Berkeley Carroll School Frameworks for Diversity and Inclusion

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Information about Berkeley Carroll School Frameworks for Diversity and Inclusion

Published on February 20, 2014

Author: leerosetta



1 Hour Session for faculty at Berkeley Carroll School in Brooklyn, NY. As we work toward our goals in becoming a truly inclusive community, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative rather than a value added? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? With shared understanding and language, we can achieve congruence between our professed values, our actions, and our impacts.

Diversity, Inclusion, and Equity Frameworks for Conversation Berkeley Carroll School Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (

About Seattle Girls’ School Rosetta Eun Ryong Lee (

Disclaimers and Other Food for Thought Rosetta Eun Ryong Lee (

Goals  Shared Frameworks and Language  Assessing Where You Are  Beginning Conversations  Identifying Next Steps Rosetta Eun Ryong Lee (

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 (

Understanding the Case for Diversity and Inclusion  The Moral Case  The Academic Case  The Economic Case Rosetta Eun Ryong Lee (

Rosetta Eun Ryong Lee (

6Cs of 21st Century Education and Excellence  Critical Thinking  Collaboration  Communication  Creativity  Cosmopolitanism/Cross-Cultural Competency Rosetta Eun Ryong Lee (

Developmental Model of Intercultural Sensitivity (DMIS) Schematic Rosetta Eun Ryong Lee (

From Exclusive to Inclusive: Developmental Stages Rosetta Eun Ryong Lee (

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) Rosetta Eun Ryong Lee (

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. Rosetta Eun Ryong Lee (

Processing Pause Where do you feel Berkeley Carroll is currently in its development toward inclusion? What makes you think so? What are some initial thoughts on what areas the school can improve? Rosetta Eun Ryong Lee (

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 Rosetta Eun Ryong Lee (

Getting There From Here: Life Cycle of Initiatives Abe Wehmiller, NAIS Summer Diversity Institute Rosetta Eun Ryong Lee (

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.” Rosetta Eun Ryong Lee (

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 (

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 Rosetta Eun Ryong Lee (

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

So What? Now What? Rosetta Eun Ryong Lee (

Final Questions or Comments? Rosetta Eun Ryong Lee (

Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 Rosetta Eun Ryong Lee (

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 (

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 (

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 (

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 • “Non-Verbal Communication Across Cultures” by Erica Hagen, Intercultural Communication Resources • • Thrive! Team Dynamics • history.htm Rosetta Eun Ryong Lee (

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) • 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, mckinley.htm Michael J Nakkula and Eric Toshalis, Understanding Youth. Rosetta Eun Ryong Lee (

Miscellaneous Resources • Cornell University ILR Management Programs ( • • • • • • • • National Training Lab ( 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, Terrence Deal and Kent Peterson, Shaping School Culture: The Heart of Leadership Rosetta Eun Ryong Lee (

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