Conversation with students. We've learned how to navigate those "ouch" moments," but what happens when they occur across power lines - say, when a teacher perpetrates them? Discuss what might be going on and how to advocate effectively.

1. Navigating the “Ouch” Moment
Across Power Lines
The Madeira School
Rosetta Eun Ryong Lee
Seattle Girls’ School
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2. About Seattle Girls’ School
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3. How Did You End Up This Way?
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4. Young Man, Promising Career, Lovely Wife
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5. Young Family
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6. Three daughters
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7. Coming to America
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8. Mrs. Connors
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9. Mr. Hawley
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10. MASP Counselor
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11. Mr. Hawley
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12. Ted Allen
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13. My Story: A New Path
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14. My Story: A New Path
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15. My Story: A New Path
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16. My Story: A New Path
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17. My Story: A New Path
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18. My Story: A New Path
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19. Your Own Journey
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20. Identity Development:
Marginalized Identities
 Innocence and Self Esteem
 Encounter and Self Doubt
 Assimilation to the Majority
 Immersion into Identity
 Emersion
 Integration
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21. Identity Development:
Privileged Identities
 Innocence and Self Esteem
 Encounter and Confusion
 Attempt to Reintegrate
 Re-Encounter and Guilt
 Acceptance and Action
 Immersion and Emersion
 Integration
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22. Ladder of Empowerment for
Marginalized People
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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

23. Ladder of Allyship for
Members of Dominant Groups
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
Done in
conjunction
and
relationship
with members
of oppressed
group
Allyship,
awareness,
education
liberates us
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24. R.T. Carter’s Model:
Racial Identity and
Social Interactions
 Parallel
 Regressive
 Crossed
 Progressive
 Symbiotic
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25. Effect of Varying Identifications
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26. Orientations Toward Ethnic Identity
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27. Identity and Cultural Inclusion
 Identity Frames
 Intractability
 Positive and Negative Encounters
 Identity Socialization
 Co-Authorship of Identity
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28. 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
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29. 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)

30. 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)

31. 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)

32. 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.
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