Marin Horizon School ID and CCC

Marin Horizon School
Rosetta Eun Ryong Lee
Seattle Girls’ School
I Learned Who I Was When…
Schools with Identity Development in Mind
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Agenda
 Identity Development
 Exercise: Up-Downs
 Break
 Theory: Models of Identity Development,
Schools, and Social Interactions
 Exercise: Case Studies

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

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).

National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee
• Stand proudly for your group
• Stand for as many groups
within one category
as applies to you
• If you are not standing,
cheer and applaud
the people who are
Exercise: Up-Downs

Debrief: Up-Downs
How did it feel to
stand and claim your
identities and
experiences? To be
applauded for them?
To applaud others for
their identities and
their experiences?

Break

 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:
Privilged Identities

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

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

Effect of Varying Identifications

Orientations Toward Ethnic Identity

Case Study:
Identity and Schools
Please read the assigned case
study, discuss what may be going
on, and how you might react as
individuals or as a school.
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

Marin Horizon School
Stretching the Inclusive Boundaries:
Cultural Competency Skills

Agenda
 Cultural Competency
 Communication Skills
 Focus on the Classroom
 Focus on the School Level
 Questions and Answers

Cultural Competency
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

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

 What is it?
 How is it Different from Intercultural
Communication?
 CCC Theories
– Face-Negotiation Theory
– Conversational Constraints Theory
– Expectancy Violation Theory
– Anxiety/Uncertainty Management Theory
– Communication Accommodation Theory
Cross Cultural Communication

Individual - Collectivistic
Low Context - High Context
Task - Relationship
Low Uncertainty - High Uncertainty
Vertical - Horizontal
Dimensions of Variability

 Personality Orientation
 Individual Values
- Allocentric
- Idiocentric
 Self Construal
- Independent
- Interdependent
 Individual Socialization
 Cultural Norms and Rules
Factors that Influence

Discussion: My Style
In hearing about
communication
differences, what would
you describe as your
cultural communication
style? Have you noticed
stark differences
compared to others?

Cultural Values
Norms, and Rules
 Values
 Value Priorities
 Norms of Behavior
 Non-Verbal
Communication

CulturalValueDifferences
RELATIONAL
Individualism
self-reliance, independence
(selfish)
Collectivism
group interdependence
(mindless follower)
Informality
directness, give and take discussion
(rude and abrupt)
Formality
indirectness, protect "face"
(stiff and impersonal)
Competition
individual achievement
(egotistical, show-off)
Cooperation
group achievement
(avoiding doing work or taking responsibility)
AUTHORITY
Egalitarianism
fairness, belief in equal opportunity
(being picky, on a soapbox)
Hierarchy
privilege of status or rank
(power hungry or avoiding accountability)
TEMPORAL
Use of Time
"Time is money"
(doesn’t get the important things in life)
Passage of Time
"Time is for life"
(lazy and irresponsible)
Change/Future
Adaptability ensures survival
(muckraker, stirs up trouble)
Tradition/Past
Stability ensures survival
(old-school, afraid of change)
ACTIVITY
Action orientation
"Make things happen"
(rushes without thinking)
"Being" orientation
"Let things happen"
(indecisive and slow)
Practicality
Efficiency is always best
(impersonal and unscrupulous)
Idealism
Always maintain principles
(naïve and impractical)

Exercise: Non-Verbal Violations
1: Please pick a partner and stand.
2: You and your partner will receive
different instructions for nonverbal
behaviors. Do not share the
information.
3: Begin to converse about your interests
and hobbies.
4: INCREMENTALLY dramatize the
nonverbal behavior.
5: Make note of thoughts or feelings you
experience.

Non-Verbal Violations: Partner 1
You signal respect by standing
physically close to your partner. Stand
Approximately 6 inches away from
him/her. You enjoy asking a lot of
questions to signal conversational
excitement and involvement. You also
like to touch your partner's arm from
time-to-time to signal approval for a
good idea.

