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Stretching the Inclusive Boundaries:
           Cultural Competency Skills


                 Curtis School
           Rosetta Eun Ryong Lee
            Seattle Girls’ School

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




        Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Goals
   Gain a basic understanding of
    culture
   Understand how various dimensions
    of identity feed into cultural
    competencies
   Examine how cross cultural
    communication, power, and privilege
    affect success in schools
   Identify positive steps toward
    inclusive communities - individually,
    interpersonally, and institutionally

    Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
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)
Exercise: Up-Downs
                                      • 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
National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee

                        Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Debrief: Up-Downs
                            How did it feel to
                            stand and claim your
                            identities and
                            experiences? To be
                            applauded for them?
                            To applaud others for
                            their identities and
                            their experiences?



Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Identity Development and Schools




           Identity Frames
           Intractability
           Co-Authorship of Identity
      Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
R.T. Carter’s Model:
 Racial Identity and
 Social Interactions

             Parallel
             Regressive
             Crossed
             Progressive
             Symbiotic


Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Effect of Varying Identifications




     Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Orientations Toward Ethnic Identity




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




Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Case Study:
       Identity and Schools




Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Case Study: Sibling Role Model
A 5th grade class is studying the Little Rock Eight story and the
experiences of the first African American students in integrated
schools. The curriculum is a well-vetted and successful one. It
includes many readings, first person accounts, and an in-depth
analysis of the n word (its history, impact, etc.). One day after
school, Kevin, a 2nd grader at the same school, overhears his 5th
grader brother reading aloud one of the readings with his
classmate, a first person account that uses the n word in full form.
Kevin mulls over the term and wonders what it means. At school,
he looks up the n word in the dictionary. He gathers a few of his
friends, and they talk about what the word means with some
confusion, some amusement, and some discomfort. Two girls,
one African American and one multiracial (part African heritage),
see the boys engrossed in the dictionary. One of the boys looks
at one of the girls, points to her, and giggles. The girls decide to
go over and investigate, and they find out what the boys are up to.
Angry and upset, they report the incident to a teacher.
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Case Study: Sibling Role Model
What’s going on?
How is the conflict based on identity
development?
What would you do to increase
awareness, understanding, and esteem
for your community?
What issues from this case resonate
with you and Curtis School?
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Case Study: Inclusion “Versus” Rigor?
After years of hearing complaints from students of color, their
families, and their allies that the curriculum only represents white
(and mostly white male) authors, your English department has
revamped the literature curriculum such that all students would
read works by authors from various racial and ethnic groups. A
few parents begin expressing concern that their white children are
talking at home about how “class is always about people of color”
and “we never read white authors.” Some parents and even
teachers are also concerned that the students “will not be
adequately exposed to the classics” and therefore “will not have
the same academic advantage” as students from other schools
which have a “more robust classic literature curriculum.” They are
especially concerned about performance in standardized tests
and college courses. These parents and teachers say that they
support diversity and have nothing against the authors being
presented, but they are pushing the school to have the changes to
the literature curriculum to be implemented in optional or
enrichment courses instead of the required courses.
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Case Study: Inclusion “Versus” Rigor
What’s going on?
How is the conflict based on identity
development?
What would you do to increase
awareness, understanding, and esteem
for your community?
What issues from this case resonate
with you and Curtis School?
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Case Study: Between Two Worlds
Julio, a Latino student, has told the school counselor that he is
negotiating a very confusing life. On one hand, he loves school. He
is doing well in classes and has high academic ability and
performance. On the other hand, he is enrolled in mostly honors
classes, where he is one of the few (and often the only) Latino
students. Enrique, his best friend from childhood years, started to
diverge from Julio’s academic path starting freshman year when Julio
was placed on an accelerated track and Enrique was not. Enrique
struggles academically, and he has gotten into more disciplinary
trouble the more his academic performance has slipped. These two
friends have no classes together and are having difficulty maintaining
their closeness. Julio’s friends in his honors classes have nicknamed
him “Leo” recently, and Julio has tolerated it and sometimes even
liked it. Enrique, hearing this, pushes Julio that he is no longer
“connected to his roots” and “becoming whiter every day.” To prove
himself to Enrique that he is “still one of the guys,” Julio agrees to
graffiti the boys’ bathroom walls with their neighborhood gang’s
symbol. They are caught in this act by a staff member.
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Case Study: Between Two Worlds
What’s going on?
How is the conflict based on identity
development?
What would you do to increase
awareness, understanding, and esteem
for your community?
What issues from this case resonate
with you and Curtis School?
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Case Study: On My Own Time
Monique is an African American student who is very proud of
her Black heritage. She mode and code switches to meet
academic and social expectations of the classroom, and she
is a successful student. In unstructured spaces (lunch,
hallways, etc.), Monique expresses herself and her
understanding of her ethnic heritage by speaking Ebonics or
African American Vernacular English with her Black friends;
she does many of her school reports on African American
leaders and role models; and she wears her hair proudly in
an Afro daily. One day, she approaches the Diversity
Director, frustrated by interactions with Ms. Johnson, an
African American teacher. This teacher has repeatedly
admonished the student over the use of Ebonics, saying “It’s
not a real language, so you shouldn’t use it at school.” She
feels that Ms. Johnson is being unfair and that she is going to
influence other teachers to “keep her down.”
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Case Study: On My Own Time
What’s going on?
How is the conflict based on identity
development?
What would you do to increase
awareness, understanding, and esteem
for your community?
What issues from this case resonate
with you and Curtis School?
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Cross Cultural Communication
   What is it?
   How is it Different from Intercultural
    Communication?
   CCC Theories
    –   Face-Negotiation Theory
    –   Conversational Constraints Theory
    –   Expectancy Violation Theory
    –   Anxiety/Uncertainty Management Theory
    –   Communication Accommodation Theory


        Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Dimensions of Variability

     Individual - Collectivistic
   Low Context - High Context
     Masculinity - Femininity
High Uncertainty - Low Uncertainty
     Avoidance        Avoidance
         Vertical - Horizontal
     Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Factors that Influence

    Personality Orientation
    Individual Values
    Self Construal
       - Independent
       - Interdependent
    Individual Socialization
    Cultural Norms and Rules


        Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Cultural Values
                     Norms, and Rules

                           Values
                           Value Priorities
                           Norms of Behavior
                           Non-Verbal
                            Communication


Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
RELATIONAL
Cultural Value Differences                 Individualism
                                   self-reliance, independence
                                                                                              Collectivism
                                                                                       group interdependence
                                               (selfis h )                                 (mindless follower)
                                             Informality                                        Formality
                              directness, give and take discussion                  indirectness, protect "face"
                                         (rude and abrupt)                               (stiff and impersonal)
                                            Competition                                       Cooperation
                                      individual achievement                              group achievement
                                       (egotistical, show-off)             (avoiding doing work or taking responsibility)
                                                                     AUTHORITY
                                           Egalitarianism                                       Hierarchy
                               fairness, belief in equal opportunity                 privilege of status or rank
                                   (being picky, on a soapbox)               (power hungry or avoiding accountability)
                                                                     TEMPORAL
                                            Use of Time                                     Passage of Time
                                          "Time is money"                                    "Time is for life"
                             (doesn’t get the important things in life)                (lazy and irresponsible)
                                          Change/Future                                      Tradition/Past
                                   Adaptability ensures survival                      Stability ensures survival
                                   (muckraker, stirs up trouble)                   (old-school, afraid of change)
                                                                      ACTIVITY
                                        Action orientation                               "Being" orientation
                                       "Make things happen"                               "Let things happen"
                                     (rushes without thinkin g )                         (indecisive and slow)
                                            Practicality                                         Idealism
                                     Efficiency is always best                       Always maintain principles
                                 (impersonal and unscrupulous)                         (naïve and impractical)

                                          Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Exercise: Non-Verbal Violations
1: Please pick a partner and stand.
2: Separate the stapled pair of slips, giving
     each partner one slip.
3: Scan your piece of paper describing
     nonverbal behaviors. Do not share the
     information with your partner.
2: Converse with your partner about your
     out of school hobbies, interests, and
     passions.
5: INCREMENTALLY dramatize the
     nonverbal behavior.
6: Make note of thoughts or feelings you
     experience.
            Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Debrief: Nonverbal Violations
              Did the INTENT of your described
                  behaviors allow you to display
                  them more enthusiastically?
              What was the IMPACT of the
                 behaviors of your partner?
              Did knowing that “odd” behaviors
                  may be part of the exercise
                  help you accept your partner’s
                  behavior?
              In working with people from
                  various communities, what do
                  you take away from this
                  exercise?

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




Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Identifiers, Power,
       and Communication

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


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




Rosetta Lee, Adapted from “Double Talk,” Thiagi.com

 Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Exercise: Whispers
Form groups of 3.
Decide who will be A, B, or C.




