Seattle Girls' School Parent and Guardian Series: Supporting Your Girls in Ad...Rosetta Eun Ryong Lee
The document is a presentation for parents on supporting girls through adolescence. It discusses normal adolescent development, including physical, social, and emotional changes. It provides models of identity development and recommends ways for parents to boost their daughters' self-esteem, assist their search for identity, develop emotional intelligence, and teach moral values.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document summarizes a presentation on parenting with identity in mind. It discusses identity development models and how children learn about their identities at different ages. It provides tips for parents on discussing issues like diversity, current events, and personal experiences. The presentation emphasizes the importance of openly discussing values, asking questions to understand a child's perspective, and exposing children to diverse environments and role models to support a healthy identity development journey.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
Seattle Girls' School Parent and Guardian Series: Supporting Your Girls in Ad...Rosetta Eun Ryong Lee
The document is a presentation for parents on supporting girls through adolescence. It discusses normal adolescent development, including physical, social, and emotional changes. It provides models of identity development and recommends ways for parents to boost their daughters' self-esteem, assist their search for identity, develop emotional intelligence, and teach moral values.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document summarizes a presentation on parenting with identity in mind. It discusses identity development models and how children learn about their identities at different ages. It provides tips for parents on discussing issues like diversity, current events, and personal experiences. The presentation emphasizes the importance of openly discussing values, asking questions to understand a child's perspective, and exposing children to diverse environments and role models to support a healthy identity development journey.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
The document discusses strategies for increasing inclusivity and identity development in education. It covers topics like identity development models, dimensions of identity, increasing representation, facilitating student discussions, and developmentally appropriate approaches for different age groups. The presenter advocates expanding definitions of what's possible, discussing power and cultural differences, and ensuring students feel seen, heard, treated fairly and protected. The document provides resources for further reading on topics of identity, gender, communication and more.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
Lake Washington School District Parenting with Identity in MindRosetta Eun Ryong Lee
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
This document contains a presentation on parenting with identity development in mind. It discusses key stages of identity development for both marginalized and privileged identities. It provides tips for parenting at different child ages, including encouraging curiosity about differences in young kids, assisting with identity searches in pre-teens and teens, and having open conversations about struggles and values. The presentation aims to help parents support their children's healthy identity development.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
This document contains a presentation by Rosetta Eun Ryong Lee on inclusion in early childhood education. The presentation covers topics like cultural competency, increasing inclusivity, working with young children, and curricular approaches to teaching about diversity. It provides a timeline of children's awareness of differences and discusses ways to answer children's questions, include diverse representations in activities, and engage parents on issues of inclusion. The document also includes resources for further information on identity development, communication, gender, and general diversity topics.
Rosetta Eun Ryong Lee from Seattle Girls' School gave a presentation on inclusion in early education. The presentation covered developing cultural competency, increasing inclusivity, and working with young children. It discussed identifying dimensions of identity and culture, developing cultural awareness and intelligence, and countering oppression through inclusion. The presentation provided a timeline of early awareness of differences and oppression in children and suggested developmentally appropriate approaches to diversity work with young kids through exposure, allowing questions, gentle guidance, and expanding what is possible. It also addressed partnering with parents and stretching inclusive boundaries.
This document contains the slides from a presentation by Rosetta Eun Ryong Lee on inclusion in early childhood education. The presentation discusses increasing inclusivity, working with young children, developmental stages of awareness of differences, curriculum approaches to diversity, engaging parents, and resources for further information. The goal is to promote understanding and acceptance of diversity from an early age.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Rosetta Eun Ryong Lee from Seattle Girls' School gave a presentation on culturally responsive classrooms and inclusion in early education. The presentation covered cultural competency, increasing inclusivity, and developmentally appropriate practices for young children. It provided resources and examples for addressing questions about differences from students, curriculum approaches to promote exposure and understanding, and partnering with parents on these important topics. The goal is to create classrooms where all students feel included and comfortable discussing issues of identity, culture and fairness.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
This is a presentation I gave at the Conference for Global Transformation in San Francisco May 2008. It is an idea developed with my students in a hip-hop class in 2005.
