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Racial and Ethnic Identities: Developmental Models, Frameworks, Approaches

  • Workshop Session A (Thursday, December 8 10:15-11:30 AM)
    • Creating Mentoring Programs for Black Girls' Success


      In this session, you will be given strategies to successfully implement a mentoring program for black girls in independent schools. Find out how mentoring programs at your school can help girls to thrive socially, emotionally, and academically.
      Presented By Kisha Webster, K.L. Webster and Associates
    • LGBTQ People of Color: The Intersection of Race, Gender, and Sexual Orientation in Independent Schools


      Join a discussion led by two LGBTQ men of color about the complex intersection of identities. LGBTQ teachers of color at independent schools have noted that their dual status provides various lenses through which to address stereotypes and raise awareness across areas of oppression. People of color find that they can invoke their sexual orientation as a shared identity with the white LGBTQ community, but the impact of race on sexual orientation often leads to a heightened sense of awareness about marginalized groups and issues of inclusion. For most of the people of color who identify as LGBTQ, race is viewed as an additional identity to incorporate into an overall identity as a teacher.
      Presented ByPhilip McAdoo, Sidwell Friends School (DC); Quinton Walker, University School of Nashville (TN)
    • The Case of the Carlisle Indian School's Only "Porto Rican" Graduate: Genealogy for Identity Research


      It’s essential to discover, research, and preserve family stories in a timely manner before the ability to communicate with older generations is lost. In this workshop, we will start with one such story of lost identity. Then we’ll move toward an in-class attempt at using genealogical research to rescue, document, and analyze students’ ancestry so they can better understand who they are and what forces have shaped their paths. Our goal: to share the process, trials, and triumphs of this endeavor.
      Presented ByAngie Nevarez and Maura Large, Chadwick School (CA)
    • The Rooster's Egg: Beyond the Dominant Narrative and Empowering Students through Counterstories


      Counterstories — expressions of experience beyond the dominant narrative — can empower students, reposition teachers, and help guide institutional change. Learn how to craft interdisciplinary and team-taught curricula by triangulating and layering counterstories, including non-canonical fiction of the African diaspora, recovered slave narratives, and empowered student voices. Join two teachers who have different racial identities but matching goals for students. They’ll lead you to explore the potential of the counterstory to shift classroom conversation beyond the expected white normative voice and toward a meaningful engagement with the voices and experiences of people of color. Through reflection and engagement with frameworks from both critical race theory and racial identity development, you will prepare strategies for shifting curricula at your home school.
      Presented ByKelena Reid, The Moses Brown School (RI); Nina Leacock, Bosque School (NM)
    • Who We Are: Racial and Ethnic Identity Development for Educators and Youth Part 1


      How do we learn about our various group identities, such as African American, Asian, Native American, Latino, and white? What messages have we internalized? Why do some of us love our identities while others have own-group shame and hatred? Learn how to co-author the identity development of youth and adults to the benefit of all. Part 1 of this two-part session will focus on our own identities and experiences. Part 2 will build upon that knowledge to focus on others and how we show up in relation to others, particularly students.
      Presented By Rosetta Lee, Seattle Girls' School (WA)
  • Workshop Session B (Thursday, December 8 3:30-4:45 PM)
    • “A Face Like Mine”: Structurally Including Asian Americans in Racial Justice


      As issues of justice and equity become increasingly important, we as educators must build capacity for activism and engagement. Like our schools, we play an important role in both advancing racial justice for Asian Americans, being aware of the racialized journey of Asian Americans, and building cohesion among marginalized communities. Together in this session, we will explore our individual journeys toward racial justice and our professional journeys in support of these issues at our schools.
      Presented ByLiza Talusan, The Park School (MA)
    • Asian Privilege and Its Discontents


