Catlin Gabel Schools with Identity in Mind

I Learned Who I Was When…
Schools with Identity Development in Mind
Catlin Gabel School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Agenda
 Identity Development
 Exercise: Up-Downs
 Theory: Models of Identity Development,
Schools, and Social Interactions
 Exercise: Case Studies
 Theory: Teaching with Identity in Mind
 So What, Now What?
 Resources

Cultural Competency:
Many Models
Steven Jones

Identity Development
 What is it?
 What are the
various dimensions
of identity?
 Why identity
development?

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).

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

Place of Birth or Upbringing

Racial/Ethnic/Cultural Heritage

Religion

Age

Socioeconomic Class

Gender

Sexual Orientation

Ability

Private Identity

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?

Break

Identity Development:
Marginalized Identities
 Innocence and Self Esteem
 Encounter and Self Doubt
 Assimilation to the Majority
 Immersion into Identity
 Emersion
 Integration

Identity Development:
Privileged Identities
 Innocence and Self Esteem
 Encounter and Confusion
 Attempt to Reintegrate
 Re-Encounter and Guilt
 Acceptance and Action
 Immersion and Emersion
 Integration

R.T. Carter’s Model:
Racial Identity and
Social Interactions
 Parallel
 Regressive
 Crossed
 Progressive
 Symbiotic

Effect of Varying Identifications

Orientations Toward Ethnic Identity

Identity Journeys We See
How do you see youth and
adults’ identity journey
play out at the school?
Are there certain groups
who experience more
challenges than others?
How so?

Identity and Cultural Inclusion
 Identity Frames
 Intractability
 Positive and Negative Encounters
 Identity Socialization
 Co-Authorship of Identity

Experiences Across Difference
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact/
Microaggressions
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”

Case Study:
Identity and Schools
Please read the assigned case
study, discuss what may be going
on, and how you might react as
individuals or as a school.

Teaching with Identity in Mind:
Inclusive Classrooms
- Increasing Trust
- Distinguishing
Behaviors
- Overcoming History
and Impact

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

Ah Ha and D’OH!
- What already existing
practices INCREASE
how students feel seen?
practices DECREASE
how students feel seen?

Do You Hear Me?
- - Incorporation of Prior
Knowledge and Experience
- - Seeking and Responding
to Feedback
- - Student Choice in the
Curriculum
- - Empathy Reflex
- - Authoritative Discipline

Ah Ha and D’OH!
practices INCREASE
how students feel
heard?
practices DECREASE
how students feel
heard?

Will You Treat Me Fairly?
- Clear and High
Expectations
- Equal Discipline,
Rewards, and Access
- Support in Struggle and
Push in Success
- Consistent and
Predictable Assessment
- Different Kinds of
Success

Ah Ha and D’OH!
practices INCREASE
how students feel
treated fairly?
practices DECREASE
how students feel
treated fairly?

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

Ah Ha and D’OH!
practices INCREASE
how students feel
protected?
practices DECREASE
how students feel
protected?

You Win Some, You Lose Some

Developmentally Appropriate
Diversity Work

Younger Children
 Exposure Base
 Allowing Questions
 Gentle Guidance
 Modeling Comfort With Discussions
 Expanding Definition of What’s Possible
 Fairness, Kindness, and Rightness

Examples
 The Black Santa Story
 The Jackie Robinson Story
 What Makes a Family?
 Alternate Fairy Tales
 Dress-Up Corner
 Guest Speakers That Defy Stereotypes

Older Children
 Experiential And Discovery Base
 Facilitating Questions and Discussions
 Media Literacy
 Patterns and Systems
 Values and Actions
 Autonomy and Choice
 Justice and Activism

Examples
 Class Mottoes
 Products of Puberty
 Barbie Math
 Nacirema
 What’s So Funny?
 Video Documentary Project
 Pay It Forward

Integrated or Stand Alone?

Both-And: Examples
Stand-Alone Opportunities
– Class Norms and Rules
– Getting to Know You
– Class Dynamics
– Identity Development
Integrated Opportunities
– Literature
– History
– Math
– Science
– Art
– PE
– And More!

Parents: Partners or Foes?

What Parents Fear and
What We Can Do About It
 “I didn’t know about this stuff…”
 “I don’t have any language around this…”
 “I want to protect their innocence…”
 “Are you teaching my kids values?”
 Heads Up Communication
 Resources and Language
 Clear Reiteration of Mission and Values
 Research and Your Expertise
 Explicit Communication of Parents’ Roles

Developmental Model of Intercultural
Sensitivity (DMIS) Schematic

Identifying Growth Zones – The 5Ps
• Policy – Enumeration of the school’s diversity
commitment through mission, strategic plan,
handbooks, websites, etc.
• Programming – Diversity 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 diversity
efforts.

Stretching the Inclusive Boundaries

1. How do you see materials
from this workshop applying
to your classroom?
2. What questions do you still
have?
3. What are your personal action
steps?
Discussion:
How Will I Apply All This?

Final Questions or Comments?

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

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”

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

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”

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) www.glsen.org
• 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,
http://www.newhorizons.org/strategies/differentiated/
mckinley.htm
Michael J Nakkula and Eric Toshalis, Understanding Youth.

Catlin Gabel Schools with Identity in Mind

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