Evergreen School Inclusive Classrooms Day 2
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Half day session delivered to the faculty of Evergreen School in Shoreline, WA. After the full day session delivered on the previous day (see Evergreen School Inclusive Classrooms presentation), the faculty identified areas of further study and practice. This session highlighted the relationship between bullying and bias, age-appropriate anti-bias work, and courageous conversations.
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Evergreen School Inclusive Classrooms Day 2
- 1. Evergreen School Rosetta Eun Ryong Lee Seattle Girls ’ School Stretching the Inclusive Boundaries: Culturally Responsive Classrooms DAY 2 – The Wish List Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 3. Bullying and Bias Repeating Cycles Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 4. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 5. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 6. Gender and Gender Bias Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 7. Gender Differences Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 9. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 10. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 13. D.E.A.R. Conflict Resolution Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 14. AIMS Conflict Problem Solving Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 22. Break Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 23. Developmentally Appropriate Diversity Work Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 28. Integrated or Stand Alone? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 30. Parents: Partners or Foes? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 32. Trying It Out Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 34. Break Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 35. Courageous Conversations Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 39. Round One Discussion Time Round One Discussion Round One Process the Process Discussion: Many schools struggle to have many students and faculty members of color because there “aren ’ t enough strong candidates of color.” Does Evergreen have this problem? What do you think? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 40. Round Two Discussion Time Round Two Discussion Round Two Process the Process Discussion: Should Evergreen revamp the curriculum to include multiple identity perspectives (ethnicity, SES, sexual orientation) even if there is little to no diversity in the student, family, or faculty/staff population? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 41. Round Three Discussion Time Round Three Discussion Round Three Process the Process Discussion: Is it more important to value different families’ cultures and values or is it more important to help students be successful in mainstream US culture? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 42. Debrief Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Editor's Notes
- Creating Inclusive Classrooms 11/26/11 Rosetta Eun Ryong Lee
- 1. Stereotype - A preconceived or oversimplified generalization about an entire group of people without regard for their individual differences. While often negative, stereotypes may also be complimentary. Even positive stereotypes can have a negative impact however, simply because they are broad generalizations. The stereotypes we hold form the basis of our prejudices. 2. Prejudice - A conscious or unconscious negative belief about a whole group of people and its individual members. When the person holding the prejudice also has and uses the power to deny opportunities, resources or access to a person because of their group membership, there is discrimination. 3. Discrimination - Prejudice plus the power. Discrimination can take many forms, including racism, sexism, heterosexism, ableism, ageism, etc. Many acts of discrimination build up over time, perpetuated against one relatively less powerful social group by a more powerful social group, lead to a group of people being in a state of oppression. 4. Oppression - The systematic subjugation of a group of people by another group of people with access to social power, the result of which benefits one group over the other and is maintained by social beliefs and practices. Because oppression is institutionalized in our society, target group members often believe the messages and internalize the oppression. 5. Internalized Oppression - The "buying into" the elements of oppression by the target group. When target group members believe the stereotypes they are taught about themselves, they tend to act them out and thus perpetuate the stereotypes which reinforces the prejudice and keeps the cycle going.
- Real or Alleged Identity or Characteristics - A preconceived or oversimplified generalization about an individual without regard for the whole and complex person. A person ’s various identities are shaved down to “jock,” “sissy,” “geek,” “goth,” “slut,” “weirdo,” etc. These generalizations may be based on real aspects of the person or wholly made up by rumors and assumptions. These generalizations, when examined to the core, are often based on the person’s race, gender, class, ethnicity, religion, sexual orientation, ability, or age. The generalizations we make form the basis of our assumptions and stereotypes (prejudice). Assumptions, Stereotypes, and Labeling (Prejudice) - A conscious or unconscious negative belief about a whole group of people and its individual members. When the person holding the prejudice also has and uses the power (physical power – stronger and bigger, social power – friends, popularity, good reputation) to deny opportunities, resources or access (to friends, social occasions, self esteem) to a person because of their real or labeled group membership, there is mistreatment, rumors, and exclusion (discrimination). Mistreatment, Rumors, and Exclusion (Discrimination) - Prejudice plus the power. Discrimination can take many forms: isolating, hitting/tripping, verbally harassing/teasing, taking/hiding things, spreading rumors, sending hurtful emails, and more. Many acts of discrimination build up over time, perpetuated against one relatively less powerful social individual by a more powerful social individual or individuals, lead to condoned and widespread bullying and harassment ( oppression). Condoned and Widespread Bullying and Harassment (Oppression) - The systematic subjugation of a group of an individual by another group of people with access to social power. The bullying is widespread, performed by people who didn ’t dislike the person in the first place. There is a silence from most everyone that seems to make this bullying okay. This condoned and widespread bullying benefits the non-bullied over the bullied and is maintained by social beliefs and practices. Because oppression is accepted by the peer community, the target individual often believes the messages and gives in to self blame and shame (internalized oppression). Self Blame and Shame ( Internalized Oppression) - The "buying into" the elements of oppression by the target individual. The bullied person starts to believe the stereotypes they are taught about him/herself, and he/she starts to accept the discrimination and oppression passively. Bullied people blame themselves for what is happening, feel ashamed of themselves, and even act out in the way their peers expect them to be and thus perpetuate the stereotypes which reinforces the prejudice and keeps the cycle going.
