Berkeley Carroll School Inclusive Classroom Practices MS

Berkeley Carroll School (Middle School Faculty)

Rosetta Eun Ryong Lee

Seattle Girls’ School

Beyond the Why and Into the How:Practical Steps to Inclusive Schools

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School


Agenda

Experiences of Identity

Increasing Inclusivity

Classroom and Beyond

Questions and Answers


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).



The Jones Model of Cultural Competence

Cultural Self-Awareness

Cultural Intelligence

Cross-Cultural Effectiveness

Skills

Countering Oppression

through Inclusion

Examining the Self

William Taylor’s Reflective Competence Model


Experiences Across Difference

Internalized Oppression/Dominance

Stereotype Threat

Accumulated Impact/

Microaggressions

Code/Mode Switching

Fish Seeing the Water

“Normal” versus “Good”

“Intent” versus “Impact”


What Can We Do to Increase Inclusion and Safety?

Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

- Increasing Trust

- Distinguishing

Behaviors

- Overcoming History

and Impact

Do You See Me?


- Representation on the

Walls

- Representation in the

Curriculum

- Interest in Personal

Story (Sharing of

Personal Story)

- Interactions In and Out

of the Classroom

- Demonstration of Care

Do You Hear Me?


- - Incorporation of Prior

Knowledge and Experience

- - Seeking and Responding

to Student Feedback

- - Student Choice in the

Curriculum

- - Empathy Reflex

- - Authoritative Discipline

Will You Treat Me Fairly?

- Clear and High

Expectations

- Equal Discipline and

Rewards

- Support in Struggle and

Push in Success

- Consistent and

Predictable Assessment

- Different Kinds of

Success


- Understanding of

Identity and Experience

- Interruption of Exclusive

or Oppressive Behavior

- Teaching and

Discussing Cultural and

Power Difference

- Encouragement of and

Practice with

Collaboration

Will You Protect Me?


You Win Some, You Lose Some


Ah Ha’s and D’OH!s


- What are some new insights about what

helps create inclusivity and cultural

competency in the classroom and beyond?

- What already existing practices INCREASE

inclusivity and cultural competence?

- What already existing practices

DECREASE inclusivity and cultural

competence?

Stretching the Inclusive Boundaries


Presenter Information

Rosetta Eun Ryong Lee

6th Faculty and

Professional Outreach

Seattle Girls’ School

2706 S Jackson Street

Seattle WA 98144

(206) 805-6562

[email protected]

http://tiny.cc/rosettalee


mailto:[email protected]

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”


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/


http://www.unfpa.org/swp/2005/presskit/factsheets/facts_gender.htm

http://www.medialit.org/

http://www.commonsensemedia.org/

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!


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


http://www.intercultural.org

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.


http://www.glsen.org

http://www.newhorizons.org/strategies/differentiated/

Developmentally Appropriate Diversity Work


The Middle Years


Theme: Who Am I? How Do I Have Power?

“Friendship Extinction Event”

Identity search through grouping

Good and bad cliques

Open their horizons about identity

Be steady through their rollercoaster

Coach more, teach less

Curricular Approaches

Experiential And Discovery Base

Facilitating Questions and Discussions

Media Literacy

Patterns and Systems

Values and Actions

Autonomy and Choice

Justice and Activism


Examples

Class Mottoes

Products of Puberty

Barbie Math

Nacirema

What’s So Funny?

Video Documentary Project

Pay It Forward


Integrated or Stand Alone?


Both-And: Examples

Stand-Alone Opportunities

– Class Norms and Rules

– Getting to Know You

– Class Dynamics

– Identity Development

Integrated Opportunities

– Literature

– History

– Math

– Science

– Art

– PE

– And More!


Parents: Partners or Foes?


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?”

Heads Up Communication

Resources and Language

Clear Reiteration of Mission and Values

Research and Your Expertise

Explicit Communication of Parents’ Roles
