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.

1. Rosetta Eun Ryong Lee
Seattle Girls’ School
I Learned Who I Was When…
Identity Development for Educators and Youth
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

2. About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

3. Agenda
 Dimensions of Identity
 Identity Development
 Identity and Schools
 Developmental Needs
 So What, Now What?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

4. Race
Religion
Class
Gender
Sexual
Orientation
Ability
Age
Ethnicity
Geographic Location
Language
Educational
Attainment
Appearance
Seniority
Position
or Title
Status
Relationship
To Power Players
Internal
External
Institutional
Dimensions of Identity and Culture
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

5. Identity Development Models
• All Models Have Some
Value
• All Models Have Some
Limitations
• Models Are Linear;
Experiences Are Not
• Some Models May
Apply Across
Identities
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

6.  Innocence and Self Esteem
 Encounter and Self Doubt
 Assimilation to the Majority
 Immersion into Identity
 Emersion
 Integration
Identity Development:
Marginalized Identities
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

7.  Innocence and Self Esteem
 Encounter and Confusion
 Attempt to Reintegrate
 Re-Encounter and Guilt
 Acceptance and Action
 Immersion and Emersion
 Integration
Identity Development:
Privileged Identities
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

8. Debrief: My Identity Journey
http://tiny.cc/metaID
What are some of your
earliest memories about
your own identity?
Who/What were the
strongest influences? Were
there events or relationships
that affected a change in
understanding for you?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

9.  Identity Frames
 Intractability
 Co-Authorship of Identity
 Identity Socialization
Identity and Cultural Inclusion
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

10.  Parallel
 Regressive
 Crossed
 Progressive
 Symbiotic*
R.T. Carter’s Model:
Racial Identity and
Social Interactions
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
* Not in Carter’s Model

11. Effect of Varying Identifications
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

12. Orientations Toward Ethnic Identity
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

13. Debrief: Identity and School
What is new, interesting,
or thought provoking?
How do you see the
patterns discussed
manifest in your classroom
or environment?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

14. Early Awareness of Difference
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Age Signs
6 months Can discern racial feature differences
3 years Awareness of own and others’ gender.
Beginning awareness of gender roles
5 years Desire to categorize – self, others
Curiosity about meaning of differences
Aware of biases
7 years Can regulate biases versus behaviors
Starting to parrot adult messages
3rd grade Are aware of societal stereotypes
cross group play can increase
5th grade Have internalized stereotypical messages
cross group play can decrease

15. When They’re Little
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Theme: Trying to Understand the World
 Curiosity based questions about difference
 “Blurting out” of current understanding
 Find out what they’re actually saying/asking
 Find out why they’re saying/asking
 Answer their questions straightforwardly
 Model and coach humility, delight, and
curiosity about difference
 Be mindful of children’s media – it’s not
always good for kids

16. In the Middle Years
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Theme: Who Am I? How Do I Have Power?
 “Friendship Extinction Event”
 Identity search through grouping
 Good and bad cliques
 Open their horizons about identity
 Be steady through their rollercoaster
 Coach more, teach less

17. In the Later Years
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Theme: My Future Place in the World
 Gender and sexuality stereotypes
 Power play through social status
 Engagement in social media
 The role of inclusivity in their college,
professional, and personal lives
 Charging them to “practice for the real thing”
 Define values and boundaries, then accept
that they will push
 Be their consultant

18. Debrief: Developmental Stages
What is new, interesting,
or thought provoking?
What is something you
would like to apply in your
classroom or practice?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

19. So What? Now What?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

20. Presenter Information
Rosetta Eun Ryong Lee
5th 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)