All Day Workshop delivered to Brightwater School faculty and staff. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to become the educator with whom all children thrive?

1. Stretching the Inclusive Boundaries:
Culturally Responsive Classrooms
Brightwater School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

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

3. Goals
 Gain a basic understanding of
culture
 Understand how various dimensions
of identity feed into cultural
competencies
 Examine how cross cultural
communication, power, and privilege
affect success in schools
 Identify positive steps toward
inclusive communities - individually,
interpersonally, and institutionally
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

4. Agenda
 Cultural Competencies
 Dimensions of Identity and Culture
 Cross Cultural Communication
 Culture, Power, and Communication
 Inclusive Classrooms and Communities
 Case Studies and Applications
 Resources
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

5. Cultural Competencies
 Everybody has some competencies
 No one has all competencies
 Competency is unattainable,
competencies are
 Competencies are individual, fluid,
situational, and contextual
 THERE IS NO ONE ANSWER
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

6. 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)

7. Exercise: Up-Downs
• Stand proudly for your group
• Stand for as many groups
within one category
as applies to you
• If you are not standing,
cheer and applaud
the people who are
National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

8. Debrief: Up-Downs
How did it feel to
stand and claim your
identities and
experiences? To be
applauded for them?
To applaud others for
their identities and
their experiences?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

9. Break
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10. Identity Development and Schools
 Identity Frames
 Intractability
 Co-Authorship of Identity
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

11. R.T. Carter’s Model:
Racial Identity and
Social Interactions
 Parallel
 Regressive
 Crossed
 Progressive
 Symbiotic
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

12. Effect of Varying Identifications
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

13. Orientations Toward Ethnic Identity
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

14. Case Study:
Identity and Schools
Please read the assigned case
study, discuss what may be going
on, and how you might react as
individuals or as a school.
Please be prepared to share a brief
summary of the case study, what
you did and why, and any
reflections your group had..
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

15. Break
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16. Cross Cultural Communication
 What is it?
 How is it Different from Intercultural
Communication?
 CCC Theories
– Face-Negotiation Theory
– Conversational Constraints Theory
– Expectancy Violation Theory
– Anxiety/Uncertainty Management Theory
– Communication Accommodation Theory
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

17. Dimensions of Variability
Individual - Collectivistic
Low Context - High Context
Masculinity - Femininity
High Uncertainty - Low Uncertainty
Avoidance Avoidance
Vertical - Horizontal
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

18. Factors that Influence
 Personality Orientation
 Individual Values
 Self Construal
- Independent
- Interdependent
 Individual Socialization
 Cultural Norms and Rules
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

19. Cultural Values
Norms, and Rules
 Values
 Value Priorities
 Norms of Behavior
 Non-Verbal
Communication
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

20. RELATIONAL
Cultural Value Differences Individualism
self-reliance, independence
Collectivism
group interdependence
(selfis h ) (mindless follower)
Informality Formality
directness, give and take discussion indirectness, protect "face"
(rude and abrupt) (stiff and impersonal)
Competition Cooperation
individual achievement group achievement
(egotistical, show-off) (avoiding doing work or taking responsibility)
AUTHORITY
Egalitarianism Hierarchy
fairness, belief in equal opportunity privilege of status or rank
(being picky, on a soapbox) (power hungry or avoiding accountability)
TEMPORAL
Use of Time Passage of Time
"Time is money" "Time is for life"
(doesn’t get the important things in life) (lazy and irresponsible)
Change/Future Tradition/Past
Adaptability ensures survival Stability ensures survival
(muckraker, stirs up trouble) (old-school, afraid of change)
ACTIVITY
Action orientation "Being" orientation
"Make things happen" "Let things happen"
(rushes without thinkin g ) (indecisive and slow)
Practicality Idealism
Efficiency is always best Always maintain principles
(impersonal and unscrupulous) (naïve and impractical)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

21. Exercise: Non-Verbal Violations
1: Please pick a partner and stand.
2: Begin to converse about your out of
school hobbies, interests, and
passions.
3: You will receive a piece of paper
describing nonverbal behaviors.
4: Scan the piece of paper. Do not share
the information.
5: INCREMENTALLY dramatize the
nonverbal behavior.
6: Make note of thoughts or feelings you
experience.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

22. Debrief: Nonverbal Violations
Did the INTENT of your described
behaviors allow you to display
them more enthusiastically?
What was the IMPACT of the
behaviors of your partner?
Did knowing that “odd” behaviors
may be part of the exercise
help you accept your partner’s
behavior?
In working with people from
various communities, what do
you take away from this
exercise?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