Shamecca Perkins is a psychology and Spanish double major at the University of Virginia seeking internship and employment opportunities, particularly in areas involving children, psychological research, and medical research. She maintains a 3.47 GPA and has received multiple academic scholarships. Her relevant experience includes working as a research assistant in a lab promoting healthy adolescent development and volunteering for a 24/7 helpline service. She also lists skills in areas such as word processing, presentations, data analytics, project management, and Spanish.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
The document discusses strategies for increasing inclusivity and identity development in education. It covers topics like identity development models, dimensions of identity, increasing representation, facilitating student discussions, and developmentally appropriate approaches for different age groups. The presenter advocates expanding definitions of what's possible, discussing power and cultural differences, and ensuring students feel seen, heard, treated fairly and protected. The document provides resources for further reading on topics of identity, gender, communication and more.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
Lake Washington School District Parenting with Identity in MindRosetta Eun Ryong Lee
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
This document contains a presentation on parenting with identity development in mind. It discusses key stages of identity development for both marginalized and privileged identities. It provides tips for parenting at different child ages, including encouraging curiosity about differences in young kids, assisting with identity searches in pre-teens and teens, and having open conversations about struggles and values. The presentation aims to help parents support their children's healthy identity development.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
This document contains a presentation by Rosetta Eun Ryong Lee on inclusion in early childhood education. The presentation covers topics like cultural competency, increasing inclusivity, working with young children, and curricular approaches to teaching about diversity. It provides a timeline of children's awareness of differences and discusses ways to answer children's questions, include diverse representations in activities, and engage parents on issues of inclusion. The document also includes resources for further information on identity development, communication, gender, and general diversity topics.
Rosetta Eun Ryong Lee from Seattle Girls' School gave a presentation on inclusion in early education. The presentation covered developing cultural competency, increasing inclusivity, and working with young children. It discussed identifying dimensions of identity and culture, developing cultural awareness and intelligence, and countering oppression through inclusion. The presentation provided a timeline of early awareness of differences and oppression in children and suggested developmentally appropriate approaches to diversity work with young kids through exposure, allowing questions, gentle guidance, and expanding what is possible. It also addressed partnering with parents and stretching inclusive boundaries.
This document contains the slides from a presentation by Rosetta Eun Ryong Lee on inclusion in early childhood education. The presentation discusses increasing inclusivity, working with young children, developmental stages of awareness of differences, curriculum approaches to diversity, engaging parents, and resources for further information. The goal is to promote understanding and acceptance of diversity from an early age.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Rosetta Eun Ryong Lee from Seattle Girls' School gave a presentation on culturally responsive classrooms and inclusion in early education. The presentation covered cultural competency, increasing inclusivity, and developmentally appropriate practices for young children. It provided resources and examples for addressing questions about differences from students, curriculum approaches to promote exposure and understanding, and partnering with parents on these important topics. The goal is to create classrooms where all students feel included and comfortable discussing issues of identity, culture and fairness.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
This is a presentation I gave at the Conference for Global Transformation in San Francisco May 2008. It is an idea developed with my students in a hip-hop class in 2005.
Shamecca Perkins is a psychology and Spanish double major at the University of Virginia seeking internship and employment opportunities, particularly in areas involving children, psychological research, and medical research. She maintains a 3.47 GPA and has received multiple academic scholarships. Her relevant experience includes working as a research assistant in a lab promoting healthy adolescent development and volunteering for a 24/7 helpline service. She also lists skills in areas such as word processing, presentations, data analytics, project management, and Spanish.
Data is defined as “information in visible form.” But what information remains invisible? How and why does it matter? Education is all about messaging. Ultimately, the “invisible” messages we send and receive determine how we lead students to understand society and their place in it. Quantitative data is a tool of “othering.” It shapes the way we educate without taking into account the racialized systemic barriers students and teachers confront in the classroom. The popular education model used in social justice movements has proven that lived experiences matter just as much as any numerical statistic. Compassionate storytelling can empower the data you’re given, your leadership and your students.
This session will explore how racialized messaging is embedded in student data profiles as stories that frame an educator’s expectation of a student’s capacity to master specific content areas. Methodically collecting anecdotal information from your students can help you gain insight about what those numbers actually mean to your work and to their development. We will unpack the ways data messages reinforce internalized racism and subsequently impact our roles as gatekeepers. Your interpretation of the numbers is an opportunity to honor your students’ experience and show how those account matter more than the “flat” stories numbers often relay.
5 hour session delivered to members of the Pacific Northwest Association of Independent Schools. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to become the educator with whom all children thrive?
