Curtis School Cultural Competency Skills

Stretching the Inclusive Boundaries:
Cultural Competency Skills

Curtis School
Rosetta Eun Ryong Lee
Seattle Girls’ School

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

About Seattle Girls’ School


Goals
 Gain a basic understanding of
culture
 Understand how various dimensions
of identity feed into cultural
competencies
 Examine how cross cultural
communication, power, and privilege
affect success in schools
 Identify positive steps toward
inclusive communities - individually,
interpersonally, and institutionally


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


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?


Identity Development and Schools

 Identity Frames
 Intractability
 Co-Authorship of Identity

R.T. Carter’s Model:
Racial Identity and
Social Interactions

 Parallel
 Regressive
 Crossed
 Progressive
 Symbiotic


Effect of Varying Identifications


Orientations Toward Ethnic Identity


Break


Case Study:
Identity and Schools

Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

Case Study: Sibling Role Model
A 5th grade class is studying the Little Rock Eight story and the
experiences of the first African American students in integrated
schools. The curriculum is a well-vetted and successful one. It
includes many readings, first person accounts, and an in-depth
analysis of the n word (its history, impact, etc.). One day after
school, Kevin, a 2nd grader at the same school, overhears his 5th
grader brother reading aloud one of the readings with his
classmate, a first person account that uses the n word in full form.
Kevin mulls over the term and wonders what it means. At school,
he looks up the n word in the dictionary. He gathers a few of his
friends, and they talk about what the word means with some
confusion, some amusement, and some discomfort. Two girls,
one African American and one multiracial (part African heritage),
see the boys engrossed in the dictionary. One of the boys looks
at one of the girls, points to her, and giggles. The girls decide to
go over and investigate, and they find out what the boys are up to.
Angry and upset, they report the incident to a teacher.

Case Study: Sibling Role Model
What’s going on?
How is the conflict based on identity
development?
What would you do to increase
awareness, understanding, and esteem
for your community?
What issues from this case resonate
with you and Curtis School?

Case Study: Inclusion “Versus” Rigor?
After years of hearing complaints from students of color, their
families, and their allies that the curriculum only represents white
(and mostly white male) authors, your English department has
revamped the literature curriculum such that all students would
read works by authors from various racial and ethnic groups. A
few parents begin expressing concern that their white children are
talking at home about how “class is always about people of color”
and “we never read white authors.” Some parents and even
teachers are also concerned that the students “will not be
adequately exposed to the classics” and therefore “will not have
the same academic advantage” as students from other schools
which have a “more robust classic literature curriculum.” They are
especially concerned about performance in standardized tests
and college courses. These parents and teachers say that they
support diversity and have nothing against the authors being
presented, but they are pushing the school to have the changes to
the literature curriculum to be implemented in optional or
enrichment courses instead of the required courses.

Case Study: Inclusion “Versus” Rigor
What’s going on?
development?
for your community?

Case Study: Between Two Worlds
Julio, a Latino student, has told the school counselor that he is
negotiating a very confusing life. On one hand, he loves school. He
is doing well in classes and has high academic ability and
performance. On the other hand, he is enrolled in mostly honors
classes, where he is one of the few (and often the only) Latino
students. Enrique, his best friend from childhood years, started to
diverge from Julio’s academic path starting freshman year when Julio
was placed on an accelerated track and Enrique was not. Enrique
struggles academically, and he has gotten into more disciplinary
trouble the more his academic performance has slipped. These two
friends have no classes together and are having difficulty maintaining
their closeness. Julio’s friends in his honors classes have nicknamed
him “Leo” recently, and Julio has tolerated it and sometimes even
liked it. Enrique, hearing this, pushes Julio that he is no longer
“connected to his roots” and “becoming whiter every day.” To prove
himself to Enrique that he is “still one of the guys,” Julio agrees to
graffiti the boys’ bathroom walls with their neighborhood gang’s
symbol. They are caught in this act by a staff member.

Case Study: Between Two Worlds
What’s going on?
development?
for your community?

Case Study: On My Own Time
Monique is an African American student who is very proud of
her Black heritage. She mode and code switches to meet
academic and social expectations of the classroom, and she
is a successful student. In unstructured spaces (lunch,
hallways, etc.), Monique expresses herself and her
understanding of her ethnic heritage by speaking Ebonics or
African American Vernacular English with her Black friends;
she does many of her school reports on African American
leaders and role models; and she wears her hair proudly in
an Afro daily. One day, she approaches the Diversity
Director, frustrated by interactions with Ms. Johnson, an
African American teacher. This teacher has repeatedly
admonished the student over the use of Ebonics, saying “It’s
not a real language, so you shouldn’t use it at school.” She
feels that Ms. Johnson is being unfair and that she is going to
influence other teachers to “keep her down.”

Case Study: On My Own Time
What’s going on?
development?
for your community?