Non-Verbal Violations: Partner 2
You signal respect by standing at
least an arm's length away from your
partner. You constantly check your
watch or the clock for fear of running
out of time in the conversation. You
also like to make loud sounds (ahs,
oohs, uh-huhs, sighs, etc.) to signal
your approval and great contentment
of the conversation.

Debrief: Nonverbal Violations
Did the INTENT of your described
behaviors allow you to display
them more enthusiastically?
What was the IMPACT of the
behaviors of your partner?
Did knowing that “odd” behaviors
may be part of the exercise
help you accept your partner’s
behavior?
In working with people from
various communities, what do
you take away from this
exercise?

Identifiers, Power,
and Communication
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact/
Microaggressions
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”

Discussion: Conflict Re-understood
Think about a recent conflict which you
now know to be true to be at heart a n
identity and power difference. Using
some of the terminology introduced,
discuss with a partner or group of three
what was going on to cause the conflict.

So What? Now What?

Examining the Self
 William Taylor’s Reflective Competence Model

1. What did you see/hear (raw data)?
2. What are your personal filters (cultural
values, norms, and identifiers)?
3. What was your interpretation of what you
saw/heard (inference)?
4. How did you feel as a result?
5. What do you want?
Checking Assumptions and
Interpretations: Steps to Analyze

1. How do you see materials
from this workshop applying
to your roles?
2. What questions do you still
have?
3. What are your personal action
steps?
Discussion:
How Will I Apply All This?

Focus on the Classroom
- 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

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?

Discussion
What are some ways we
practice inclusion in the
classroom and school
environment well? What
are some ways we can
do a better job?

You Win Some, You Lose Some

Focusing on the School

Developmental Stages From Exclusive to Inclusive

Cultural Proficiency Continuum

Organizational Development Model of Inclusion

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.

Schools Have ZPDs, Too!
Status Quo:
Reliance on what the
school does already
and naturally
Zone of Proximal
Development:
Mindful and strategic
change toward the
next stage of growth
Too Much, Too Fast:
Unrealistic demands
on the community

Identifying Growth Zones – The 5Ps
• Policy – Enumeration of the school’s diversity
commitment through mission, strategic plan,
handbooks, websites, etc.
• Programming – Diversity 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 diversity
efforts.

Assess and Reassess
 Demographic Trends
– Entrance Numbers
– Attrition Numbers
– Disciplinary Cases
– Academic Cases
– Financial Aid Breakdowns
 Climate Surveys
 Exit Interviews
 Programmatic Surveys
 Pre-Post Assessments
 Every 1-2 Years

Stretching the Inclusive Boundaries

Presenter
Information
Outreach Specialist
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@sgs-wa.org
http://tiny.cc/rosettalee

Identity Resources
• Carlos H. Arce, “A Reconsideration of Chicano Culture
and Identity”
• Atkinson, Morten, & Sue, “Racial/Cultural Identity
Development Model (R/CID)”
• Mindy Bingham and Sandy Stryker, “Socioemotional
Development for Girls”
• Vivienne Cass, “Homosexual identity formation: Testing
a theoretical model”
• William Cross, Shades of Black: Diversity in African
American Identity”
• Anthony D’Augelli, “ Identity development and sexual
orientation: Toward a model of lesbian, gay, and
bisexual development”

Identity Resources
• Erik Erikson, “Eight Stages of Man”
• J. E. Helms, Various Publications on Racial and Ethnic
Identity Development
• Jean Kim, “Processes of Asian American Identity
Development”
• James Maricia, “Four Ego and Identity Statuses”
• Suzanne Kobasa Ouellette, “The Three C’s of
Hardiness”
• Jean S. Phinney, “Ethnic Identity in Adolescents and
Adults: Review of the Research”
• Ponterotto & Pederso, Preventing Prejudice
• Maria P. P. Root, Various Works on Multiracial Identity

