A comprehensive look at culture, cultural competency, frameworks, and tools for independent schools looking to approach cultural competency in individual, interpersonal, and institutional ways.

1. National Association of Independent Schools
Rosetta Eun Ryong Lee
Seattle Girls’ School
Cultural Competency:
An Independent School Imperative

2. National Association of Independent Schools
Goals
Culture and Cultural Competency
Frameworks of Cultural Competency
Applying the Frameworks
Next Steps
Resources

3. National Association of Independent Schools
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
What is Culture?

4. National Association of Independent Schools
Culture is the collective
programming of the mind
which distinguishes the
members of one category of
people from another.
Geert H. Hofstede
What is Culture?

5. National Association of Independent Schools
What is Culture?
Graphic from the Anti-Defamation League
Artifacts and Behaviors
Values

6. National Association of Independent Schools
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).

7. National Association of Independent Schools
Culture Communicated by Space

8. National Association of Independent Schools
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

9. National Association of Independent Schools
Cultural Competency:
Many Models
Cultural competence comprises four
components: (a) Awareness of one's own
cultural worldview, (b) Attitude towards
cultural differences, (c) Knowledge of
different cultural practices and
worldviews, and (d) Cross-cultural skills.
Developing cultural competence results
in an ability to understand, communicate
with, and effectively interact with people
across cultures.
Mercedes Martin & Billy Vaughn

10. National Association of Independent Schools
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion
Steven Jones

11. National Association of Independent Schools
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

12. National Association of Independent Schools
At Your Schools…
What is your school’s
current statement or
understanding of
cultural competency?
How do you or your
school apply this term
in the daily life of
school?

13. National Association of Independent Schools
Cultural Competency is NOT
Deficit Ideology
Political Correctness
Paralysis of “Not Offending”
Colorblindness or Colormuteness
Goal with Finite End

14. National Association of Independent Schools
Barriers of Cultural Competency
Myth of Not Enough
Myth of Zero Sum Game
Myth of Morality
Myth of “Tonsils” Theory
Myth of Meritocracy
Myth of Individuality
Myth of Liberal Agenda

15. National Association of Independent Schools
Missing From the Conversation:
Intra-Group Competency

16. National Association of Independent Schools
Ladder of Empowerment for
Marginalized People
Empowerment and Liberation
Community of Resistance
Collective Action
Challenging
Self Awareness & Investigation
Exclusion and Immersion
Rage/Depression
Not dominant
Internalized Oppression
“***Ism”
pushes us
down
Resistance,
awareness,
education
empowers us

17. National Association of Independent Schools
Ladder of Allyship for
Members of Dominant Groups
Allyship and Liberation
Community of Resistance
Collective Action
Challenging
Awareness & Investigation
Distancing Own Group Members
Dissonance and Resistance
Ignorance and Passivity
Internalized Supremacy
“***Ism” limits us
and separates us
from others
Allyship,
awareness,
education
liberates us
Done in
conjunction
and
relationship
with members
of oppressed
group

18. National Association of Independent Schools
Missing From the Conversation:
Growth Mindset
Claude Steele
Stereotype Threat
Identity Contingencies
Research on Whites and Race Conversations
Carol Dweck
Fixed vs Growth Mindset
Mindsets and Learning Outcomes
Combine the Two and You Get…

19. National Association of Independent Schools
Missing From the Conversation:
Storytelling
• National Coalition Building Institute
• Advisory Curriculum
• Affective Curriculum
• Community Building
• Classroom Practice
• Home Visits

20. National Association of Independent Schools
An Educational Imperative
The Moral Case
The Academic Case
The Economic Case
Institutional Excellence
Teaching Excellence
Student Excellence

21. National Association of Independent Schools
21st Century Education
and Excellence
Critical Thinking
Collaboration
Communication
Creativity
Cosmopolitanism

22. National Association of Independent Schools
You cannot be truly competent as
a learner, educator, professional,
or institution until you are
culturally competent.

23. National Association of Independent Schools
At Your Schools…
What are some of your
school’s barriers,
misinterpretations, or
gaps in achieving
cultural competency?
How have you tried to
address these?

24. National Association of Independent Schools
Break

25. National Association of Independent Schools
Getting There From Here

26. National Association of Independent Schools
Cultural Proficiency Continuum

27. National Association of Independent Schools
Cultural Proficiency Continuum

28. National Association of Independent Schools
Developmental Stages From Exclusive to Inclusive

29. National Association of Independent Schools
Organizational Development
Model of Inclusion

30. National Association of Independent Schools
Milton Bennett’s
Developmental Model of Intercultural Sensitivity

31. National Association of Independent Schools
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)

32. National Association of Independent Schools
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.

33. National Association of Independent Schools
At Your Schools…
Where is your school in its development toward
cultural competency? What makes you think
so?

34. National Association of Independent Schools
Tools for Getting Us There

35. National Association of Independent Schools
Examining Policy
Tary J. Tobin and
Claudia G. Vincent

36. National Association of Independent Schools
Examining Pedagogy
• Do You See Me?
• Do You Hear Me?
• Will You Treat Me Fairly?
• Will You Protect Me?

37. National Association of Independent Schools
Examining the Self
William Taylor’s Reflective Competence Model

38. National Association of Independent Schools
Exercise: Utilizing the Tools

39. National Association of Independent Schools
Last Thoughts…

40. National Association of Independent Schools
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

41. National Association of Independent Schools
• 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.
Identifying Growth Zones – The 5Ps

42. National Association of Independent Schools
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

43. National Association of Independent Schools
Making Choices, Setting Priorities

44. National Association of Independent Schools
Final Questions or Comments?

45. National Association of Independent Schools
Presenter
Information
Rosetta Eun Ryong Lee
Outreach Specialist
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee

46. National Association of Independent Schools
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_impact/b
enefits_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

47. National Association of Independent Schools
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.