1 Hour Session for faculty at Berkeley Carroll School in Brooklyn, NY. As we work toward our goals in becoming a truly inclusive community, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative rather than a value added? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? With shared understanding and language, we can achieve congruence between our professed values, our actions, and our impacts.

1. Diversity, Inclusion, and Equity
Frameworks for Conversation
Berkeley Carroll School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

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

3. Disclaimers and
Other Food for Thought
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

4. Goals

Shared Frameworks and Language

Assessing Where You Are

Beginning Conversations

Identifying Next Steps
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. Understanding the Case
for Diversity and Inclusion

The Moral Case

The Academic Case

The Economic Case
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

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

8. 6Cs of 21st Century
Education and Excellence

Critical Thinking

Collaboration

Communication

Creativity

Cosmopolitanism/Cross-Cultural
Competency
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

9. Developmental Model of Intercultural
Sensitivity (DMIS) Schematic
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

10. From Exclusive to Inclusive:
Developmental Stages
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

11. 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)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

12. 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.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

13. Processing Pause
Where do you feel Berkeley
Carroll is currently in its
development toward
inclusion? What makes you
think so? What are some
initial thoughts on what areas
the school can improve?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

14. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

15. Getting There From Here:
Life Cycle of Initiatives
Abe Wehmiller, NAIS Summer Diversity Institute
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

16. 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.”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

17. Identifying Growth Zones – The 5Ps
• Policy – Enumeration of the school’s diversity
commitment through mission, strategic plan,
handbooks, websites, etc.
• Programming – Diversity training and programming for
all constituencies (board, admin, faculty, staff,
students, families, etc.). Diversity and inclusivity
curriculum.
• Practice – Consistent and meaningful revisit of policy and
programs. Climate assessments, proactive changes,
and meaningful responses to incidents.
• People – Critical mass of people who are supportive AND
active on all levels.
• Pecuniary – Funding allocated in the strategic plan for
supporting diversity efforts.
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

18. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

19. Process Break
What are the diversity
initiatives in process at
Berkeley Carroll (if any)?
What are some of their
strengths or challenges?
Where your growth zones
along the 5Ps of Diversity
and Inclusion?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

20. So What? Now What?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

21. Final Questions or Comments?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

22. 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)

23. 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)

24. 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)

25. 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)

26. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

27. 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)

28. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)