Arthur Chickering's theory outlines seven vectors of student development in college. The seven vectors are: developing competence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity. As students progress through college, they will develop in each of these areas through their experiences with people, events, and environments on campus. Chickering's theory provides a framework for understanding the various ways that students grow and change during their time in college.
Pete Swanson discusses self-awareness for leaders. He notes typical dynamics leaders face and questions to consider, such as assumptions made about others' intentions and how one's attitude can influence a conversation. Swanson discusses impacting your sphere of influence through conscious and mindful application of mindset, behavior, and impact on others. He contrasts intent versus impact and changing 5 things to better align the two. Numbers are provided as examples, and the roles of self and role are mentioned in considering perspectives from the balcony and dance floor levels.
This workshop discussed the content and instructional methodology of Harlem Educational Activity Fund's social identity class for high school students.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
Online Communication: intent vs. impactTodd Conaway
This document discusses the difference between intent and impact in online communication. It notes that while the intent of a message may be clear, honest, reflective, or pleasant, the impact could be different depending on how it is received by others. The document suggests considering what the impact will be before posting online as messages may be interpreted differently than intended. It highlights the need to think about both intent and impact for effective online discussion.
Who we are as racialized beings and how we see ourselves is a complex matrix of biology, psychology, and socialization. Why is it that some of us know who we are and walk through the world with confidence and self love, while others of us struggle to do so? Explore identity development through theory and individual experiences, and discover the crucial role school can play in the healthy racial identity development of youth and other members of the school community.
The experiences of college students have been researched for decades. Many scholars have looked at a variety of issues, such as what benefits a college education brings, how and in what ways students develop and mature in college, which kinds of college experiences tend to be positive or negative, and what leads to a person dropping out or leaving college, to name a few. Many theories have emerged over the years that illuminate various aspects of the college experience. Each of them contributes to an overall understanding of a student’s experience in college. Five in particular are very useful in exploring the first-year experience: Chickering’s Seven Vectors of College Student Development, Perry’s Nine Positions of Cognitive Development, Tinto’s Model of Institutional Departure, Kohlberg’s Six Stages of Moral Development, and Schlossberg’s Transition Theory. These five theories, in combination, provide a well-rounded understanding of the general college experience.
In their 40 page article, Stella Ting-Toomey and Leeva Chung discussed the factors that affect the formation of our ethnic and cultural identities, the role of the family as a framework of our society and possible scenarios when an individual migrates/encounters a different culture.
The Bonner Program aims to support student development through meaningful service placements, training, and reflection. The program expects students to grow in their knowledge, skills, and ability to create positive change during and after college. Students explore issues through immersive community experiences and deepen their commitment to service over time, taking on more sophisticated roles. Student development also occurs through cornerstone activities, exchanges with other programs, skills training, and reflection.
This document provides an overview of student development theory. It discusses several influential theories including psychosocial theories proposed by Freud and Erikson, Chickering's vectors, Sanford's challenge and support theory, and student involvement/engagement theories from Astin, Tinto, and Kuh et al. Key aspects of various theories are summarized such as Erikson's psychosocial stages of development and Chickering's seven vectors. The document also outlines reasons why student development theories are useful, such as informing decision making and interpreting student behavior.
This document introduces concepts related to culture and cultural variability. It defines culture and discusses how culture is dynamic and variable over time and place. It presents Geert Hofstede's model of cultural dimensions, including individualism-collectivism, power distance, masculinity-femininity, uncertainty avoidance, and long-term vs. short-term orientation. It also introduces the concept of acculturation that occurs in plural societies and discusses strategies for acculturation, including integration, assimilation, separation, and marginalization. The goal is to apply these cultural concepts to understanding Aruba's multicultural context.
The Significance of Racial Identity in the Development of African American Children is a presentation I have done on how a strong sense of belonging to one's ethnic/racial group, an understanding of group history, and participation in group cultural activities contributes to positive child development in African American and Native American children.
This document discusses cultural identity development and James Banks' six stages of ethnic identity development. The stages progress from ethnic psychological captivity, where one has a monocultural experience and suffers stereotypes, to stages of reinforcing cultural identity, biethnicity, multiculturalism, and ultimately developing global identities and competencies. The document suggests considering what stage of cultural identity development oneself and one's friends are at and whether this perspective would change how one views friends.