      Historically, Asian Americans have been labeled the “model minority” who work hard to excel academically and professionally. In this workshop, we will explore the many aspects of privilege that Asian Americans experience due to their unique positioning within the United States’ racial hierarchy — but also the discontents associated with this status. We will examine how Asian Americans can make use of this privilege within predominantly white institutions in the service of equity for all. And we will discuss how Asian Americans suffer from a lack of recognition and respect from other racial minority groups, and how to build a stronger sense of interracial solidarity.
      Presented By Drew Ishii, Sage Hill School (CA); Radhika Khandelwal, Brentwood School (CA); Steven Lee, Edmund Burke School (DC); Cheryl Ting, Redwood Day School (CA)
    • One of Few, Representing Many: The Cognitive Dissonance of People of Color in Independent Schools


      What can happen to people of color who work in independent schools with only a handful of other people of color — or just one? What if few, or none, are in leadership positions? How does the system maintain white supremacy by operating on the idea that highly qualified people of color are rare and hard to find? What are the personal costs, pitfalls, dilemmas, and benefits of being one of a few in a majority white school? This interactive workshop will explore how being the token person of color can result in policing behaviors that injure both faculty and students of color. It will also provide suggestions for taking care of yourself while challenging and changing behaviors in your institution.
      Presented By Patricia Matos, Greenwich Country Day School (NY); Gail Cruise-Roberson, National SEED Project
    • Who We Are: Racial and Ethnic Identity Development for Educators and Youth Part 2


      In the first part of this workshop on how we learn about, internalize, and grow to love or hate group identity, we focus on our own identifies and experiences. In this second part, we build upon that knowledge to focus on others and how we show up in relation to others, particularly students.
      Presented ByRosetta Lee, Seattle Girls' School (WA)
  • Workshop Session C (Friday, December 9 10:15-11:30 AM)
    • Let's Get Real: Exploring Race, Class, and Gender Identities in the Classroom


      Two teachers, a black man and white woman, developed a method to facilitate healthy identity formation in the context of a diverse learning community. They offer a series of teaching strategies to encourage conversation and personal reflection, enabling students to think creatively, rather than stereotypically, about difference. Find out how this model helps students learn to safely explore their race, class, and gender identities; share stories and thoughts with peers; learn more through reading and research; and ultimately take action to affect social change in their communities. Through empathetic listening, positive peer acceptance, the inclusion of diverse ideas, and critical collaboration, students can learn more about themselves, each other, and the world they live in. The outcome: Individuality and diversity flourish simultaneously.
      Presented By Martha Caldwell and Oman Frame, The Paideia School (GA)
    • Okay Ladies, Now Let's Get In Formation! Enhancing Ethnic Identity Development of African-American Adolescent Girls


      Increase your knowledge of ethnic identity development in African American female students and explore how academic and social environments directly affect their overall health. Dive into related theories and empirical studies, which explore the correlation between ethnic identity development, academic achievement, and well-being. Come away equipped to integrate this knowledge into your pedagogical approach and incorporate curricula that improve ethnic identity development; reduce risk factors, poor self-concept, and self-defeating behaviors; and increase positive outcomes for your African American female students.
      Presented By LaNaadrian Easterling, La Jolla Country Day School (CA)
    • The New Face of African-American Literature: Teaching a Post-Blackness Curriculum


      In a world where schools increasingly face discussions of race relations and #BlackLivesMatter, our students — both white and black — need the tools to understand and discuss the experience of being black in America. This workshop will look at strategies for making an African American literature curriculum feel more immediately relevant, using literature as a springboard to looking at blackness from a sociological standpoint. Come prepared to discuss what your school’s current curriculum looks like and learn about tools for upper school educators to implement partial or whole curricular change. One central focus of this workshop is how to safely move students from thinking to feeling.
      Presented By Malikah Goss, Lakeside School (WA)
  • Workshop Session D (Saturday, December 10 10:00-11:15 AM)
    • The Black Immigrant Student Experience as an "African-American"


      Immigrant students of African descent are often identified as African Americans by well-intentioned white individuals and supportive African Americans. Whether immigrant students hail directly from the African continent or the Caribbean, they are besieged by a confusing and sometimes painful paradox; they experience an overwhelming desire to fit in as well as a contrasting need to prove they are different, more nuanced, and somehow better than African Americans. Learn how the manner in which adults in the community perceive and respond to this conflict can be the determining factor in how students can successfully reconcile the two.
      Presented By Princess Sirleaf Bomba, The Wheeler School (RI)

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