- Gender, Bias, and Aggression 11/26/11 Rosetta Eun Ryong Lee John Medina - Talaris Institute Watching boys and girls play. Boys play together through competition (Oh yeah? I bet I can toss the ball higher than you!) Girls play collaboratively (Can you toss the ball as high as me? Let ’s try a little higher). Mix boys and girls (G-Wanna toss the ball? B-I bet I can toss the ball higher than you! G-You must not like me… B-What happened?) Rachel Simmons - Odd Girl Out Response to danger. Boys choose “fight or flight.” Girls choose “tend and befriend.” Males see aggression as a way to control their world, females see aggression as an end to relationships. Mary Pipher - Reviving Ophelia Boys see their failure in terms of external factors and see their success in terms of their ability. Girls see their success in terms of luck and hard work and see their failure in terms of lack of ability. Power Dead Even - women/girls will do anything to bring down another woman/girl to their level
- Gender, Bias, and Aggression 11/26/11 Rosetta Eun Ryong Lee Cannot attribute all to gender differences. Gender bias plays a huge role. We socialize kids into these behaviors. What happens when boys display behavior on left? “Boys will be boys…” What happens when girls display behavior on right? “Sugar and Spice and Everything Nice!” What happens when gender behaviors don’t match gender expectations? Boys are pushed into sports, fights, getting dirty, building things, scientific investigation by adults and pushed down by peers with words like “Sissy, girl, pussy, fag.” Girls are told to play nice, share, be ladylike, punished harsher for fighting,complimented on looks by adults and put down by peers with words like “butch, jock, bitch, dyke.” Rachel Simmons - Odd Girl Out Ideal girl according to girls = very thin, pretty, blonde, fake, stupid, tall, blue eyes, big boobs, fit, expensive clothes, un-proportional, naked, trendy, popular, boyfriends, smiling, happy, helpless, talking on the phone, superficial conflicts, looks older, girlie, dependent, impractical clothes, manipulative, sex = power, rich, good teeth/clear skin, smart, perfect, romantically attached with someone with status. Anti-girl according to girls = mean, ugly, excessively cheerful, athletic, brainy, opinionated, pushy, dark features, not skinny, imperfections, promiscuous, professional, insecure, dorky, depressed/unhappy, masculine, serious, strong, independent, gay/lesbian, artsy, PMSish, unrestrained, egocentric, not social, hard to get along with, bookish.
- Gender, Bias, and Aggression 11/26/11 Rosetta Eun Ryong Lee
- Gender, Bias, and Aggression 11/26/11 Rosetta Eun Ryong Lee
- Boys • Male Stereotypes & Homophobia • Physical Power • Worst Labels for Boys: Sissy, Fag, Wimp • Bully = Physical & Athletic Size and Power • Bullied = Smaller, Weaker • Social Collective = Gangs, Athletic Teams • Physical Abuse and Overt Aggression • Outliers of Victims = Powerful Boys of Color, Empowered GBT Boys • Signs of Cry = Fantasy Lone Wolf, Extreme Sports Girls • Gender Bias & Homophobia • Social Power • Worst Labels for Girls: Mean, Ugly, Dyke • Bully = Physical Beauty & Social Power • Bullied = Non-Mainstream Beauty, Few or No Friends • Social Collective = Cliques • Emotional Abuse and Relational Aggression • Outliers of Victims = Generalist Girls, Empowered Girls of Color • Signs of Cry = Isolated Damsel in Distress, Eating Disorders, Cutting Signs of internalized victimization can be different - boys: risky behaviors and physical pain risking activities like extreme sports and dangerous skateboarding. Girls: cutting
- D escribe what ’s happening (without judgment) E xplain how it makes you feel (on the inside) A ffirm the other person (be authentic) R equest a different course of action (with respect)
- Affirm the relationship I statement that explains what ’s going on and how it makes you feel My contribution to this conflict was… Solutions you can contribute to resolve the conflict, seeking solutions from your partner
- Pushing behaviors: Lots of you statements Addressing the person ’s character instead of her behavior Bringing up the past Bringing up unrelated issues & other conflict Justifying poor actions (you started it!) Fake apologies Bringing up other people (she agrees with me!) Outside feelings vs Inside feelings We tend to stick to angry, annoyed, frustrated and other “outside” feelings because they seem safer. But these areactually feelings that can make the other person get on the defensive instead of wanting to hear you out. Besides, these outside feelings are manifestations of more vulnerable “Inside” feelings like being worried, being sad, being scared, feeling lonely, feeling hurt. People tend to soften and want to listen to these. Threatening with relationships: Be sure conditions you put forth don ’t sound like “I won’t be friends with you if you don’t do exactly what I want.” This is relational aggression, not a part of healthy relationship. Think to yourself, “Am I asking for these changes because these actions are harmful to me and my emotional safety? Have I found that I cannot live with the current circumstances?” Then it’s a conflict that may need you to consider ending the relationship. If you’re thinking, “It would be easier for me or it would improve my circumstances if she did this,” what you are doing is making a request. Threatening to end the relationship over it is bullying.
- Gender, Bias, and Aggression 11/26/11 Rosetta Eun Ryong Lee
- Creating Inclusive Classrooms 11/26/11 Rosetta Eun Ryong Lee
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- Cross Cultural Communication 11/26/11 Rosetta Eun Ryong Lee
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