ISACS Identity Based Leadership for DEI

ISACS
Rosetta Eun Ryong Lee
Seattle Girls’ School
Who We Are and As We Are:
Identity Based Leadership for DEI
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Morning Agenda:
Who We Are
 Identity
 Identity Development
 Our Journeys
 Our Relationships

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

My Full Selves
Person of Color
Asian
Korean
American
49 Years Old
Raised with Buddhism
Raised with Christianity
Spiritual
Queer/Bisexual
Female Bodied
Female Identifying
Gender Nonconforming
Mostly Able Bodied
Mostly Able Minded
Raised Working Class
Professional Class
Immigrant
Boston Native
English Speaking
College Educated
Educator
Activist
Loving Wife
Daughter, Sister, Aunt
Learner
And More…

Who Am I as a Leader?
Individual: Reflect privately on your
various identities that shape you
most. Which of your identities
most inform your leadership?
What gifts do you offer because of
who you are (not despite it)? What
gifts do you want to lean into
moving forward?
Group: Please discuss with your
group what came up for you in this
exercise.

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

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

 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
tiny.cc/metaID

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

Afternoon Agenda:
As We Are
 Empowering Others
– Levels of Decision Making
– Cultivating Future Leaders
– Being a Multiplier
 Ensuring Voice
– Equitable Meetings
– Gathering Constituent Voice
 Role Based DEI Practice
– Exemplars
– Personal Action Plan

Levels of Decision Making
Level 1: I made the decision; you make it happen.
Level 2: I made the decision; give me feedback to
improve it.
Level 3: I’m about to make the decision; what do I
need to consider?
Level 4: I need a team to research and make
recommendations; based on that, I will make the
decision.
Level 5: I need a team to research and make the
decision; I will make it happen.

Cultivating Future Leaders
 Looking for Potential
 Encouraging Participation
 Partnering
 Offering Leadership
Opportunities
 Giving Feedback
 Leaving Legacy Tools

Being a Multiplier
Multipliers by Liz Wiseman

Debrief: Empowering Others
What information was new,
informative, interesting,
helpful, etc. to you?
How does this information
change what you will think or
do in the future as a leader?

Ensuring Voice

Equitable Meetings
Who is invited, and who is not?
Who speaks? Who takes majority of the airtime?
Who is listened to? Did everyone speak?
Are people attentive to one another, or are they distracted, checking
phones, emails, etc. depending who is talking?
Are similar ideas ignored when it comes from one person and seen as a
great idea when it comes from someone else?
Who interrupted? Who was interrupted?
Is gregariousness or talkativeness rewarded or deliberateness or quiet
reflection?
Who sits next to whom? Does the arrangement change from meeting to
meeting? Who sits in a place where everyone can see them?
Audit how information is distributed after meetings and to whom.
Explicitly refer to equity work in meetings. Create agreements,
space for everyone, and a culture of accountability for inclusion.

Resource:
To Equalize Power Among Us

Gathering Constituent Voice
 Public, Private, Anonymous
 Formal and Informal
 Written, Electronic, Verbal
 Open Door and Sought Out
 Communication Channels
Known
 Findings Reflected

Debrief: Ensuring Voice

Equity Tools
tiny.cc/CCLeaderTools

Inclusion Planning Tool

Inclusive Communication
UBC Rec ea ion Incl i e Comm nica ion
Checkli
Language
1. Written materials presented in a clear writing style?
(strongly agree/agree/neutral/disagree/strongly disagree)
1. Slangs and colloquialisms used?
(yes/no)
2. Use of gender specific pronouns?
(yes/no)
3. Is information available in languages other than English?
(yes/no)
4. If unfamiliar with any words/language that is used, please list below
Comments:
5. Are there recommendations on words to use over others?
Comments:
6. Language used is clear that all genders are welcome.
7. Language appeals to all genders
8. Tone created through language and narratives is inclusive
9. Text considers individuals with red/green color blind deficiencies

Debrief: Equity Tools

Work Time:
Personal Action Plan

Closing
Head
Heart
Hands

Final Questions or Comments?

Presenter Information
Rosetta Eun Ryong Lee
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee

ISACS Identity Based Leadership for DEI

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