Lecture 3 culture and diversity culture and identityNevzat Yildirim
This document discusses culture, identity, and their relationship. It defines culture as patterns of living, customs, traditions, and values shared by a group. Identity is defined as an individual's self-concept derived from their socialization. The document explores how culture and identity are influenced by factors like globalization, immigration, and technology. It examines theories of cultural and racial identity development and how social group membership can influence behaviors, opportunities, and self-perceptions.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document contains the agenda and slides from a presentation by Rosetta Eun Ryong Lee on increasing inclusivity in multicultural teaching. The presentation covers developing inclusive classrooms and curricula for students of all ages by addressing issues of representation, communication, fairness and protection from oppression. It provides developmental frameworks and examples of lessons, activities and resources for integrating diversity concepts for young children through high schoolers.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
The document discusses parenting to support children's identity development. It covers topics like early awareness of differences, supporting children of different ages, discussing current events and personal incidents, assisting their identity search internally and externally, and provides resources on identity development models and topics. The presentation aims to help parents understand identity development and how to foster it through open communication and providing exposure to different communities and experiences.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
This document summarizes a presentation on parenting with identity development in mind. It discusses models of identity development, how children develop awareness of differences from a young age, supporting children's identity development at different stages as they grow, having conversations about difficult topics, and resources for further information. The presentation provides strategies for parents to assist their children's identity search and development in age-appropriate ways.
This document contains a presentation by Rosetta Eun Ryong Lee on parenting with identity development in mind. The presentation discusses models of identity development, how children develop awareness of differences from a young age, strategies for discussing issues related to identity as children grow, and ways to support a child's identity search and development. It provides advice on talking to children about current events, hate, personal incidents and more. The document also includes an extensive list of resources on identity development.
This document contains a presentation by Rosetta Eun Ryong Lee on parenting with identity development in mind. The presentation discusses models of identity development, how children develop awareness of differences from a young age, supporting children's identity searches as they grow through early, middle and late childhood/adolescence. It provides tips for discussing current events, personal incidents and more with children. The document also includes an extensive list of resources on identity development.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
This document contains a presentation by Rosetta Eun Ryong Lee about parenting with identity development in mind. The presentation discusses various models of identity development, how parents can support their children's identity journeys at different ages, and strategies for discussing issues like diversity, current events, and personal incidents. It provides tips for assisting children's identity searches both within and outside the family, as well as questions parents can ask themselves and resources for further information.
Similar to PGIS3 Supporting Your Girls in Adolescence (20)
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How do we learn about our various group identities like female, African American, Buddhist, gay, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document outlines Rosetta Eun Ryong Lee's holistic approach to diversity, equity, and inclusion. Her approach focuses on heart, head, and hands. The heart orientation involves empathy, perspective, and relationships. The head orientation includes knowledge, awareness, and systems thinking. The hands orientation centers around capacity building, consciousness raising, and adaptation. Lee facilitates discussions to help participants understand their own identities, experiences, values, and motivations in relation to diversity and equity issues. She encourages deep listening and sharing in small groups to build understanding and relationships. The goal is to thoughtfully consider what communities need and how to have meaningful conversations around important topics.
Who We Are and As We Are: Identity Based Leadership for Diversity, Equity, and Inclusion
In this day-long session, you will engage in exploring your own identities, the journey that got you here, and how it affects your interactions with students, colleagues, and families. Building on that learning, you will engage in learning and sharing best practices for cultivating leadership in others, ensuring voice in DEI conversations, and institutionalizing DEI as a habit as well as a professed value. Whether you are a DEI leader in school or in another role wanting to make DEI a core part of your practice, this day will provide opportunities to self-reflect, learn from others, and walk away with actionable strategies.
3.5 Hour Session with division leaders and DEI leaders of Spence School. Process for identifying strengths of existent programming and ideating improvements for a K-12 identity development scope and sequence.
