The document discusses diversity and inclusion in schools. It outlines the typical timeline that children develop awareness of differences starting from 6 months old. It also addresses common parental concerns about teaching these topics and provides strategies like clear communication. The document then covers developmental models of intercultural sensitivity and identifies hallmarks of earlier and later developmental phases in creating an inclusive school culture. It suggests that schools have "zones of proximal development" when making strategic changes and lists factors that contribute to the success or failure of diversity initiatives.

1. CSEE
Rosetta Eun Ryong Lee
Seattle Girls’ School
Additional Slides from Session
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

2. Timeline for Early Awareness of
Difference and Oppression
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Age Signs
6 months Can discern racial feature differences
3 years Awareness of own and others’ gender.
Beginning awareness of gender roles
5 years Desire to categorize – self, others
Curiosity about meaning of differences
Aware of biases
7 years Can regulate biases versus behaviors
Starting to parrot adult messages
3rd grade Are aware of societal stereotypes
5th grade Have internalized stereotypical messages

3. 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?”
• “I don’t want my kid to feel spotlighted…”
• Heads Up Communication
• Resources and Language
• Clear Reiteration of Mission and Values
• Research and Your Expertise
• Explicit Communication of Parents’ Roles
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

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

5. Milton Bennett’s
Developmental Model of Intercultural Sensitivity
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

6. 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)

7. 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)

8. Schools Have ZPDs, Too!
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
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

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

10. Success vs Failure of Initiatives
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
------ + 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.”

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

12. 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)