Park Tudor Diversity Leadership

Cultural Competency
in Independent Schools:
What Leaders Need to Know
Park Tudor School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

What is Culture?
Culture [consists] primarily of the
symbolic, ideational, and intangible
aspects of human societies… It is the
values, symbols, interpretations, and
perspectives that distinguish one
people from another.
James A. Banks

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).

Cultural Competency:
Many Models
Cultural competence is a set of
congruent behaviors, attitudes and
policies that come together in a
system, institution or individual and
enable that system, institution or
individual to work effectively in cross-cultural
situations.
Terry Cross

Cultural Competency:
Many Models
Steven Jones

Cultural Competency: Key Elements
Value Orientation
Diversity as Value Added
Respect
Relationships
Equity
Thought Orientation
Knowledge
Awareness
Systems Thinking
Action Orientation
Consciousness Building
Capacity Building
Assessment
Adaptation

21st Century Education and Excellence
 Critical Thinking
 Collaboration
 Communication
 Creativity
 Cosmopolitanism

An Educational Imperative
The Moral Case
The Academic Case
The Economic Case
Institution Excellence
Teacher Excellence
Student Excellence

From Exclusive to Inclusive:
Developmental Stages

Milton Bennett’s
Developmental Model of Intercultural Sensitivity

Hallmarks of Earlier Phases
 People feel pressure to fit in
 People fear speaking up
 “Who you know” is more important than “what you
know” (relationship-based culture)
 You only trust those closest to you (cliques)
 Denial of differences is considered a virtue (“we
don’t see differences here”)
 It’s hard for outsiders to learn the rules (sink or
swim to prove yourself)

Hallmarks of Later Phases
 People can bring their full selves to school
 The school encourages and welcomes people to
contribute different opinions and points of view
 There is a performance driven culture
 People form dynamic and diverse groups (trust)
 Differences are seen as additive and productive
 Success is explicitly defined, and the school supports
people in achieving it
 The school has an interactive culture
 People have the competencies to adapt to different
cultural contexts.

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

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.”

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

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

Final Questions or Comments?

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

Cultural Competence and Educational
Excellence
 "How Diversity Affects Teaching and Learning Climate of Inclusion has a
Positive Effect on Learning Outcomes," by Sylvia Hurtado. 2, 3, 5
http://www.diversityweb.org/research_and_trends/research_evaluation_impac
t/benefits_of_diversity/ sylvia_hurtado.cfm
 University of Michigan . Gratz v. Bollinger, et al., No. 97-75321 (E.D.
Michigan), Grutter v. Bollinger et al., No. 97-75928 (E.D. Michigan). 1 "The
Educational Value of Diversity." Center for Institutional Diversity.
 "Who Benefits from Racial Diversity in Higher Education?" by Mitchell J.
Chang, Associate Dean of the College of Liberal Arts, Loyola Marymount
University, and Alexander W. Astin, Director, Higher Education Research
Institute, University of California- Los Angeles. 2, 3
http://www.diversityweb.org/Digest/W97/research.html
 "Fostering Intercultural Harmony in Schools Research Findings." Report,
prepared by Kathleen Cotton, Northwest Regional Educational Laboratory,
Portland, Oregon, 1993. "Cooperative Learning, Multicultural Functioning and
Student Achievement. San Bernadino, CA: San Bernadino School District,
1990. 2, 4 http://www.nwrel.org/scpd/sirs/ 8/topsyn7.h

Park Tudor Diversity Leadership

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