How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?  Learn about culture, cultural competency, frameworks, and tools trending in independent schools.  How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence? In the ever-changing landscape of demographics and diversity initiatives, school employees face the challenge of creating a classroom and school environment that goes beyond celebrations of heroes and holidays. Whether we are beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator and school with whom all community members thrive? 

1. The Hockaday School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Cultural Competency in Action:
Inclusive Practices for the Classroom and Beyond
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

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

3. Agenda
 Cultural Competency
 Dynamics Across Difference
 Increasing Inclusivity
 Classroom and Beyond
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

4. 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?
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. Cultural Competency
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.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Terry Cross

7. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion

8. Experiences Across Difference
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact/
Microaggressions
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

9. Reflection
How have you seen
dynamics of difference
show up in your
classroom or sphere?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

10. What Can We Do
to Increase Inclusion and Safety?
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- Increasing Trust
- Distinguishing
Behaviors
- Overcoming History
and Impact

11. Do You See Me?
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- Representation on the
Walls
- Representation in the
Curriculum
- Interest in Personal
Story (Sharing of
Personal Story)
- Interactions In and Out
of the Classroom/School
- Demonstration of Care

12. Reflection
What already existing
practices INCREASE how
students or community
members feel seen? How
can we incorporate more
of these practices in
classrooms and beyond?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

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

14. Do You Hear Me?
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- - Incorporation of Prior
Knowledge and Experience
- - Seeking and Responding
to Feedback
- - Choice in the Curriculum
or Participation
- - Empathy Reflex
- - Authoritative Discipline

15. Reflection
What already existing
practices INCREASE how
students or community
members feel heard? How
can we incorporate more
of these practices in
classrooms and beyond?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

16. Will You Treat Me Fairly?
- Clear and High
Expectations
- Equal Discipline and
Rewards
- Support in Struggle and
Push in Success
- Consistent and
Predictable Assessment
- Different Kinds of
Success
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

17. Reflection
What already existing
practices INCREASE how
students and community
members feel treated
fairly? How can we
incorporate more of these
practices in classrooms
and beyond?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

18. - Understanding of
Identity and Experience
- Interruption of Exclusive
or Oppressive Behavior
- Teaching and
Discussing Cultural and
Power Difference
- Encouragement of and
Practice with
Collaboration
Will You Protect Me?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

19. Reflection
What already existing
practices INCREASE how
students and other
community members feel
protected? How can we
incorporate more of these
practices in classrooms
and beyond?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

20. You Win Some, You Lose Some
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

21. Developmentally Appropriate
Diversity Work
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

22. Early Awareness of Difference
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
cross group play can increase
5th grade Have internalized stereotypical messages
cross group play can decrease

23. When They’re Little
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Theme: Trying to Understand the World
 Curiosity based questions about difference
 Find out what they’re actually asking
 Find out why they’re asking
 Answer their questions straightforwardly
 Model and coach humility, delight, and
curiosity about difference
 Be mindful of children’s media – it’s not
always good for kids

24. In the Middle Years
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Theme: Who Am I? How Do I Have Power?
 “Friendship Extinction Event”
 Identity search through grouping
 Good and bad cliques
 Open their horizons about identity
 Be steady through their rollercoaster
 Coach more, teach less

25. In the Later Years
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Theme: My Future Place in the World
 Gender and sexuality stereotypes
 Power play through social status
 The role of inclusivity in their college,
professional, and personal lives
 Charging them to “practice for the real thing”
 Define values and boundaries, then accept
that they will push
 Be their consultant

26. Parents: Partners or Foes?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

27. 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…”
 “How will this help them get into college?”
 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)

28. Stretching the Inclusive Boundaries
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

29. 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)