How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? 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 model authentic leadership as our whole selves, demonstrate strength in vulnerability, and co-author peers' identity as well as our own. Examine how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.

1. Phillips Academy Student Leaders
Seattle Girls’ School
Rosetta Eun Ryong Lee
Authentic Leadership:
Identity, Inclusion, Allyship, and Courage
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

2. About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

3. Agenda
 Our Full and Authentic Identities
 Activity: Up-Downs
 Understanding Another’s Experiences
 Activity: Caucus Groups
 Allyship and Solidarity
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

4. My Full Self
Person of Color
Asian
Korean
American
44 Years Old
Raised with Buddhism
Raised with Christianity
Spiritual
Queer/Bisexual
Female Bodied
Female Identifying
Gender Nonconforming
Mostly Able Bodied
Mostly Able Minded
Raised Working Class
Professional Class
Immigrant
Boston Native
English Speaking
College Educated
Educator
Activist
Loving Wife
Daughter, Sister, Aunt
Learner
And More…
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

5. 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).
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

6. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

7. Birth Status
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8. Place of Birth or Upbringing
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9. Racial/Ethnic/Cultural Heritage
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10. Religion
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11. Socioeconomic Class
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12. Gender
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13. Sexual Orientation
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14. Ability
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15. Private Identity
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

16. Debrief: Who Am I?
How did it feel to claim
various identities and
experiences? What did it
feel like to be applauded for
your identities and
experiences? To applaud
others? Did you learn
anything new, interesting,
or surprising?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

17. Food Break
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18.  Identity Frames
 Intractability
 Co-Authorship of Identity
Identity and Cultural Inclusion
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19. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

20. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

21. Inclusion: Respect, Affirmation, and
Authentic Relationships
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

22. The Power of Empathy
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

23. Caucus Groups
 Think about your various identities, and which
ones hold much importance to you.
 Which one of your identities do you feel most
moved to advocate for and educate around?
 You will be answering the following prompts:
– What we never want people to say, think, or
do towards our group is…
– What we want you to know about our group
is…
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee

24. Caucus Groups Formation
 Groups Identified
 Locations Assigned
 Caucus Groups
Meeting Time
 Caucus Group
Report Outs
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

25. Caucus Groups/Locales:
 Students of Color
 Queer People
 International Students
 Students on Financial
Aid
 Practicing Religiously
 Struggling with Mental
Health
 Students with
Cognitive Disabilities
 Mixed Race Students
 Students Who Work
Outside of School
 Introverted Students
 Day Students
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
What we never want people to say, think, or do
towards our group is…
What we want you to know about our group is…

26. Caucus Groups Work Time
Please respond to the following prompts and record
responses:
– What we never want people to say, think, or do
towards our group is…
– What we want you to know about our group is…
Keep in Mind:
Write down all answers to prompts.
Think about which items you’d like to share with the
larger group.
Everyone in the group is invited to stand together.
Decide who will share items and how.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

27. Caucus Group Report Outs
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28. Debrief: Caucus Groups
What information was new,
informative, moving, etc. to
you?
How does this information
change what you will think or
do in the future?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

29. An Ally Is…
“a person who is a member of the dominant or
majority group who works to end oppression in
his or her personal and professional life
through support of, and as an advocate with
and for, the oppressed population”
Washington and Evans, Becoming an Ally
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

30. An Ally Is…
“Someone who doesn’t have to stand up for
someone else, who might even lose something
if they do, but they do it anyway because they
know it’s the right thing to do”
Anna, 6th Grader
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

31. Bystander to Ally
Karen Bradberry, PhD
Active Passive Passive Active
Agent Bystander Ally
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

32. Debrief: Advocacy and Allyship
What action can you take to
become a better advocate for
yourself?
What action can you take to
become a better ally for
others?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

33. Inclusive Communities
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34. Stubborn Ounces
(To the One Who Doubts the Worth of Doing Anything If You Can’t Do
Everything)
by Bonaro W. Overstreet
You say the Little efforts that I make
will do no good: they never will prevail
to tip the hovering scale
where Justice hangs in balance.
I don’t think I ever thought they would.
But I am prejudiced beyond debate
in favor of my right to choose which side
shall feel the stubborn ounces of my weight.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

35. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

36. 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”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

37. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

38. 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”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

39. 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.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)