The document discusses gender and sexuality diversity. It begins with definitions of key terms like biological sex, gender identity, gender expression, and transgender. It then discusses how gender is typically portrayed and outlines a more inclusive paradigm. The document shares the mission and beliefs of Seattle Girls' School, and how it has worked to be more welcoming through education, examination, planning, implementation and adaptation. Examples of changes at SGS include admissions, forms, introductions and curriculum to be more inclusive of all identities. The presentation concludes with discussion questions and resources for further information.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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PGIS3 Supporting Your Girls in Adolescence
1. Thought Bubble As you enter and settle, please think about your adolescent years. What do you remember? What were you like? What was your relationship like with your parent(s) or guardian(s)? What was school like? What were your greatest hopes or fears? Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
2. Seattle Girls’ School Parent/Guardian Information Series Session Three: Supporting Your Girls in Adolescence November 9, 2010 Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
3. Introductions Warm-Up Questions As you think about your own adolescence, what were the most critical factors in making that time for you wonderful, terrible, forgettable, etc.? What tools would you like to get out of our session today? (Please jot down your questions on a note card) Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
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5. Disclaimers and Other Food for Thought Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
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7. Adolescence “ Teenagers [are like] people constantly on LSD. People on acid are intense, changeable, internal, often cryptic and uncommunicative, and, of course, dealing with a different reality.” Mary Pipher, Reviving Ophelia Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
8. Changes Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
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14. Mixing it Up My girl is: Seemingly very much in girlhood Flirting with teen behaviors Off and on tween and teen Thick in adolescence I have no idea Please gather in affinity groups. Meet, chat, clarify. How do you see your girl’s social, emotional, racial/ethnic, etc. identity manifesting itself in your interactions and her behavior? How do you support her? Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
15. Break Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
16. Supporting Our Girls Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
17. Special Considerations Sexy --- Slutty Powerful --- Bitchy Smart --- Bookish Cheerful --- Uncool Confident --- “All That” Athletic --- Jocky Close to Friends --- Lesbian Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
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23. Questions and Answers Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
24. Coming Soon to a Parent/Guardian Program Series Near You… Math Night Alternative Aggression (Female Bullying) Sex Ed Programs Transitioning to High School Decision Making for Adolescents And More! Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
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31. Thank You! Have a fantastic evening! Rosetta Eun Ryong Lee http://sites.google.com/site/seattlegirlsschoolinfoseries/home
Editor's Notes
Target Audience: All Families
Keep in Mind - material speaks in generalities and norms. Girls, their social development, etc. can fall outside of the information given, and they are completely normal. Making blanket assumptions are dangerous, and norms do not define normal or good. Gender norms can easily become Sexism. Adolescent norms can easily become adultism.
Mary Pipher Period of overgeneralization. Overgeneralization. One affront = I have no friends. One good grade = academic diva. Uncle says I would make a good nurse = I should become a nurse. One friend gets a ride to school = everyone gets a ride to school. A quirky habit of a parent = everyone thinks you’re a dork. A few household chores = I do all the work around here. Girls deal with painful thoughts, discrepant information, and cognitive confusion in ways that are true or false to the self. The temptation is to shut down, to oversimplify, and to avoid the hard work of examining and integrating experiences. Girls who operate from a false sense of self often reduce the world to a more manageable place by distorting reality. Cults = someone does thinking for you. Anorexia = everything comes down to weight.
Mary Pipher Period of overgeneralization. Overgeneralization. One affront = I have no friends. One good grade = academic diva. Uncle says I would make a good nurse = I should become a nurse. One friend gets a ride to school = everyone gets a ride to school. A quirky habit of a parent = everyone thinks you’re a dork. A few household chores = I do all the work around here. Girls deal with painful thoughts, discrepant information, and cognitive confusion in ways that are true or false to the self. The temptation is to shut down, to oversimplify, and to avoid the hard work of examining and integrating experiences. Girls who operate from a false sense of self often reduce the world to a more manageable place by distorting reality. Cults = someone does thinking for you. Anorexia = everything comes down to weight.
Mary Pipher - Academic, Physical, Emotional, Thinking, Social, Spiritual Selves all in flux and all developing at different paces! Joanne Deak - Peers become really important. Starting to pull away from parent(s). Seeking personal power. Wide range of behaviors fit under the “normal for this age” category.
