ryong Lee about navigating microaggressions when receiving, witnessing, or committing them. The presentation covers how to advocate for yourself when receiving microaggressions, how to intervene respectfully when witnessing them, and how to listen and respond appropriately when told you have committed a microaggression. The goal is to have courageous conversations, recognize unconscious biases, and build more inclusive communities.
Rosetta Eun Ryong Lee from Seattle Girls' School gave a presentation on inclusion in early education. The presentation covered developing cultural competency, increasing inclusivity, and working with young children. It discussed how children develop awareness of differences from ages 6 months to 5th grade and provided developmentally appropriate approaches to discussing diversity at different ages. The presentation also addressed partnering with parents and expanding inclusive boundaries. Rosetta Eun Ryong Lee provided her contact information and listed additional resources on identity, gender, communication, and general diversity topics.
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 instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
This document contains the agenda and slides from a presentation by Rosetta Eun Ryong Lee on increasing inclusivity in multicultural teaching. The presentation covers developing inclusive classrooms and curricula for students of all ages by addressing issues of representation, communication, fairness and protection from oppression. It provides developmental frameworks and examples of lessons, activities and resources for integrating diversity concepts for young children through high schoolers.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
What is growth mindset, and what are its implications for education? What are other ways growth and fixed mindset manifest for girls and women? Discuss how we can support growth-minded girls and women who take on challenges, overcome obstacles, receive critical feedback well, and learn from the success of others.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
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?
Often, when we try to address microagressions, we face defensiveness, silence of allies, or frustration. We mean well, but we get so focused on our good intentions that it gets in the way of learning and growth. This workshop will be focused on how we might be more effective in addressing microaggressions in our daily lives.
The document discusses navigating microaggressions when receiving, witnessing, or committing them. It defines microaggressions and explains their accumulated impact. When receiving microaggressions, people often feel hurt and confused but say things they may regret. The document recommends using "DEAR" statements to advocate respectfully. When witnessing microaggressions, bystanders feel upset but often say nothing, which victims perceive as agreement. The document provides strategies for intervening respectfully. When committing microaggressions, it is important to listen without defending, apologize for impact rather than intent, and work to improve. Building authentic relationships and inclusive communities can help address microaggressions.
The document provides framing and talking points for discussions around diversity, inclusion, equity, and social justice. It addresses key concepts like equality vs equity, institutional vs individual perspectives, correlation vs causation, privilege, developing as an ally, intervening in offensive situations, and listening without judgment. The overall message is that meaningful discussions require understanding different viewpoints, addressing systemic issues, and bringing people together instead of dividing them.
What are the major developmental times for when children notice differences, stereotypes, and other dimensions of identity and oppression? What are major developmental needs and tasks of young children, youth in the middle grades, and young adults? Discuss ways to intentionally parent and teach identity conscious and inclusive young people.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
This document contains a presentation by Rosetta Eun Ryong Lee about parenting with identity development in mind. The presentation discusses various models of identity development, how parents can support their children's identity journeys at different ages, and strategies for discussing issues like diversity, current events, and personal incidents. It provides tips for assisting children's identity searches both within and outside the family, as well as questions parents can ask themselves and resources for further information.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
What is the difference between everyday conflict and bullying? What are the various ways we express aggression in unhealthy ways? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
90 Minute session delivered to students and staff at Governor's Academy and nearby schools. What are affinity groups? Affinity Groups can offer a safe space to discuss experiences of identity, create group solidarity, build resilience, increase confidence and engagement, and provide empowerment toward action and leadership. Many schools and organizations are starting to see the importance of such spaces. How do you start affinity groups? How do you attract members? What are some ways you can engage members of the community and have meaningful conversations? Using the lens of the Asian and Pacific American experience, we will discuss how members of the community can leverage affinity group spaces to understand the successes, challenges, and opportunities of the group to both gain in-group benefits as well as greater school engagement. When members of the community feel valued, heard, and connected, everyone in the school community benefits. Participants in this discussion can expect to: 1) get resources that make the case for affinity groups, 2) get practical how-to’s for starting affinity groups meaningfully, and 3) hear ways that affinity groups can benefit Asian and Pacific American students.
