Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?

1. Valley School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Inclusion in the Early Years:
Why, What, and How
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

2. About Seattle Girls’ School
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3. Agenda
 Increasing Inclusivity
 Working With Young Children
 Questions and Answers
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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. Developmentally Appropriate
Diversity Work
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9. Timeline for Early Awareness of
Difference and Oppression
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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
5th grade Have internalized stereotypical messages

10. Reflection
What is new,
interesting, thought
provoking about what
you have heard so far?
How do you see your
students’ development
manifest?
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11. When They’re Little
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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

12. Curricular Approaches
 Exposure Base
 Allowing Questions
 Gentle Guidance
 Modeling Comfort With Discussions
 Expanding Definition of What’s Possible
 Fairness, Kindness, and Rightness
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13. Examples
 The Black Santa Story
 The Jackie Robinson Story
 What Makes a Family?
 Alternate Fairy Tales
 Dress-Up Corner
 Guest Speakers That Defy Stereotypes
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14. Reflection
What is new,
interesting, thought
provoking about what
you have heard so far?
What do you do
already, and what
could you do
differently?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

15. Parents: Partners or Foes?
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16. 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…”
 Heads Up Communication
 Resources and Language
 Clear Reiteration of Mission and Values
 Research and Your Expertise
 Explicit Communication of Parents’ Roles
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17. Stretching the Inclusive Boundaries
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18. Questions and Comments
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19. 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)

20. 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)

21. 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
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22. 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”
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23. Resources
 Joshua M. Aronson, Ph.D., “Improving Achievement &
Narrowing the Gap,” Learning and the Brain
Conference, Cambridge, MA, November 2003
 Allan G. Johnson, Privilege, Power, and Difference.
 Miss Representation, documentary film on media and
women
 United Nations Population Fund Statistics on Gender
Equality as of 2005
http://www.unfpa.org/swp/2005/presskit/factsheets/facts
_gender.htm
 Learning to be critically literate of mass media
http://www.medialit.org/
 Media Guide for Parents and Educators
http://www.commonsensemedia.org/
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24. Gender Specific Resources
 Jennifer Bryan, various trainings and publications on gender
and sexuality diversity, From the Dress Up Corner to the
Senior Prom
 JoAnn Deak, Ph.D., Girls Will Be Girls: Raising Confident and
Courageous Daughters, How Girls Thrive
 Jackson Katz, Tough Guise, Wrestling with Manhood, The
Macho Paradox
 John Medina, Talaris Research Institute, various studies on
early gender differences in competition and play
 Mary Pipher, Ph.D., Reviving Ophelia: Saving the Selves of
Adolescent Girls
 Rachel Simmons, Odd Girl Out, Odd Girl Speaks Out, Curse
of the Good Girl
 Michael Thompson, Raising Cain, Speaking of Boys, It’s a
Boy!
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

25. 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
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26. 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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