PoCC 2009 Identity Development Workshop
•
1 like•510 views
Who we are as racialized beings and how we see ourselves is a complex matrix of biology, psychology, and socialization. Why is it that some of us know who we are and walk through the world with confidence and self love, while others of us struggle to do so? Explore identity development through theory and individual experiences, and discover the crucial role school can play in the healthy racial identity development of youth and other members of the school community.
![Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to PoCC 2009 Identity Development Workshop
Similar to PoCC 2009 Identity Development Workshop (20)
More from Rosetta Eun Ryong Lee
More from Rosetta Eun Ryong Lee (20)
Recently uploaded
Recently uploaded (20)
PoCC 2009 Identity Development Workshop
- 1. People of Color Conference 2009 Rosetta Eun Ryong Lee Seattle Girls’ School I Learned Who I Was When… Identity Development Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 11. Effect of Varying Identifications Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 12. Orientations Toward Ethnic Identity Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 13. So What? Now What? Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 14. Final Questions or Comments? Rosetta Eun Ryong Lee Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Editor's Notes
- Introductions - name, school, identities
- Strand structure: activity, theory, application, break Goals: information, conversation, activity for experience and to use in classroom and/or professional development. Requests and FYI: Theory overview only, but ask questions if unclear, please hold examples for example section. Everyone’s experience will be different so it is ok if not everyone can relate to everyone else’ personal experience. Will not get to every theory in depth nor will we be able to share all experiences. Goal is to introduce for further study and gain enough examples to apply. Resource materials: available in hard copy and electronically (USB drive, computer desktop, email). Please take only hard copies you know you will use so we can be as green as possible.
- • Notice who is in the room and who is not • Notice what it feels like to be cheered • Notice places where it is difficult to stand proudly
- Groups of 3 1 minute per person Take the full minute, even if you can’t fill that minute Stop after 1 minute, even if you are not done --- All-Group Discussion Afterwards
- Chart - Racialized and Ethnic Identity Development for People of Color (front) Pre-Encounter, Encounter, Immersion/Emersion, Internalization Racialized and Ethnic Identity Development for Whites (back) Pre-Contact & Contact, Disintegration, Reintegration, Pseudo-Independent, Immersion/Emersion, Autonomy Chart - Phinney’s Model of Ethnic Identity Formation Unexamined Ethnic Idenity, Ethnic Identity Search/Moratorium, Ethnic Identity Achievement Chart - D’Augelli’s Model of LGBQ Identity Development Exiting Heterosexual Identity Developing a Personal LGBQ Status Developing a Social LGBQ Identity Becoming an LGBQ Offspring Developing a LGBQ Intimacy Status Entering an LGBQ Community Handout - Ecological Framework for Understanding Multiracial Identity Development
- Small Group Exercise Match artifacts, stories, etc. from I learned who I was exercise with various theories.
- Parallel, Regressive, Crossed, Progressive, Symbiotic
- Parallel, Regressive, Crossed, Progressive, Symbiotic
- Parallel, Regressive, Crossed, Progressive, Symbiotic
- Parallel, Regressive, Crossed, Progressive, Symbiotic
- Independent School Magazine, Measuring the Success of Diversity Directors in Independent Schools - Diversity Definitions Matter, Titles Matter, Priorities Matter, Ability to Meet People where they are matters, good relationship with supervisors matter, personality factors matter Many models address identity development from masculine, Christian, mainstream US culture, individualistic, black/white, middle class, heterosexual, and able point of view. May not be as clear cut for girls/women, non-Christian, non-US cultures, collectivistic, non African-American People of Color, working class, non-heterosexual, and differently abled individuals. Complexities abound - what about the racial and ethnic identity of trans-racially adopted kids? It is important to continue to study the new models and alternate interpretations, as well as validate the reality of each individual’s experience.