In discussions of racial and ethnic diversity and equity, it is difficult to avoid juxtapositions between Asians and other People of Color groups. Higher test scores, college admissions, income, etc. imply that people of Asian and Pacific Islander heritage are doing better than everyone else, including Whites. And yet, this identity group contains within it a myriad of sub-groups that get lost in the conglomeration, and we fail to serve students if we don't acknowledge this diversity. API people experience the marginalization of invisibility - Southeast Asian, South Asian, and Pacific Islander peoples are often invisible in the equation of API with East Asian; API cultures are often invisible in the pedagogy of individual accomplishments and competition; API experiences are often invisible in conversations of racial opportunity gaps. From the impact of the Model Minority Myth to the Bamboo Ceiling, from the perpetual immigrant narrative to the rise of international API students in our residential programs, from the dance of identities of transracial adoptees to the intersectionality of factors that influence multiracial API identity development, are our schools prepared to be inclusive of all people who identify as Asian and Pacific Islander heritage?
The document discusses identity, inclusion, and being an ally. It provides an overview of identity development and the various dimensions that make up one's identity, such as race, gender, religion, etc. It also discusses the importance of recognizing one's own identity and becoming an ally for oppressed groups. The goal is to end oppression through support and advocacy. Key aspects of being an ally are using one's privilege to stand up for others, even if it comes at a personal cost, because promoting inclusion and justice is morally right.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? 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 model authentic leadership as our whole selves, demonstrate strength in vulnerability, and co-author peers' identity as well as our own. Examine 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.
Conversation with students. We've learned how to navigate those "ouch" moments," but what happens when they occur across power lines - say, when a teacher perpetrates them? Discuss what might be going on and how to advocate effectively.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? 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 model authentic leadership as our whole selves, demonstrate strength in vulnerability, and co-author peers' identity as well as our own. Examine 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.
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.
All Day Session delivered to student leaders of St Margaret Episcopal School and Sage Hill School. Leadership has been mythologized as a top-down, power based model that results in change through coercion and leadership oppression. What are newer ways of understanding why the most effective leaders are so effective? How does creating an inclusive community, empowering others, and acting in coalition and allyship allow us to be successful leaders and leave a legacy to be proud of?
This document discusses affinity groups, which are groups that bring together people who share a common identity or experience. It defines affinity, alliance, and interest groups and explains their purposes. Some key benefits of affinity groups are that they provide safety, affirmation, and help build resilience. Successful affinity groups focus on pride over struggle, are inclusive, and have participant-driven curricula. Resistance to affinity groups sometimes comes from unacknowledged fear or resistance to empowerment. The document provides discussion points to counter resistance and resources on the topics of equality vs equity and privilege.
Those who have participated in affinity groups feel affirmed by the safe space, solidarity, and rejuvenation that come from gathering around identity. We know the benefits of positive identity on academic achievement, mental health, and well being. Why do affinity groups meet resistance? How do you make the case for them and launch them meaningfully to minimize resistance? What factors result in more successful groups? Discuss these questions and more.
This document discusses facilitating affinity groups. It defines affinity, alliance, and interest groups and explains their purposes. Affinity groups are valuable as they provide safety, affirmation, and empowerment for members. However, facilitating affinity groups can meet resistance from unacknowledged fears and desires to remain ignorant. The document provides tips for facilitating successful groups, such as ensuring they are participant-driven and focus on pride over struggle. It also discusses addressing resistance, the differences between equality and equity, and establishing safe spaces for learning.
This document discusses facilitating affinity groups. It begins with definitions of affinity groups, alliance groups, and interest groups. It then discusses the value of affinity groups in providing safety, affirmation, identity socialization and resilience. Guidelines are provided for successful affinity groups, such as having participant-driven curricula and opportunities for sharing. Potential challenges are also outlined, such as lack of consistency or reinforcement of stereotypes. The document argues affinity groups strengthen communities and provides equity rather than just equality. Resources for further information are provided.
Session for potential affinity group facilitators. Benefits of affinity groups, factors that lead to more or less success, potential topics of discussion, etc.
Keynote delivered to attendees of the AISNE Students of Color Conference. What are the forces that keep us apart, even though we all want equity and justice for our marginalized identities? Missing from the cultural competency conversation are intra-group competency and inter-group solidarity. How do we stop policing each other WITHIN our groups with terms like "acting White" or "ABC" or "Fresh Off the Boat" "Too Militant"? How do we gain more power and numbers ACROSS groups by defying divisive dynamics like Model Minority Asians versus Black and Brown People? People of Color versus LGBTQ People? Feminism as a White Female Movement? By extending understanding and empathy across our identity development scales and by supporting one another through allyship, we can be an even more powerful force toward equity and justice for ALL.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
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.
