Allen-Stevenson School Conversation with Leaders

Allen-Stevenson School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Beyond the Why and Into the How:
Stretching the Inclusive Boundaries in Our Classrooms
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Agenda
 Cultural Competency
 Increasing Inclusivity
 Focus on the Classroom
 Questions and Answers

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).

Experiences Across Difference
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact/
Microaggressions
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”

What Can We Do
to Increase Inclusion and Safety?
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 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?

You Win Some, You Lose Some

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

Stretching the Inclusive Boundaries

Understanding the Case
for Diversity and Inclusion
 The Moral Case
 The Academic Case
 The Economic Case

6Cs of 21st Century
Education and Excellence
 Critical Thinking
 Collaboration
 Communication
 Creativity
 Cosmopolitanism/Cross-Cultural
Competency

Developmental Model of Intercultural
Sensitivity (DMIS) Schematic

From Exclusive to Inclusive:
Developmental Stages

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

Getting There From Here:
Life Cycle of Initiatives
Abe Wehmiller, NAIS Summer Diversity Institute

Success vs Failure of Initiatives
------ + Consensus + Skills + Incentive + Resources + Action Plan = Confusion
Vision + ------ + Skills + Incentive + Resources + Action Plan = Sabotage
Vision + Consensus + ------ + Incentive + Resources + Action Plan = Anxiety
Vision + Consensus + Skills + ------ + Resources + Action Plan = Resistance
Vision + Consensus + Skills + Incentive + ------ + Action Plan = Frustration
Vision + Consensus + Skills + Incentive + Resources + ------ = Treadmill
Vision + Consensus + Skills + Incentive + Resources + Action Plan = Change
*Adapted from T. Krosier’s “Managing Complex Change.”

Concentrating on the People:
Recruitment TO Retention

Stages of Recruitment to Retention
 Recruiting
 Interviewing
 Admitting/Hiring
 Starting before the first school year begins
 Conducting professional development
 Mentoring and collaborating
 Assessing, supervising, observing and evaluating
 Granting tenure/permanence/leadership
 Sustaining the connection
 Developing career-long learners
 Renewing and reorienting

Leveraging Your People
 Back up your enthusiasts 15-20%
 Sanction outright resisters 15-20%
 Work on your 60-70%
 Be authentic about where you are
 Support your pioneers
 Cultivate your voice of conscience
 Contribute your stubborn ounces
 Constantly reference your mission

Keeping Up To Date:
Assessment and Training

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

Cultural Competency Skillsets
 Identity Development
 Cross Cultural
Communication
 Intercultural Conflict
 Bias, Power, and Systems
 Privilege and Allyship
 School Culture and Change
 Inclusive Curriculum
 Leading and Following
 Cultural Adaptation

Doing It on a Budget
 Free Climate Surveys
 Survey Monkey
 Word Clouds
 Task Forces
 Online Courses with
Cohorts
 Post Conference Share-
Outs and Trainings
 Book Discussion Groups
 Expertise Exchange
 Forming Consortia With
Other Schools

Resources Available
at tiny.cc/rosettalee
 Common Vocabulary
 Assessment Tools From Various Organizations
 Links to Resource Websites
 Professional Development Options
 Must Read Books
 Can’t Find What You’re Looking For? Contact Me!

Making Choices, Setting Priorities

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

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.

Miscellaneous Resources
• Cornell University ILR Management Programs
(www.ilr.cornell.edu)
• National Training Lab (www.ntl.org)
• Robert Evans, The Human Side of School Change
• Malcolm Gladwell, The Tipping Point
• Jim Collins, Good To Great
• Stephen R. Covey’s Coveylink
• Stephen M. R. Covey, The Speed of Trust
• Michelle Cummings, Training-Wheels.com
• Terrence Deal and Kent Peterson, Shaping School
Culture: The Heart of Leadership

Allen-Stevenson School Conversation with Leaders

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Allen-Stevenson School Conversation with Leaders

Similar to Allen-Stevenson School Conversation with Leaders (20)

More from Rosetta Eun Ryong Lee

More from Rosetta Eun Ryong Lee (20)

Recently uploaded

Recently uploaded (20)

Allen-Stevenson School Conversation with Leaders