   Person A reads “whisper script 1.” Based on
    the instructions, whisper into Person B’s ear.
    Persons B and C hold a 2-minute
    conversation about their learning from the
    workshop that they found most interesting.
        Rosetta Lee, Adapted from “Double Talk,” Thiagi.com

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

ROUND 2




   Person B reads “whisper script 2.” Based on
    the instructions, whisper into Person C’s ear.
    Persons C and A hold a 2-minute
    conversation about their respective families.

        Rosetta Lee, Adapted from “Double Talk,” Thiagi.com

       Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Exercise: Whispers
ROUND 3




   Person C reads “whisper script 3.” Based on
    the instructions, whisper into Person A’s ear.
    Persons A and B hold a 2-minute
    conversation about their respective jobs and
    responsibilities.

        Rosetta Lee, Adapted from “Double Talk,” Thiagi.com

       Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Debrief: Whispers
1. How did the whispers in your ear affect your
   communication?
2. How did the whispers in the your partner’s ear affect your
   interpretation of the his/her words and demeanor?
3. Were elements of this exercise familiar? How did (and
   which of ) your identities make this exercise more/less so?
4. Please share a personal experience (if any) as applies to
   any of the following:
    a. Internalized Oppression/Dominance
    b. Stereotype Threat
    c. Accumulated Impact
    d. Code/Mode Switching
    e. Fish Seeing the Water
    f. Norm to Normal to Good
    g. “Intent” versus “Impact”
            Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Assumptions and Interpretations


• Mental Models
• Ladder of Inference
    Belief
    Conclusions
    Selective Data
    Observable Data
• Tools of Action


       Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Checking Assumptions and
Interpretations: Steps to Analyze
1. What did you see/hear (raw data)?
2. What are your personal filters (cultural
    values, norms, and identifiers)?
3. What was your interpretation of what you
    saw/heard (inference)?
4. How did you feel as a result?
5. What do you want?


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




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




     Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
TOOL: The Four Ps of Change
• Policy – A diversity mission statement that enumerates
    identities that are protected, celebrated, and welcome.
• Programming - Training for teachers and staff on cultural
     competency skillsets. Support for teachers and staff in
     implementing classroom and practice changes.
     Identity development support for students. Curriculum
     that teaches young people about and utilizing diversity.
• 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.

Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Cultural Effectiveness

  “To be culturally effective doesn’t
  mean you are an authority in the
 values and beliefs of every culture.
   What it means is that you hold a
deep respect for cultural differences
and are eager to learn, and willing to
accept, that there are many ways of
          viewing the world”
                 Okokon O. Udo
       Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Final Questions or Comments?




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

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Curtis School Cultural Competency Skills