Chart - Erikcson on front, Bingham-Styker on back Oulette’s 3 Cs of Hardiness
Transitory Years - Baskin Robbins: taste every flavor in order to discover which ones you like and which ones you don’t like. Friendship Clusters - likes flavors with nuts in them - pistachio, maple walnut, butter pecan, almond mocha. Not that she doesn’t like other flavors or doesn’t appreciate differences - she just likes these better. Different than cliques - these are more accepting and more fluid. This cluster doesn’t freak if bubble gum ice cream approaches them in the mall. Beginnings of real friendships and relationships. Best Friends - butter pecan is far away the best. Some come close, but nothing compares. 24/7 - spend all day at school together, come home and call friend right away. Practice time for choosing a mate or partner later in life. Learns to act in an intimate relationship. Generalists never need this intimacy. They are wired to appreciate all flavors and keep social nets wide open. Cliques - Girls replace the stability offered by the anchor of adults with cliques. Surrounding oneself with others that look alike, talk alike, and act alike makes the world feel safer and allows this movement away from the influence of significant adults more comfortable. The more impermeable and wielding of power the clique is, the more insecure the members are. The clique cocoon helps stabilize its occupants until they are strong enough and independent enough to stand outside of the group, or somewhat alone. The task of adults in the sphere of influence of cliques is, first, to accept its important function, and second, to draw the line when a clique’s influence moves from the unpleasant to downright unhealthy. **** girls produce the most testasterone in middle school years (hormone of aggression and risk taking) Interest-Based Friendship Groups - based on shared interests, passions, or philosophies. Friends are now boys and girls. Nonexclusive: some interest cross-over. Benefits of clusters and cliques without the downside: acceptance, activity, and social creativity, without insecurity, narrowness, and meanness.
Chart - Racialized and Ethnic Identity Development for People of Color (front) Pre-Encounter, Encounter, Immersion/Emersion, Internalization Racialized and Ethnic Identity Development for Whites (back) Pre-Contact & Contact, Disintegration, Reintegration, Pseudo-Independent, Immersion/Emersion, Autonomy Chart - Phinney’s Model of Ethnic Identity Formation Unexamined Ethnic Idenity, Ethnic Identity Search/Moratorium, Ethnic Identity Achievement Chart - D’Augelli’s Model of LGBQ Identity Development Exiting Heterosexual Identity Developing a Personal LGBQ Status Developing a Social LGBQ Identity Becoming an LGBQ Offspring Developing a LGBQ Intimacy Status Entering an LGBQ Community Handout - Ecological Framework for Understanding Multiracial Identity Development
Girls do not lie less than boys. Older kids lie more than younger kids. Introverts lie less than extroverts. (Teachers score 60%, Parents own kids slightly better than chance). Bad act + lie. Bad act gets punished but lie does not co st extra. Children think lying is worse than adults. As they get older, they excuse lies more. Kids who can tell lies from truth better lie more. Young kids swearing = lie because both get punished. Before opportunity to lie, story of boy who cried wolf vs Washington & cherry tree, Constant threat of punishment = better lies. They go for broke because consequences are true. You won’t get into trouble. I won’t be mad at you. OK.I won’t be mad at you, and you’ll feel better about yourself. Better. I won’t be mad at you, and I will be proud and happy that you told truth. Great White lies and tattling. Lying is to be expected, but not to be disregarded. Parent entrapment, testing kids’ honesty unnecessarily Teen Rebellion. Lie = preserving relationship. When kids realize how much they lie, they are not proud. Permissive parents don’t hear more about the truth of their teens. Kids view permissive parent as not caring as much. Most lies = withhold information (independence). Going to parents (forced or voluntary) shows weakness. 14-15, slightly stronger in 11 than 18 Most consistent in enforcing rules few rules, clear, why. Other spheres did not control. Most conversation, least lies. Boredom starts in 7 th grade and goes throughout high school. Time wise study = 6 weeks, upkeep for 3 years, booster classes. Busy kids sometimes bored because 1) activities are parent’s demand, not self passion or 2) so used to time being filled by others, don’t know what to do. Results dissipated for the most part (no longevity) about 6 months on. Reward/pleasure principle children always got pleasure, regardless of size. Adults small pleasure, small reward, etc. Teens, no or lower response for smaller or medium. Large reward = super large response. Interestingly, pleasure spike suppresses prefrontal cortex. Some teens wired to take big risks. Low dopamine receptors (need more stimulus), high oxytocin (sensitivity to others’ opinion). Test of good idea, bad idea. Bad idea (biting down on light bulb, swallowing cockroach, etc.) adults have automatic emotional response. Teens weigh it in the logic part of the brain. Opinion survey results displayed anonymously to ot her teens triggered fear. Arguing = opposite of lying. Philipino teens arguing with parents. Not about parents’ authority, about rules. Moderate conflict = good social adjustment. Dual narrative of the teen. How many of them are pretending? (apathy because caring is not cool, lie because telling truth is not norm, dislike parents because liking parents is not cool) Cognitive abilities performance Analysis primary mode of decision-making Competence use of that competence