Identity Resources
• Patricia Romney, Karlene Ferron, and Jennifer Hill,
“Measuring the Success of Diversity Directors in
Independent Schools”
• Pedro Ruiz, “Latino/a Identity Development Model”
• Chalmer E. Thompson and Robert T. Carter, Racial
Identity Theory
• Alex Wilson, “How We Find Ourselves: Identity
Development and Two Spirit People”
• Christine J. Yeh, “The Collectivistic Nature of Identity
Development Among Asian-American College
Students”

Resources
 Joshua M. Aronson, Ph.D., “Improving Achievement &
Narrowing the Gap,” Learning and the Brain
Conference, Cambridge, MA, November 2003
 Allan G. Johnson, Privilege, Power, and Difference.
 Miss Representation, documentary film on media and
women
 United Nations Population Fund Statistics on Gender
Equality as of 2005
http://www.unfpa.org/swp/2005/presskit/factsheets/facts
_gender.htm
 Learning to be critically literate of mass media
http://www.medialit.org/
 Media Guide for Parents and Educators
http://www.commonsensemedia.org/

Gender Specific Resources
 Jennifer Bryan, various trainings and publications on gender
and sexuality diversity, From the Dress Up Corner to the
Senior Prom
 JoAnn Deak, Ph.D., Girls Will Be Girls: Raising Confident and
Courageous Daughters, How Girls Thrive
 Jackson Katz, Tough Guise, Wrestling with Manhood, The
Macho Paradox
 John Medina, Talaris Research Institute, various studies on
early gender differences in competition and play
 Mary Pipher, Ph.D., Reviving Ophelia: Saving the Selves of
Adolescent Girls
 Rachel Simmons, Odd Girl Out, Odd Girl Speaks Out, Curse
of the Good Girl
 Michael Thompson, Raising Cain, Speaking of Boys, It’s a
Boy!

Communication Resources
• “Stereotype Threat” by Joshua Aronson
• Brenda J. Allen, Difference Matters: Communicating
Social Identity
• William Gudykunst, Cross-Cultural and Intercultural
Comunication
• Milton Bennett, PhD, Intercultural Communication
Institute www.intercultural.org
• “Non-Verbal Communication Across Cultures” by Erica
Hagen, Intercultural Communication Resources
• Thiagi.com
• Thrive! Team Dynamics
• http://www.analytictech.com/mb021/action_science_
history.htm

Miscellaneous Resources
• Karen Bradberry and Johnnie Foreman, “Privilege and
Power,” Summer Diversity Institute, National Association
of Independent Schools, 2009
• Po Bronson and Ashley Merryman, Nurture Shock
• Kevin Jennings, GLSEN (Gay Lesbian and Straight Education
Network) www.glsen.org
• Allan G. Johnson, Privilege, Power, and Difference
• Johnnie McKinley, “Leveling the Playing Field and Raising
African American Students’ Achievement in Twenty-nine
Urban Classrooms,” New Horizons for Learning,
http://www.newhorizons.org/strategies/differentiated/
mckinley.htm
Michael J Nakkula and Eric Toshalis, Understanding Youth.

If We Have Extra Time…
(ha)

Developmentally Appropriate
Diversity Work

Younger Children
 Exposure Base
 Allowing Questions
 Gentle Guidance
 Modeling Comfort With Discussions
 Expanding Definition of What’s Possible
 Fairness, Kindness, and Rightness

Examples
 The Black Santa Story
 The Jackie Robinson Story
 What Makes a Family?
 Alternate Fairy Tales
 Dress-Up Corner
 Guest Speakers That Defy Stereotypes

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

Examples
 Class Mottoes
 Products of Puberty
 Barbie Math
 Nacirema
 What’s So Funny?
 Video Documentary Project
 Pay It Forward

Integrated or Stand Alone?

Both-And: Examples
Stand-Alone Opportunities
– Class Norms and Rules
– Getting to Know You
– Class Dynamics
– Identity Development
Integrated Opportunities
– Literature
– History
– Math
– Science
– Art
– PE
– And More!

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?”
 Heads Up Communication
 Resources and Language
 Clear Reiteration of Mission and Values
 Research and Your Expertise
 Explicit Communication of Parents’ Roles

Marin Horizon School ID and CCC

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