ADVIS Diversity Leadership

Diversity in Independent Schools:
What Leaders Need to Know

Association of Delaware Valley Independent Schools
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School


Disclaimers and
Other Food for Thought


Goals


Understanding the Case for Diversity



Assessing Where You Are



Priming for Change (or Sustaining It)



Recruitment TO Retention



Assessing and Reassessing



Resources

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).


Understanding the Case
for Diversity and Inclusion



The Moral Case



The Academic Case



The Economic Case


6Cs of 21st Century
Education and Excellence


Critical Thinking



Collaboration



Communication



Creativity



Cosmopolitanism/Cross-Cultural
Competency

Developmental Model of Intercultural
Sensitivity (DMIS) Schematic


From Exclusive to Inclusive:
Developmental Stages


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.

Processing Pause
Where do you feel your
school is currently in its
development toward
inclusion? What makes you
think so? What are some
initial thoughts on what areas
the school can improve?


Break


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 allocated in the strategic plan for
supporting diversity efforts.
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

Process Break
What are the diversity
initiatives in process at your
school (if any)? What are
some of their strengths or
challenges? Where your
growth zones along the 5Ps
of Diversity and Inclusion?


Concentrating on the People:
Recruitment TO Retention


Stages of Recruitment to Retention
 Recruiting

 Interviewing
 Admitting/Hiring
 Starting before the first school year begins

 Conducting professional development
 Mentoring and collaborating
 Assessing, supervising, observing and evaluating
 Granting tenure/permanence/leadership
 Sustaining the connection
 Developing career-long learners
 Renewing and reorienting

Leveraging Your People
 Back up your enthusiasts 15-20%

 Sanction outright resisters 15-20%
 Work on your 60-70%
 Be authentic about where you are

 Support your pioneers
 Cultivate your voice of conscience
 Contribute your stubborn ounces
 Constantly reference your mission


Processing Pause
What is your school’s current
practice around recruitment
to retention? How can it
improve? Have you begun
identifying who your early
adopters, active resisters,
pioneers, or voices of
conscience are?


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 ShareOuts 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.

Miscellaneous Resources
• Cornell University ILR Management Programs
(www.ilr.cornell.edu)

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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

ADVIS Diversity Leadership

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