St Martin's Episcopal Board Retreat

St. Martin’s Episcopal School
Rosetta Eun Ryong Lee
Seattle Girls’ School
21st Century Cultural Competency:
What Leaders Need to Know
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Goals
 Basic Definitions
 Cultural Competency
 Zoom In – Working on Ourselves
 Zoom Out – How Boards Can Support

Basic Definitions
Diversity: Difference, Variety
Diversity is Value Added:
Business Portfolio
Biodiversity
Creativity
Innovation

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).

Basic Definitions
Inclusion: A sense of belonging,
worthiness, and value one feels in an
organization
Are you an owner or an employee?
Are you “in the family” or are you a guest?

Inclusion Parable:
The Giraffe
and the Elephant

Basic Definitions
Equity: providing opportunities and
access to all so that every person can
achieve his/her full potential. Equitable
treatment involves acknowledging
diversity, recognizing and celebrating
our differences, and eliminating the
barriers that prevent the full
participation of all peoples.

Equality vs Equity
Everybody gets a shirt versus everybody
gets a shirt that fits.
Giving everybody some insulin in
equality. Giving only people who are
diabetic some insulin is equity.
What is “fair”?

Equality vs Equity

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?

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

The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion

Cultural Competence: 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

An Educational Imperative
The Moral Case
The Academic Case
The Economic Case
Institution Excellence
Teacher Excellence
Student Excellence

21st Century Education and Excellence
 Critical Thinking
 Collaboration
 Communication
 Creativity
 Cosmopolitanism

Zooming In – Identity Development

Identity Development Models
• All Models Have Some
Value
• All Models Have Some
Limitations
• Models Are Linear;
Experiences Are Not
• Some Models May
Apply Across
Identities

 Innocence and Self Esteem
 Encounter and Self Doubt
 Assimilation to the Majority
 Immersion into Identity
 Emersion
 Integration
Identity Development:
Marginalized Identities

 Innocence and Self Esteem
 Encounter and Confusion
 Attempt to Reintegrate
 Re-Encounter and Guilt
 Acceptance and Action
 Immersion and Emersion
 Integration
Identity Development:
Privileged Identities

 Parallel
 Regressive
 Crossed
 Progressive
 Symbiotic
R.T. Carter’s Model:
Racial Identity and
Social Interactions

Effect of Varying Identifications

Orientations Toward Ethnic Identity

 Identity Frames
 Intractability
 Positive and Negative Encounters
 Co-Authorship of Identity
 Identity Socialization
Identity and Cultural Inclusion

Zooming Out:
Boards and Institutional Work

From Exclusive to Inclusive:
Developmental Stages

Milton Bennett’s
Developmental Model of Intercultural Sensitivity

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)

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.

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

Getting There From Here:
Life Cycle of Initiatives
Abe Wehmiller, NAIS Summer Diversity Institute

Success vs Failure of Initiatives
------ + 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.”

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.

Everybody Has a Role
 CC of Non-Teaching Educator (Staff)
 CC in Athletics (AD and Coaches)
 CC in Finances (Business, HR, Admissions, and Development)
 CC Interview Questions (Hiring Committees and Candidates)
 Cultural Proficiency for Teacher Administrators
(Department Heads, Dean of Faculty)
 Culturally Competent Leaders (Heads and Practitioners)
 Culturally Fluent Organization Development (Heads and
Practitioners)
 Inclusion Planning Tool (Policy, Practice, Event, etc.)
 Inclusive Classroom Practices (Teachers)
 Librarian Cultural Competency Standards (Librarians)
 Recruitment to Retention (Admissions and Hiring)

Keeping Up To Date:
Assessment and Training

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

Cultural Competency Skillsets
 Identity Development
 Cross Cultural
Communication
 Intercultural Conflict
 Bias, Power, and Systems
 Privilege and Allyship
 School Culture and Change
 Inclusive Curriculum
 Leading and Following
 Cultural Adaptation

Doing It on a Budget
 Free Climate Surveys
 Survey Monkey
 Word Clouds
 Task Forces
 Online Courses with Cohorts
 Post Conference Share-Outs and
Trainings
 Book Discussion Groups
 Expertise Exchange
 Forming Consortia With Other
Schools

Resources Available
at tiny.cc/rosettalee
 Common Vocabulary
 Assessment Tools From Various Organizations
 Links to Resource Websites
 Professional Development Options
 Must Read Books
 Can’t Find What You’re Looking For? Contact Me!

Making Choices, Setting Priorities

Final Questions or Comments?

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

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”

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

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”

Communication Resources
• “Stereotype Threat” by Joshua Aronson
• Brenda J. Allen, Difference Matters: Communicating
Social Identity
• William Gudykunst, Cross-Cultural and Intercultural
Comunication
• Milton Bennett, PhD, Intercultural Communication
Institute www.intercultural.org
• “Non-Verbal Communication Across Cultures” by Erica
Hagen, Intercultural Communication Resources
• Thiagi.com
• Thrive! Team Dynamics
• http://www.analytictech.com/mb021/action_science_
history.htm

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.

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/
benefits_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

Miscellaneous Resources
• Cornell University ILR Management Programs
(www.ilr.cornell.edu)
• National Training Lab (www.ntl.org)
• Robert Evans, The Human Side of School Change
• Malcolm Gladwell, The Tipping Point
• Jim Collins, Good To Great
• Stephen R. Covey’s Coveylink
• Stephen M. R. Covey, The Speed of Trust
• Michelle Cummings, Training-Wheels.com
• Terrence Deal and Kent Peterson, Shaping School
Culture: The Heart of Leadership

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