You must be this to be accepted, but you cannot be too much so, because that is not acceptable. No one knows where the boundaries are, so girls walk very tentatively along this knife’s edge. Naomi Wolf (Promiscuities) - Common and natural sexual curiosity, infatuation, admiration, and intimacy found among adolescent girls – the building anticipation of those feelings transferring to boys. Simultaneous excitement and sadness about the loss of intimacy among girls, which is inevitable./Continuum of women’s sexuality. Beyond a certain point of sexual power and liberation, she is deserving of violence and dehumanization. She can be cast out and killed both physically and emotionally./The acceptable promiscuity of white middle class sub-urban sexuality – it happens, but it happens quietly, out of sight, and outside of mainstream public face, which is pristine, neat, and “nice.” Those who fall outside of these norms are called “sluts.” Magic, Supernatural Power - obsession with Ouija Boards, witchcraft, cults. Perhaps meaning of the universe can be found in these magical charms, spells, and spirits. Tolkien novels, Lloyd Alexander novels, Harry Potter series. These all deal with young people, common people, discovering the existence of ACTUAL power and learning to wield it wisely through trials and tribulations. Kids sense that they are living mundane lives without personal power, but they have a sneaking suspicion that they are unique in the universe and have great power, if only “life” would happen. Adoptees become obsessed with learning about “real” parents. Principal - dress code - kids these age need something to resist. I’d rather give them this simple thing to resist than open up the resistence to bigger, more serious matters. A whole lot of “why”s” - why do I have to do this, why do you always, why not, etc… Joanne Deak - “I think that the only reason we teenagers rely so much on what our friends say is because we are testing what our parents taught us, to make sure it was right.” – Elizabeth, 17. Resiliency and Vibrancy - Stuck between not supporting our girls through emotional and/or social landmines and treating them so tenderly a la Nation of Wimps. Very few girls retain resiliency and vibrancy. You can tell who has retained vs regained her vibrancy.
• Non-Verbal Communication – breakdown of some major categories of non-verbal communication as well as some differences you will find across different cultures. • Cultural Value Differences – some differences in cultural values around categories like relational and temporal. These differences can sometimes lead to major miscommunication and conflict due to value judgment. • 7 Criteria for Values – useful in thinking about values and value systems. I personally believe that TRUE values are never bad, but we tend to judge others based on their value PRIORITIES. The 7 criteria reminds us what makes a value a value and hopefully steers us clear of believing them invalid for someone else. • Values Definition Table – several values and basic definitions. I have found this table useful in values clarification exercises and conflict resolution for the sake of verbalizing what is at the root motivation of actions and statements that lead to conflict. (The last two documents are part of something I developed for an ethics primer for middle school and high school students. If interested in more, please go to http://www.nwabr.org/education/ethicslessons.html#PR . Though the organization is biomedicine focused, the primer is very cross-curricular.) • Yin-Yang Telephone – Direct and Indirect Communication • Whispers – Distractions and Internal Monologues of Intercultural Communication • Left Column Communication – Separating the actual observable data and internal thoughts, feelings, interpretations, and inferences. Includes theory, example, and blank form. • Non-Verbal Violation – Activity designed to demonstrate the discomfort and offense caused by conflicting nonverbal cues and norms. Wonderful activity developed by a fantastic facilitator, Stella Ting-Toomey. • Communication Exercises – I developed this series of communication activities to kick off my school’s all-school anti-bias programming. They are activities designed to demonstrate one-way and two-way communication, importance of objective and careful listening, dialogue and debate (supportive and defensive forms of communication), and intercultural communication and conflict. They were developed for 6th-8th graders, but I have used these exercise with adults with minor adjustments and deeper reflection questions. • Effective Interventions – Material I used in my classroom to give students some tools around interrupting offensive remarks, jokes, and slurs. You may find it a little puerile to use with adults, or you may find it a resource accessible to anyone. No matter what, I hope you find it a useful talking point for people looking to apply oppression, privilege, and power understanding to everyday situations. • Growing As an Ally – A complementary piece I used with “Effective Interventions” to give students tools around being an ally rather than, well, the self-righteous jerks they were being with each other at times. Gives thinking and doing points for folks eager to enter the world of allyship. • Book: Kiss, Bow, or Shake Hands by Morrison and Conway. Although meant for the business traveler, this book makes a handy resource for looking up general customs and norms of several countries. Use with caution, of course, that you are using it as an FYI starting point rather than an idiot’s guide to intercultural communication.