This document outlines a presentation by Rosetta Eun Ryong Lee on facilitating courageous conversations. The agenda includes discussing the difference between safe and brave conversations, examples of challenges that arise, and strategies for overcoming fears and moving discussions forward productively. Key topics are defining privilege, the importance of inclusion over assimilation, addressing colorblindness, and becoming an effective ally rather than engaging in saviorism. The goal is providing tools to have difficult discussions while creating understanding across differences.
What are the various ways we identify ourselves: female, African American, Buddhist, homosexual, middle class, etc.? Why do some people develop proud and healthy self identity and others experience 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.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Similar to AsEA 2017 API Affinity Group Challenges and Opportunities (20)
Session for parents and other caretakers. "It was only a joke." "I didn't realize what that meant." "My friend told me it was okay." Young people use derogatory language and perpetuate harmful stereotypes as they test boundaries, repeat what they hear in the media, attempt off color humor, and more. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for when microaggressions happen. Discuss and practice how to “call in” privately, interrupt in the moment publicly, and receive interventions gracefully.
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This document discusses strategies for maintaining well-being and building support networks after attending a gathering. It recommends staying connected to experts and allies met at the event by asking them questions. Specific strategies are provided for building coalitions at home, such as finding hidden allies, affirming others, and creating "mini-mes" to spread ideas to new people. Developing self-care practices like affirmations, mantras, and balancing logical and emotional thinking are also suggested. The document concludes by offering additional resources and inviting final comments.
How do we learn about our various group identities like female, African American, Buddhist, gay, 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.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document outlines Rosetta Eun Ryong Lee's holistic approach to diversity, equity, and inclusion. Her approach focuses on heart, head, and hands. The heart orientation involves empathy, perspective, and relationships. The head orientation includes knowledge, awareness, and systems thinking. The hands orientation centers around capacity building, consciousness raising, and adaptation. Lee facilitates discussions to help participants understand their own identities, experiences, values, and motivations in relation to diversity and equity issues. She encourages deep listening and sharing in small groups to build understanding and relationships. The goal is to thoughtfully consider what communities need and how to have meaningful conversations around important topics.
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In this day-long session, you will engage in exploring your own identities, the journey that got you here, and how it affects your interactions with students, colleagues, and families. Building on that learning, you will engage in learning and sharing best practices for cultivating leadership in others, ensuring voice in DEI conversations, and institutionalizing DEI as a habit as well as a professed value. Whether you are a DEI leader in school or in another role wanting to make DEI a core part of your practice, this day will provide opportunities to self-reflect, learn from others, and walk away with actionable strategies.
3.5 Hour Session with division leaders and DEI leaders of Spence School. Process for identifying strengths of existent programming and ideating improvements for a K-12 identity development scope and sequence.
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In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Constructing Your Course Container for Effective Communication
AsEA 2017 API Affinity Group Challenges and Opportunities
1. AsEA Conference 2017
Rosetta Eun Ryong Lee
Seattle Girls’ School
Challenges and Opportunities for
API Affinity Groups
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
3. Agenda
Basic Definitions
What We’ve Tried and What
Happened
Challenges
Opportunities
Resources
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
4. 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 (http://tiny.cc/rosettalee)
5. 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 (http://tiny.cc/rosettalee)
6. 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 (http://tiny.cc/rosettalee)
7. What We’ve Tried and
How It’s Going
Please work in groups of 3
and introduce yourselves.
Describe where your school
is in the process of
launching or implementing
API affinity groups. What
are some of the success
and challenges you’ve
experienced?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
8. 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 (http://tiny.cc/rosettalee)
9. Unique Challenges of
API Affinity Groups
Varying Racial/Ethnic
Identification
Lack of Racial Cohesiveness
Racial Oppression Model for
Affinity Groups
Ranking of Oppressions
Cultural Barriers
High Numbers in Our Schools
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
13. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
An Artificial Construct
14. The Story of Asian Pacific America
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
15. Excerpts of Asian Pacific American History
1763 Filipinos settle Saint Malo
1778 Chinese sailors land in Hawaii
1820s Chinese immigration begins in earnest
1865 The Central Pacific Railroad Co. recruits Chinese
workers for the transcontinental railroad
1878 Chinese are ruled ineligible for naturalized
citizenship
1882 Chinese Exclusion Act is passed
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
16. 1941 Japan air force attacked Pearl Harbor; FBI arrests
pro-Japanese community leaders
1941-45 Filipino resistance movement, working closely
with U.S. Army, fights the Japanese invaders
1942, President Franklin D. Roosevelt signs Executive
Order 9066 on February 19, uprooting 100,000 people of
Japanese descent on the west coast to be sent to
Internment camps.
