Marin Horizon Board Cultural Competency and Identity Development

Marin Horizon School
Rosetta Eun Ryong Lee
Seattle Girls’ School
21st Century Cultural Competency:
an Educational Imperative
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Goals for the Day
Basic Definitions
Shifting the Paradigm
Identity Development
Next Steps

Basic Definitions
Diversity: Difference, Variety
Diversity is Value Added:
Business Portfolio
Biodiversity
Creativity
Innovation

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).

Basic Definitions
Inclusion: A sense of belonging,
worthiness, and value one feels in an
organization
Are you an owner or an employee?
Are you “in the family” or are you a guest?

Inclusion Parable:
The Giraffe
and the Elephant

Basic Definitions
Equity: providing opportunities and
access to all so that every person can
achieve his/her full potential. Equitable
treatment involves acknowledging
diversity, recognizing and celebrating
our differences, and eliminating the
barriers that prevent the full
participation of all peoples.

Equality vs Equity
Everybody gets a shirt versus everybody
gets a shirt that fits.
Giving everybody some insulin in
equality. Giving only people who are
diabetic some insulin is equity.
What is “fair”?

Equality vs Equity

Culture [consists] primarily of the
symbolic, ideational, and intangible
aspects of human societies… It is the
values, symbols, interpretations, and
perspectives that distinguish one
people from another.
James A. Banks
What is Culture?

Cultural Competency:
Many Models
Cultural competence is a set of
congruent behaviors, attitudes and
policies that come together in a
system, institution or individual and
enable that system, institution or
individual to work effectively in cross-
cultural situations.
Terry Cross

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

Cultural Competency: Key Elements
Value Orientation
Diversity as Value Added
Respect
Relationships
Equity
Thought Orientation
Knowledge
Awareness
Systems Thinking
Action Orientation
Consciousness Building
Capacity Building
Assessment
Adaptation

21st Century Education and Excellence
 Critical Thinking
 Collaboration
 Communication
 Creativity
 Cosmopolitanism

An Educational Imperative
The Moral Case
The Academic Case
The Economic Case
Institution Excellence
Teacher Excellence
Student Excellence

Process Break
What is your (and the
school’s) current
statement or
understanding of cultural
competency? How do
you (or the school) apply
this term in your (or the
school’s) daily life?

Break

From Exclusive to Inclusive:
Developmental Stages

Milton Bennett’s
Developmental Model of Intercultural Sensitivity

Hallmarks of Earlier Phases
 People feel pressure to fit in
 People fear speaking up
 “Who you know” is more important than “what you
know” (relationship-based culture)
 You only trust those closest to you (cliques)
 Denial of differences is considered a virtue (“we
don’t see differences here”)
 It’s hard for outsiders to learn the rules (sink or
swim to prove yourself)

Hallmarks of Later Phases
 People can bring their full selves to school
 The school encourages and welcomes people to
contribute different opinions and points of view
 There is a performance driven culture
 People form dynamic and diverse groups (trust)
 Differences are seen as additive and productive
 Success is explicitly defined, and the school supports
people in achieving it
 The school has an interactive culture
 People have the competencies to adapt to different
cultural contexts.

The 5Ps of Institutional Cultural
Competency
• Policy – Enumeration of the school’s cultural
competency commitment through mission, strategic
plan, handbooks, websites, etc.
• Programming – Cultural competency training and
programming for all constituencies (board, admin,
faculty, staff, students, families, etc.). Diversity and
inclusivity curriculum.
• Practice – Consistent and meaningful revisit of policy
and programs. Climate assessments, proactive
changes, and meaningful responses to incidents.
• People – Critical mass of people who are supportive
AND active on all levels.
• Pecuniary – Funding, people, and time allocated in the
strategic plan and daily life for supporting cultural
competency efforts.

Our School, Our Children
Old School Diversity or
21st Century Cultural Competency?

Where is your school
in the progression
toward inclusion and
cultural competence?
Where are the
greatest areas of
growth?
Process Break

 What is it?
 What are the
various dimensions
of identity?
 Why identity
development?
Identity Development

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

 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

Your Own Identity Journey
How have you come to
understand some of your
marginalized identities? How
about the privileged ones?
What experiences moved you
into new ways of thinking
about who you are?

 Identity Frames
 Intractability
 Positive and Negative Encounters
 Co-Authorship of Identity
 Identity Socialization
Identity and Cultural Inclusion

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
 Find out what they’re actually asking
 Find out why they’re 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

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

Effect of Varying Identifications

Orientations Toward Ethnic Identity

Taking it Home
 What did you learn today
that was new, helpful, or
thought provoking?
 How do you want to take
your learning into your
work and relationships
with one another and with
the school?

Final Questions or Comments?

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

Cultural Competence and Educational
Excellence
 "How Diversity Affects Teaching and Learning Climate of Inclusion has a
Positive Effect on Learning Outcomes," by Sylvia Hurtado. 2, 3, 5
http://www.diversityweb.org/research_and_trends/research_evaluation_impac
t/benefits_of_diversity/ sylvia_hurtado.cfm
 University of Michigan . Gratz v. Bollinger, et al., No. 97-75321 (E.D.
Michigan), Grutter v. Bollinger et al., No. 97-75928 (E.D. Michigan). 1 "The
Educational Value of Diversity." Center for Institutional Diversity.
 "Who Benefits from Racial Diversity in Higher Education?" by Mitchell J.
Chang, Associate Dean of the College of Liberal Arts, Loyola Marymount
University, and Alexander W. Astin, Director, Higher Education Research
Institute, University of California- Los Angeles. 2, 3
http://www.diversityweb.org/Digest/W97/research.html
 "Fostering Intercultural Harmony in Schools Research Findings." Report,
prepared by Kathleen Cotton, Northwest Regional Educational Laboratory,
Portland, Oregon, 1993. "Cooperative Learning, Multicultural Functioning and
Student Achievement. San Bernadino, CA: San Bernadino School District,
1990. 2, 4 http://www.nwrel.org/scpd/sirs/ 8/topsyn7.h

Marin Horizon Board Cultural Competency and Identity Development

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