Maret School Supporting Positive Sense of Self

Rosetta Eun Ryong Lee
Seattle Girls’ School
Positive Sense of Self
at School and at Home
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Agenda
 Positive Identity
 How Schools Can Support
 How Families Can Support
 Conversations and Questions
 Resources

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

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

 Identity Frames
 Reduced Intractability
 Co-Authorship of Identity
 Identity Socialization
Identity and Belonging

 Parallel
 Regressive
 Crossed
 Progressive
 Symbiotic*
R.T. Carter’s Model
Identity and
Social Interactions
* Not in Carter’s Model

Supporting Identity at School

Inclusive Classrooms
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

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

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

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

- 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?

Beyond the Classroom

Basic Definitions
The term affinity group is used as a
bringing together of people who have an
identifier in common, e.g. race, gender,
religion, family status, etc. Affinity groups
are for individuals who identify as members
of the group and can speak to the
experience of being a member of the group
from the “I” perspective.

Basic Definitions
The term alliance group is used as a
bringing together of people who have a
common commitment to an identifier group,
e.g. race, gender, religion, family status,
etc. Alliance groups are for individuals who
identify as members of the group and/or as
people who support and stand in solidarity
with that group.

Basic Definitions
The term interest group is used as a
bringing together of people who want to
learn about, share, and engage in a special
interest, e.g. hobby, skill, topic, etc.
Interest groups are for individuals who want
to gather to teach, learn, and share.
Membership can be fluid and changing.

Why Affinity Groups Are Great
 Safety and Comfort to be
Authentic
 Affirmation
 Critical Mass
 Identity Socialization
 Building Resilience
 Preparing to Engage
Deeply with Other Groups
 Empowerment Toward
Action

Process Break
• What is new, interesting,
or thought provoking?
• What are ways your child
feels supported in their
identities at school, and
what ways would you want
that support to improve?

Supporting Identity at Home

Early Awareness of Difference
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

When They’re Little
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

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
 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

Process Break
• What is new, interesting,
or thought provoking?
• What questions or
concerns do you have
about supporting your
child’s identity journey?

Talking With Your Kids
 Be explicit about your values
 Be open about your own
struggles
 Don’t stay silent
 100 1-Minute Conversations
 Relationship Based
Interruption

Questions and Comments

Presenter Information
Rosetta Eun Ryong Lee
Outreach Specialist
Seattle Girls’ School
1700 24th Ave S
Seattle, WA 98144
(206) 451-5233
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee

Maret School Supporting Positive Sense of Self

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