  • 1. Stretching the Inclusive Boundaries: Cultural Competency Skills Curtis 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. Goals  Gain a basic understanding of culture  Understand how various dimensions of identity feed into cultural competencies  Examine how cross cultural communication, power, and privilege affect success in schools  Identify positive steps toward inclusive communities - individually, interpersonally, and institutionally Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 4. 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. Exercise: Up-Downs • 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 National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 7. Debrief: Up-Downs How did it feel to stand and claim your identities and experiences? To be applauded for them? To applaud others for their identities and their experiences? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 8. Identity Development and Schools  Identity Frames  Intractability  Co-Authorship of Identity Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 9. R.T. Carter’s Model: Racial Identity and Social Interactions  Parallel  Regressive  Crossed  Progressive  Symbiotic Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 10. Effect of Varying Identifications Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 11. Orientations Toward Ethnic Identity Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 12. Break Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 13. Case Study: Identity and Schools Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 14. Case Study: Sibling Role Model A 5th grade class is studying the Little Rock Eight story and the experiences of the first African American students in integrated schools. The curriculum is a well-vetted and successful one. It includes many readings, first person accounts, and an in-depth analysis of the n word (its history, impact, etc.). One day after school, Kevin, a 2nd grader at the same school, overhears his 5th grader brother reading aloud one of the readings with his classmate, a first person account that uses the n word in full form. Kevin mulls over the term and wonders what it means. At school, he looks up the n word in the dictionary. He gathers a few of his friends, and they talk about what the word means with some confusion, some amusement, and some discomfort. Two girls, one African American and one multiracial (part African heritage), see the boys engrossed in the dictionary. One of the boys looks at one of the girls, points to her, and giggles. The girls decide to go over and investigate, and they find out what the boys are up to. Angry and upset, they report the incident to a teacher. Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 15. Case Study: Sibling Role Model What’s going on? How is the conflict based on identity development? What would you do to increase awareness, understanding, and esteem for your community? What issues from this case resonate with you and Curtis School? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 16. Case Study: Inclusion “Versus” Rigor? After years of hearing complaints from students of color, their families, and their allies that the curriculum only represents white (and mostly white male) authors, your English department has revamped the literature curriculum such that all students would read works by authors from various racial and ethnic groups. A few parents begin expressing concern that their white children are talking at home about how “class is always about people of color” and “we never read white authors.” Some parents and even teachers are also concerned that the students “will not be adequately exposed to the classics” and therefore “will not have the same academic advantage” as students from other schools which have a “more robust classic literature curriculum.” They are especially concerned about performance in standardized tests and college courses. These parents and teachers say that they support diversity and have nothing against the authors being presented, but they are pushing the school to have the changes to the literature curriculum to be implemented in optional or enrichment courses instead of the required courses. Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 17. Case Study: Inclusion “Versus” Rigor What’s going on? How is the conflict based on identity development? What would you do to increase awareness, understanding, and esteem for your community? What issues from this case resonate with you and Curtis School? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 18. Case Study: Between Two Worlds Julio, a Latino student, has told the school counselor that he is negotiating a very confusing life. On one hand, he loves school. He is doing well in classes and has high academic ability and performance. On the other hand, he is enrolled in mostly honors classes, where he is one of the few (and often the only) Latino students. Enrique, his best friend from childhood years, started to diverge from Julio’s academic path starting freshman year when Julio was placed on an accelerated track and Enrique was not. Enrique struggles academically, and he has gotten into more disciplinary trouble the more his academic performance has slipped. These two friends have no classes together and are having difficulty maintaining their closeness. Julio’s friends in his honors classes have nicknamed him “Leo” recently, and Julio has tolerated it and sometimes even liked it. Enrique, hearing this, pushes Julio that he is no longer “connected to his roots” and “becoming whiter every day.” To prove himself to Enrique that he is “still one of the guys,” Julio agrees to graffiti the boys’ bathroom walls with their neighborhood gang’s symbol. They are caught in this act by a staff member. Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 19. Case Study: Between Two Worlds What’s going on? How is the conflict based on identity development? What would you do to increase awareness, understanding, and esteem for your community? What issues from this case resonate with you and Curtis School? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 20. Case Study: On My Own Time Monique is an African American student who is very proud of her Black heritage. She mode and code switches to meet academic and social expectations of the classroom, and she is a successful student. In unstructured spaces (lunch, hallways, etc.), Monique expresses herself and her understanding of her ethnic heritage by speaking Ebonics or African American Vernacular English with her Black friends; she does many of her school reports on African American leaders and role models; and she wears her hair proudly in an Afro daily. One day, she approaches the Diversity Director, frustrated by interactions with Ms. Johnson, an African American teacher. This teacher has repeatedly admonished the student over the use of Ebonics, saying “It’s not a real language, so you shouldn’t use it at school.” She feels that Ms. Johnson is being unfair and that she is going to influence other teachers to “keep her down.” Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 21. Case Study: On My Own Time What’s going on? How is the conflict based on identity development? What would you do to increase awareness, understanding, and esteem for your community? What issues from this case resonate with you and Curtis School? