As leaders of our organizations, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the organization is on the spectrum of exclusive clubs to inclusive organizations? What are some best practices for getting the right people to the school and leveraging their talents? Discuss these questions and gather tools to help our organizations become the leading edge of cultural competency, inclusion, and equity.

1. UW Panhellenic Association
Rosetta Eun Ryong Lee
Seattle Girls’ School
Cultural Competency:
What Leaders Need to Know
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2. About Seattle Girls’ School
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3. Goals
 Basic Definitions
 Assessing Where You Are
 Recruitment to Retention
 Ways We Can Improve
 Resources
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4. About Seattle Girls’ School
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Basic Definitions
Diversity: Difference, Variety
Diversity is Value Added:
Business Portfolio
Biodiversity
Creativity
Innovation

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).
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6. About Seattle Girls’ School
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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?

7. About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Inclusion Parable:
The Giraffe
and the Elephant

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

9. 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”?
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10. Equality vs Equity
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11. 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?
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12. 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.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Terry Cross

13. 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

14. 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
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15. Discussion: Our Organization
How do you currently
define diversity? Which
of these are priorities –
diversity, inclusion,
equity, and/or cultural
competency? How are
you working on these
priorities?
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16. From Exclusive to Inclusive:
Developmental Stages
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17. Milton Bennett’s
Developmental Model of Intercultural Sensitivity
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18. 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)
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19. Hallmarks of Later Phases
 People can bring their full selves to the organization
 The organization 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 organization
supports people in achieving it
 The organization has an interactive culture
 People have the competencies to adapt to different
cultural contexts.
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20. Discussion: Our Organization
Where is your
organization in its
progression toward
inclusion and cultural
competence? What
makes you think so?
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21. Break
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22. Concentrating on the People:
Recruitment TO Retention
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23. Stages of Recruitment to Retention
 Recruiting
 Interviewing
 Admitting
 Starting before the start
 Conducting development
 Mentoring and collaborating
 Granting leadership
 Renewing and reorienting
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24. Assess and Reassess
 Demographic Trends
– Entrance Numbers
– Attrition Numbers
– Disciplinary Cases
– Thriving Cases
 Climate Surveys
 Exit Interviews
 Programmatic Surveys
 Pre-Post Assessments
 Every Year
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25. Our Organization, Our University –
Exclusive and Elite or
Excellence in a Diverse World?
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26. 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)