MCRC@ADVIS Cultural Competency Institute 2022

Cheryl O. Irving
August 25, 2022
The Episcopal Academy
Cheryl Irving
Cultural
Competency
Institute

• 9:00 to 9:15 AM
Welcome, Introductions
• 9:15 AM to 12:15 PM
Keynote ~ Rosetta Lee
Beyond the Why & Into the How:
Inclusive Classroom Practices
• 12:30 to 1:30 PM
Lunch ~ pick up in Tierney
• 1:30 to 3:30 PM
Breakouts ~ various locations
(check your nametag)
Agenda

Thank You CCI Facilitators!
Abington Friends School
Josh Goodstein & Keisha Hirlinger
The Tatnall School
Brendan Minihan, Marc Scott, Talia Busby Titus
William Penn Charter School
Naté Hall, Lisa Reedich, Marcy Sosa
The Shipley School
Lila Corgan, Rafhia Foster, Sheri Rider Jobe
Delaware Valley Friends School
Amanda Chang, Ryan Harrison
Brown-Gary
Associates
Trina Gary
The Episcopal
Academy
Erica Snowden
EQuicentric
Consulting
Katie Culver
Friends Council
on Education
Deborra Sines
Pancoe
Friends Select
School
Toni Graves
Williamson
Haverford School
Rhonda Brown
The Philadelphia
School
Gerald Dessus
Friend’s Central
School
Nefetaria Yates

MCRC @ ADVIS
Rosetta Eun Ryong Lee
Seattle Girls’ School
Beyond the Why and Into the How:
Stretching the Inclusive Boundaries
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Agenda
 Cultural Competency
 Increasing Inclusivity
 Classroom and Beyond
 Questions and Answers

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?

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).

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.
Terry Cross

The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion

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

21st Century Education
and Excellence
 Critical Thinking
 Collaboration
 Communication
 Creativity
 Cosmopolitanism

Reflection Pause
What is new, interesting,
thought provoking about
what you have heard so far?
Where are you and/or your
schools in understanding
and applying cultural
competency?

Experiences Across Difference
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact/
Microaggressions
Code/Mode Switching
Implicit/Unconscious Bias
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”

Reflection and Break
What are the manifestations
of experiences across
difference in your classroom
and schools?

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
Handout: tiny.cc/classroompractices

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

Reflection and Break
What do you do already, and
what could you do
differently or more
intentionally?

Developmentally Appropriate
Diversity Work

Timeline for Early Awareness of
Difference and Oppression
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

When They’re Little
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

Curricular Approaches
 Exposure Base
 Allowing Questions
 Gentle Guidance
 Modeling Comfort With Discussions
 Expanding Definition of What’s Possible
 Fairness, Kindness, and Rightness

Examples
 The Black Santa Story
 The Jackie Robinson Story
 What Makes a Family?
 Alternate Fairy Tales
 Dress-Up Corner
 Guest Speakers That Defy Stereotypes

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

In the Later Years
Theme: My Future Place in the World
 Gender and sexuality stereotypes
 Power play through social status
 The role of inclusivity in their college,
professional, and personal lives
 Charging them to “practice for the real thing”
 Define values and boundaries, then accept
that they will push
 Be their consultant

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
 Products of Puberty
 Barbie Math
 Nacirema
 What’s So Funny?
 Video Documentary Project
 Pay It Forward
 Data Manipulations
 Problem-Solving Through Coding
 The Scholar’s Club
 Teaching Younger Youth
 Correlation versus Causation

Parents: Partners or Foes?

What Parents Fear and
What We Can Do About It
 “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…”
 “How will this get my kid into college?”
 Heads Up Communication
 Resources and Language
 Clear Reiteration of Mission and Values
 Research and Your Expertise
 Explicit Communication of Parents’ Roles

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
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee

• 12:30 to 1:30 PM - Lunch
Pick up in Tierney (right out of theater & follow signs)
– Questions for reflection over lunch:
• From your personal lived experience can you think of specific
times when you felt you were seen, heard, treated fairly, or
protected? Or when you weren’t?
• And/or can you think of specific times when you offered this to
another? Or a time where you fell short?
• 1:30 to 3:30 PM - Breakouts
Various locations (check your nametag)
– Prompts in breakout spaces:
• I am thinking...
• I am feeling...
• I am wondering…
• I will…
Agenda

See you at another ADVIS program soon:
https://www.advis.org/professional-development-events
Have a wonderful school year!
Thank you for joining us!

MCRC@ADVIS Cultural Competency Institute 2022

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MCRC@ADVIS Cultural Competency Institute 2022