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 22. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 23. Cross Cultural Communication  What is it?  How is it Different from Intercultural Communication?  CCC Theories – Face-Negotiation Theory – Conversational Constraints Theory – Expectancy Violation Theory – Anxiety/Uncertainty Management Theory – Communication Accommodation Theory Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 24. Dimensions of Variability Individual - Collectivistic Low Context - High Context Masculinity - Femininity High Uncertainty - Low Uncertainty Avoidance Avoidance Vertical - Horizontal Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 25. Factors that Influence  Personality Orientation  Individual Values  Self Construal - Independent - Interdependent  Individual Socialization  Cultural Norms and Rules Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 26. Cultural Values Norms, and Rules  Values  Value Priorities  Norms of Behavior  Non-Verbal Communication Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 27. RELATIONAL Cultural Value Differences Individualism self-reliance, independence Collectivism group interdependence (selfis h ) (mindless follower) Informality Formality directness, give and take discussion indirectness, protect "face" (rude and abrupt) (stiff and impersonal) Competition Cooperation individual achievement group achievement (egotistical, show-off) (avoiding doing work or taking responsibility) AUTHORITY Egalitarianism Hierarchy fairness, belief in equal opportunity privilege of status or rank (being picky, on a soapbox) (power hungry or avoiding accountability) TEMPORAL Use of Time Passage of Time "Time is money" "Time is for life" (doesn’t get the important things in life) (lazy and irresponsible) Change/Future Tradition/Past Adaptability ensures survival Stability ensures survival (muckraker, stirs up trouble) (old-school, afraid of change) ACTIVITY Action orientation "Being" orientation "Make things happen" "Let things happen" (rushes without thinkin g ) (indecisive and slow) Practicality Idealism Efficiency is always best Always maintain principles (impersonal and unscrupulous) (naïve and impractical) Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 28. Exercise: Non-Verbal Violations 1: Please pick a partner and stand. 2: Separate the stapled pair of slips, giving each partner one slip. 3: Scan your piece of paper describing nonverbal behaviors. Do not share the information with your partner. 2: Converse with your partner about your out of school hobbies, interests, and passions. 5: INCREMENTALLY dramatize the nonverbal behavior. 6: Make note of thoughts or feelings you experience. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 29. Debrief: Nonverbal Violations Did the INTENT of your described behaviors allow you to display them more enthusiastically? What was the IMPACT of the behaviors of your partner? Did knowing that “odd” behaviors may be part of the exercise help you accept your partner’s behavior? In working with people from various communities, what do you take away from this exercise? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 30. Break Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 31. Identifiers, Power, and Communication Internalized Oppression/Dominance Stereotype Threat Accumulated Impact Code/Mode Switching Fish Seeing the Water “Norm” “Normal” “Good” “Intent” versus “Impact” Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 32. Exercise: Whispers Rosetta Lee, Adapted from “Double Talk,” Thiagi.com Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 33. Exercise: Whispers Form groups of 3. Decide who will be A, B, or C.  Person A reads “whisper script 1.” Based on the instructions, whisper into Person B’s ear. Persons B and C hold a 2-minute conversation about their learning from the workshop that they found most interesting. Rosetta Lee, Adapted from “Double Talk,” Thiagi.com Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 34. Exercise: Whispers ROUND 2  Person B reads “whisper script 2.” Based on the instructions, whisper into Person C’s ear. Persons C and A hold a 2-minute conversation about their respective families. Rosetta Lee, Adapted from “Double Talk,” Thiagi.com Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 35. Exercise: Whispers ROUND 3  Person C reads “whisper script 3.” Based on the instructions, whisper into Person A’s ear. Persons A and B hold a 2-minute conversation about their respective jobs and responsibilities. Rosetta Lee, Adapted from “Double Talk,” Thiagi.com Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 36. Debrief: Whispers 1. How did the whispers in your ear affect your communication? 2. How did the whispers in the your partner’s ear affect your interpretation of the his/her words and demeanor? 3. Were elements of this exercise familiar? How did (and which of ) your identities make this exercise more/less so? 4. Please share a personal experience (if any) as applies to any of the following: a. Internalized Oppression/Dominance b. Stereotype Threat c. Accumulated Impact d. Code/Mode Switching e. Fish Seeing the Water f. Norm to Normal to Good g. “Intent” versus “Impact” Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 37. Assumptions and Interpretations • Mental Models • Ladder of Inference Belief Conclusions Selective Data Observable Data • Tools of Action Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 38. Checking Assumptions and Interpretations: Steps to Analyze 1. What did you see/hear (raw data)? 2. What are your personal filters (cultural values, norms, and identifiers)? 3. What was your interpretation of what you saw/heard (inference)? 4. How did you feel as a result? 5. What do you want? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 39. Next Steps Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 40. Developmental Model of Intercultural Sensitivity (DMIS) Schematic Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 41. TOOL: The Four Ps of Change • Policy – A diversity mission statement that enumerates identities that are protected, celebrated, and welcome. • Programming - Training for teachers and staff on cultural competency skillsets. Support for teachers and staff in implementing classroom and practice changes. Identity development support for students. Curriculum that teaches young people about and utilizing diversity. • 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. Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 42. Cultural Effectiveness “To be culturally effective doesn’t mean you are an authority in the values and beliefs of every culture. What it means is that you hold a deep respect for cultural differences and are eager to learn, and willing to accept, that there are many ways of viewing the world” Okokon O. Udo Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 43. Final Questions or Comments? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 44. 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)
  • 45. 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)
  • 46. 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)
  • 47. 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)
  • 48. 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)
  • 49. 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)