Cross Cultural Communication
 What is it?
 How is it Different from Intercultural
Communication?
 CCC Theories
– Face-Negotiation Theory
– Conversational Constraints Theory
– Expectancy Violation Theory
– Anxiety/Uncertainty Management Theory
– Communication Accommodation Theory


Dimensions of Variability

Individual - Collectivistic
Low Context - High Context
Masculinity - Femininity
High Uncertainty - Low Uncertainty
Avoidance Avoidance
Vertical - Horizontal

Factors that Influence

 Personality Orientation
 Individual Values
 Self Construal
- Independent
- Interdependent
 Individual Socialization
 Cultural Norms and Rules


Cultural Values
Norms, and Rules

 Values
 Value Priorities
 Norms of Behavior
 Non-Verbal
Communication


RELATIONAL
Cultural Value Differences Individualism
self-reliance, independence
Collectivism
group interdependence
(selfis h ) (mindless follower)
Informality Formality
directness, give and take discussion indirectness, protect "face"
(rude and abrupt) (stiff and impersonal)
Competition Cooperation
individual achievement group achievement
(egotistical, show-off) (avoiding doing work or taking responsibility)
AUTHORITY
Egalitarianism Hierarchy
fairness, belief in equal opportunity privilege of status or rank
(being picky, on a soapbox) (power hungry or avoiding accountability)
TEMPORAL
Use of Time Passage of Time
"Time is money" "Time is for life"
(doesn’t get the important things in life) (lazy and irresponsible)
Change/Future Tradition/Past
Adaptability ensures survival Stability ensures survival
(muckraker, stirs up trouble) (old-school, afraid of change)
ACTIVITY
Action orientation "Being" orientation
"Make things happen" "Let things happen"
(rushes without thinkin g ) (indecisive and slow)
Practicality Idealism
Efficiency is always best Always maintain principles
(impersonal and unscrupulous) (naïve and impractical)


Exercise: Non-Verbal Violations
1: Please pick a partner and stand.
2: Separate the stapled pair of slips, giving
each partner one slip.
3: Scan your piece of paper describing
nonverbal behaviors. Do not share the
information with your partner.
2: Converse with your partner about your
out of school hobbies, interests, and
passions.
5: INCREMENTALLY dramatize the
nonverbal behavior.
6: Make note of thoughts or feelings you
experience.

Debrief: Nonverbal Violations
Did the INTENT of your described
behaviors allow you to display
them more enthusiastically?
What was the IMPACT of the
behaviors of your partner?
Did knowing that “odd” behaviors
may be part of the exercise
help you accept your partner’s
behavior?
In working with people from
various communities, what do
you take away from this
exercise?


Identifiers, Power,
and Communication

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


Exercise: Whispers

Rosetta Lee, Adapted from “Double Talk,” Thiagi.com


Exercise: Whispers
Form groups of 3.
Decide who will be A, B, or C.

 Person A reads “whisper script 1.” Based on
the instructions, whisper into Person B’s ear.
Persons B and C hold a 2-minute
conversation about their learning from the
workshop that they found most interesting.


Exercise: Whispers

ROUND 2

 Person B reads “whisper script 2.” Based on
the instructions, whisper into Person C’s ear.
Persons C and A hold a 2-minute
conversation about their respective families.



Exercise: Whispers
ROUND 3

 Person C reads “whisper script 3.” Based on
the instructions, whisper into Person A’s ear.
Persons A and B hold a 2-minute
conversation about their respective jobs and
responsibilities.



Debrief: Whispers
1. How did the whispers in your ear affect your
communication?
2. How did the whispers in the your partner’s ear affect your
interpretation of the his/her words and demeanor?
3. Were elements of this exercise familiar? How did (and
which of ) your identities make this exercise more/less so?
4. Please share a personal experience (if any) as applies to
any of the following:
a. Internalized Oppression/Dominance
b. Stereotype Threat
c. Accumulated Impact
d. Code/Mode Switching
e. Fish Seeing the Water
f. Norm to Normal to Good
g. “Intent” versus “Impact”

Assumptions and Interpretations

• Mental Models
• Ladder of Inference
Belief
Conclusions
Selective Data
Observable Data
• Tools of Action


Checking Assumptions and
Interpretations: Steps to Analyze
1. What did you see/hear (raw data)?
2. What are your personal filters (cultural
values, norms, and identifiers)?
3. What was your interpretation of what you
saw/heard (inference)?
4. How did you feel as a result?
5. What do you want?


Next Steps


Developmental Model of Intercultural
Sensitivity (DMIS) Schematic


TOOL: The Four Ps of Change
• Policy – A diversity mission statement that enumerates
identities that are protected, celebrated, and welcome.
• Programming - Training for teachers and staff on cultural
competency skillsets. Support for teachers and staff in
implementing classroom and practice changes.
Identity development support for students. Curriculum
that teaches young people about and utilizing diversity.
• 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.


Cultural Effectiveness

“To be culturally effective doesn’t
mean you are an authority in the
values and beliefs of every culture.
What it means is that you hold a
deep respect for cultural differences
and are eager to learn, and willing to
accept, that there are many ways of
viewing the world”
Okokon O. Udo

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”


Communication Resources
• “Stereotype Threat” by Joshua Aronson
• Brenda J. Allen, Difference Matters: Communicating
Social Identity
• William Gudykunst, Cross-Cultural and Intercultural
Comunication
• Milton Bennett, PhD, Intercultural Communication
Institute www.intercultural.org
• “Non-Verbal Communication Across Cultures” by Erica
Hagen, Intercultural Communication Resources
• Thiagi.com
• Thrive! Team Dynamics
• http://www.analytictech.com/mb021/action_science_
history.htm

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.


Curtis School Cultural Competency Skills

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