Cushing Academy Cultural Competence, Identity, and Communication

Cultural Competence in Education:
Identity Development and Inclusive Communication
Cushing Academy
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Morning Agenda
 Cultural Competency
 Identity Development
 Exercise: Up-Downs
 Break
 Theory: Models of Identity Development,
Schools, and Social Interactions
 Discussion: Our Case Studies

What is Culture?
Culture [consists] primarily of the
symbolic, ideational, and intangible
aspects of human societies… It is the
values, symbols, interpretations, and
perspectives that distinguish one
people from another.
James A. Banks

Cultural Competency
Cultural competence is a set of
congruent behaviors, attitudes and
policies that come together in a
system, institution or individual and
enable that system, institution or
individual to work effectively in cross-cultural
situations.
Terry Cross

Cultural Competency:
Many Models
Steven Jones

Cultural Competency: Key Elements
Value Orientation
Diversity as Value Added
Respect
Relationships
Equity
Thought Orientation
Knowledge
Awareness
Systems Thinking
Action Orientation
Consciousness Building
Capacity Building
Assessment
Adaptation

An Educational Imperative
 The Moral Case
 The Academic Case
 The Economic
Case
 Excellent Institutions
 Excellent Teachers
 Excellent Students

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

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

Identity and Cultural Inclusion
 Identity Frames
 Intractability
 Positive and Negative Encounters
 Identity Socialization
 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

Case Studies:
Identity and Schools
As you hear the following
case studies, think about
what may be going on, how
identity is showing up for
various stakeholders, and
how you might react as
individuals or as a school to
increase esteem or
understanding of your
community.
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

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: 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: 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.”

Discussion: Our Case Studies
How is identity
showing up here?
What are the
tensions or conflicts?
What might you do to
increase the esteem
and understanding of
your community?

Lunch

Agenda
 Cross Cultural Communication
 Interrupting with Care
 Facilitating Conversations
 Questions and Answers

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
Task - Relationship
Low Uncertainty - High Uncertainty
Vertical - Horizontal

Factors that Influence
 Personality Orientation
 Individual Values
- Allocentric
- Idiocentric
 Self Construal
- Independent
- Interdependent
 Individual Socialization
 Cultural Norms and Rules

Discussion: My Style
In hearing about
communication
differences, what would
you describe as your
cultural communication
style? Have you noticed
stark differences
compared to others?

Cultural Values
Norms, and Rules
 Values
 Value Priorities
 Norms of Behavior
 Non-Verbal
Communication

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

Exercise: Non-Verbal Violations
1: Please pick a partner and stand.
2: You and your partner will receive
different instructions for nonverbal
behaviors. Do not share the
information.
3: Begin to converse about your interests
and hobbies.
4: INCREMENTALLY dramatize the
nonverbal behavior.
5: Make note of thoughts or feelings you
experience.

Non-Verbal Violations: Partner 1
You signal respect by standing
physically close to your partner. Stand
Approximately 6 inches away from
him/her. You enjoy asking a lot of
questions to signal conversational
excitement and involvement. You also
like to touch your partner's arm from
time-to-time to signal approval for a
good idea.

Non-Verbal Violations: Partner 2
You signal respect by standing at
least an arm's length away from your
partner. You constantly check your
watch or the clock for fear of running
out of time in the conversation. You
also like to make loud sounds (ahs,
oohs, uh-huhs, sighs, etc.) to signal
your approval and great contentment
of the conversation.

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/
Microaggressions
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”

Discussion: Conflict Re-understood
Think about a recent conflict which you
now know to be true to be at heart a n
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.

So What? Now What?

Examining the Self
William Taylor’s Reflective Competence Model

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?

Interrupting with Care
 Reduce Defensiveness
– Tone
– Body Language
– Respect
 Keep the Conversation Going
– Hear Them Out
– Ask Open-Ended Questions
– Set Aside Your Feeling for the Moment
– Dialogue
 Build the Relationship
 Win an Ally

Facilitation Skills
 Space
 Confidence and Competence
 Relationship Building
 Credibility
 Flexibility and Authority
 Optimism
 Modeling
 Multiple Learning Styles

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

Stretching the Inclusive Boundaries

Presenter
Information
Rosetta Eun Ryong Lee
Outreach Specialist
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@sgs-wa.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”

Resources
 Joshua M. Aronson, Ph.D., “Improving Achievement &
Narrowing the Gap,” Learning and the Brain
Conference, Cambridge, MA, November 2003
 Allan G. Johnson, Privilege, Power, and Difference.
 Miss Representation, documentary film on media and
women
 United Nations Population Fund Statistics on Gender
Equality as of 2005
http://www.unfpa.org/swp/2005/presskit/factsheets/facts
_gender.htm
 Learning to be critically literate of mass media
http://www.medialit.org/
 Media Guide for Parents and Educators
http://www.commonsensemedia.org/

Gender Specific Resources
 Jennifer Bryan, various trainings and publications on gender
and sexuality diversity, From the Dress Up Corner to the
Senior Prom
 JoAnn Deak, Ph.D., Girls Will Be Girls: Raising Confident and
Courageous Daughters, How Girls Thrive
 Jackson Katz, Tough Guise, Wrestling with Manhood, The
Macho Paradox
 John Medina, Talaris Research Institute, various studies on
early gender differences in competition and play
 Mary Pipher, Ph.D., Reviving Ophelia: Saving the Selves of
Adolescent Girls
 Rachel Simmons, Odd Girl Out, Odd Girl Speaks Out, Curse
of the Good Girl
 Michael Thompson, Raising Cain, Speaking of Boys, It’s a
Boy!

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.

Cushing Academy Cultural Competence, Identity, and Communication

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