1943-1945 Japanese Americans volunteer for the US
Army’s 442nd Regimental Combat Team and becomes
the highest decorated military unit in US history
1946, the Luce–Celler Act of 1946 grants naturalization
opportunities to Filipino Americans and Indian Americans
(which included present-day Pakistanis and Bangladeshis)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Excerpts of Asian Pacific American History
17. Excerpts of Asian Pacific American History
1968 Term “Asian American” is coined as a part of the
Asian American Movement, a radical movement for
social justice (Red Guard)
1975 More than 130,000 refugees enter the U.S. from
Vietnam, Kampuchea, and Laos as Communist
governments are established there following the end of
the Indochina War.
1982 Vincent Chin is accused of being a Japanese
(being blamed for loss of jobs) and beaten to death.
1987 First formal signing of the Proclamation of Asian
Pacific American Heritage Week by the White House
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
18. Emergent Themes
The Perpetual Immigrant
The Worker Not Owner
Black or White or Neither?
Weak as a Socio-Political Group
Ethnically Separated
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
19. Myth of the Model Minority
Overly Hard Working and Tireless
Will Work Under Extreme Circumstances
Quiet and Cooperative
Serene, Smart, Resilient
Doesn’t Seek the Limelight
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
20. Legacy of the Myth
Outsourcing of Cheap Labor
Orientalism in Health Care
Tokenism and Minimalization
Stress of Achievement
Funneling into STEM Fields
Where Are You From?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
21. Recent Influx of Asian Pacific Americans
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
22. Recent Influx
in Our Schools
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Source: Department of Homeland Security, The Wall Street Journal
23. Recent Emergent Themes
Highly Educated
Socioeconomically Well Off
Not Really People of Color
Weak as a Socio-Political Group
Ethnically Separated
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
24. Recent Model Minority Incarnation
Overly Hard Working and Tireless
Quiet and Cooperative
Serene, Smart, Resilient
Doesn’t Seek the Limelight
Driven by “Tiger Moms”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
25. What Kind of API Are Your Students?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
East Asian
Southeast Asian
South Asian
Pacific Islander
Multiracial
Transracially Adopted
International Student
3rd Generation or Later
Recent Immigrant
Refugee
And…
26. How Do the Obstacles Manifest?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Varying Racial/Ethnic
Identification
Lack of Racial Cohesiveness
Racial Oppression Model for
Affinity Groups
Ranking of Oppressions
Cultural Barriers
High Numbers in Our Schools
Other?
27. Stage 1: Identify the Need
Gather data around the
school’s population
Gather research on the
challenges groups face
Gather research on the
benefit of affinity groups,
explicit conversations
Gather data around need
and desire
CONNECT TO YOUR
MISSION
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
28. Stage 2: Determine Format and
Definitions
Affinity, Alliance, or Interest?
Identities/Identifiers
Timing
Space
Facilitators
Group Goals or Mission
Statements
Curriculum
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
29. Stage 3: Communicate and Invite
Initial Communication from
Head
Communicate the Need, the
What, the How, and the Who
Communicate Definitions,
Goals, and Missions
FAQs
Faculty/Staff,
Parents/Guardians, Students
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
30. Stage 4: Facilitate Groups
Identity Pride
History
Positive Change and
Activism
Opportunities and
Challenges
Strategies for Success
Supporting Each Other
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
31. Stage 5: Wash, Rinse, Repeat
Assess Effectiveness
Make Improvements
Re-Launch Every Year
Utilize Student/Family Voice
United Front
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
32. Possible Affinity Group Curriculum
Culture Share
Celebrations of
Holidays/Events
Identity Exercises
Current Events
Movies
Field Trips
“What Do I Do If…”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
33. 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 (http://tiny.cc/rosettalee)
34. Factors Leading to Less Success
Lack of Consistency
Lack of Budget
Lack of Curricula
Reinforcement of
Stereotypes
Chauvinism
Adult Agenda
Visitors and Gawkers
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
35. Reflection
What information was
new, useful, interesting,
worrisome, etc.? What
questions do you have?
What’s missing?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
36. Resources
Full resources, web links,
downloadable documents, and more can
be found at:
https://sites.google.com/a/sgs-
wa.org/sgsprofessionaloutreach/affinity-
group-resource-page
(or go to tiny.cc/rosettalee and scroll down for
“Affinity Group Resource Page” under
“Generally Used Sessions”)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
38. 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)