John Burroughs Cultural Competency Institute Day Two 2019

John Burroughs School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Cultural Competency in Action:
Inclusive Practices, Development and Adaptation, and
Peer Support
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Agenda
 Recap/Review Day One
 Increasing Inclusivity
 Classroom and Beyond
 Development Work Time
 Critical Friends Protocol
 Questions and Answers

The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion

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).

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

What Can We Do
to Increase Inclusion and Safety?
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- Increasing Trust
- Distinguishing
Behaviors
- Overcoming History
and Impact

Do You See Me?
- Representation on the
Walls
- Representation in the
Curriculum
- Interest in Personal
Story (Sharing of
Personal Story)
- Interactions In and Out
of the Classroom
- Demonstration of Care

Reflection
What already existing
practices INCREASE how
members of our
community feel seen?
How can we incorporate
more of these practices in
classrooms and beyond?

Break

Do You Hear Me?
- - Incorporation of Prior
Knowledge and Experience
- - Seeking and Responding
to Student Feedback
- - Student Choice in the
Curriculum
- - Empathy Reflex
- - Authoritative Discipline

Reflection
members of our
community feel heard?

Lunch
until
12:20pm

Will You Treat Me Fairly?
- Clear and High
Expectations
- Equal Discipline and
Rewards
- Support in Struggle and
Push in Success
- Consistent and
Predictable Assessment
- Different Kinds of
Success

Reflection
members of our
community feel treated
fairly? How can we
incorporate more of these
practices in classrooms
and beyond?

- Understanding of
Identity and Experience
- Interruption of Exclusive
or Oppressive Behavior
- Teaching and
Discussing Cultural and
Power Difference
- Encouragement of and
Practice with
Collaboration
Will You Protect Me?

Reflection
members of the
community feel protected?

You Win Some, You Lose Some

Developmentally Appropriate
Diversity Work

In the Middle Years
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

In the Later Years
Theme: My Future Place in the World
 Gender and sexuality stereotypes
 Power play through social status
 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

Curricular Approaches
 Experiential And Discovery Base
 Facilitating Questions and Discussions
 Media Literacy
 Patterns and Systems
 Values and Actions
 Autonomy and Choice
 Justice and Activism

Examples
 Products of Puberty
 Barbie Math
 Nacirema
 What’s So Funny?
 Video Documentary Project
 Pay It Forward
 Data Manipulations and Bias
 Problem-Solving Through Coding
 The Scholar’s Club
 Teaching Younger Youth
 Correlation versus Causation

Parents: Partners or Foes?

What Parents Fear and
What We Can Do About It
 “I didn’t know about this stuff…”
 “I don’t have any language around this…”
 “I want to protect their innocence…”
 “Are you teaching my kids values?”
 “I don’t want my kid to feel spotlighted…”
 “How will this help them get into college?”
 Heads Up Communication
 Resources and Language
 Clear Reiteration of Mission and Values
 Research and Your Expertise
 Explicit Communication of Parents’ Roles

Stretching the Inclusive Boundaries

Open Development Time

What Would You Try Next Year?
 Pick a rubric, lesson, unit,
practice, event, etc. you’d
like to adapt for next year.
 Using the questions of
inclusive classroom
practices or other
frameworks, what would
you change?
 Bring back artifacts for
sharing and feedback.
Please Return
By 4:00pm

Critical Friends Tuning Protocol
(abridged and adapted)
 Presentation/Focusing Question (5 minutes)
 Clarifying Questions (3 minutes)
 Warm Feedback (5 minutes)
 Cool Feedback (5 minutes)
 Reflection (3 minutes)

Closing Circle

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

John Burroughs Cultural Competency Institute Day Two 2019

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