23. Break
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24. Identifiers, Power,
and Communication
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact
Code/Mode Switching
Fish Seeing the Water
“Norm” “Normal” “Good”
“Intent” versus “Impact”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

25. Exercise: Whispers
Rosetta Lee, Adapted from “Double Talk,” Thiagi.com
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

26. Exercise: Whispers
Form groups of 3.
Decide who will be A, B, or C.
 Person A reads “whisper script 1.” Based on
the instructions, whisper into Person B’s ear.
Persons B and C hold a 2-minute
conversation about their learning from the
workshop that they found most interesting.
Rosetta Lee, Adapted from “Double Talk,” Thiagi.com
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

27. Exercise: Whispers
ROUND 2
 Person B reads “whisper script 2.” Based on
the instructions, whisper into Person C’s ear.
Persons C and A hold a 2-minute
conversation about their respective families.
Rosetta Lee, Adapted from “Double Talk,” Thiagi.com
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

28. Exercise: Whispers
ROUND 3
 Person C reads “whisper script 3.” Based on
the instructions, whisper into Person A’s ear.
Persons A and B hold a 2-minute
conversation about their respective jobs and
responsibilities.
Rosetta Lee, Adapted from “Double Talk,” Thiagi.com
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

29. Debrief: Whispers
1. How did the whispers in your ear affect your
communication?
2. How did the whispers in the your partner’s ear affect your
interpretation of the his/her words and demeanor?
3. Were elements of this exercise familiar? How did (and
which of ) your identities make this exercise more/less so?
4. Please share a personal experience (if any) as applies to
any of the following:
a. Internalized Oppression/Dominance
b. Stereotype Threat
c. Accumulated Impact
d. Code/Mode Switching
e. Fish Seeing the Water
f. Norm to Normal to Good
g. “Intent” versus “Impact”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

30. Assumptions and Interpretations
• Mental Models
• Ladder of Inference
Belief
Conclusions
Selective Data
Observable Data
• Tools of Action
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

31. Checking Assumptions and
Interpretations: Steps to Analyze
1. What did you see/hear (raw data)?
2. What are your personal filters (cultural
values, norms, and identifiers)?
3. What was your interpretation of what you
saw/heard (inference)?
4. How did you feel as a result?
5. What do you want?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

32. Break
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33. Next Steps
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34. Developmental Model of Intercultural
Sensitivity (DMIS) Schematic
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

35. Tool: Ally Skills
 Identity Frames
 Intent Versus Impact
 Using Your Voice of Privilege
 Norm - Normal - Good
 Heightened Awareness
 Inclusivity Without Superiority
 Self-Driven Learning
 Genuine Relationships
 Humility and Gratitude
 Self Love
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

36. Tool: Effective Interventions
 Reduce Defensiveness
– Tone
– Body Language
– Respect
 Keep the Conversation Going
– Hear Them Out
– Ask Open-Ended Questions
– Set Aside Your Feeling for the Moment
– Dialogue
 Build the Relationship
 Win an Ally
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

37. Tool: What Good Teachers Do
 Classroom Instructional Approaches
- Instructional Design
- Instructional Variables
- Student-Teacher Interactions
 Contextual Features and Classroom Environment
- Teacher-Student Interactions
- Classroom Management
- Classroom Climate
 Classroom Assessment
 Critical Self Assessment
 Distinguishing Behaviors
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

38. TOOL: The Four Ps of Change
• Policy – A diversity mission statement that enumerates
identities that are protected, celebrated, and welcome.
• Programming - Training for teachers and staff on cultural
competency skillsets. Support for teachers and staff in
implementing classroom and practice changes.
Identity development support for students. Curriculum
that teaches young people about and utilizing diversity.
• 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.
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

39. Turning Our Learning Into Actions
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

40. Appreciative Inquiry
 DISCOVER: The identification of
organizational processes that work well.
 DREAM: The envisioning of processes
that would work well in the future.
 DESIGN: Planning and prioritizing
processes that would work well.
 DESTINY (or DELIVER): The
implementation (execution) of the
proposed design.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

41. Self Assessment
and Goal Setting
 What did you learn today
that was new, helpful, or
thought provoking?
 What are three distinct
goals or strategies you
would like to apply in the
classroom or in your life?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

42. Cultural Effectiveness
“To be culturally effective doesn’t
mean you are an authority in the
values and beliefs of every culture.
What it means is that you hold a
deep respect for cultural differences
and are eager to learn, and willing to
accept, that there are many ways of
viewing the world”
Okokon O. Udo
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

43. Final Questions or Comments?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

44. 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)

45. 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)

46. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

47. 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”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

48. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

49. 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.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)