Summit School District Administrator CP Discussion

1. Summit School DistrictAdministrator CP Discussion • Socio- Cultural Identity Development models give us a framework to understand our own racial identity development.

2. Socio-Cultural Identity Development

3. A model of socio-cultural identity development: • Provides a framework/context for understanding our own and others’ inside-out work • of developing identity/ies and • of the impact of that process upon valuing equity and inclusiveness.

4. A model of socio-cultural identity development: • Increases our awareness of patterns • of “thinking, feeling, and doing” and • of accompanying strengths and needs, associated with stages of identity development.

5. Identity Development Members of Targeted Groups (Cass, Cross, Banks, Howard...) • Early Stage—Pre-encounter, Identity Confusion • Latter Early Stage—Encounter, Identity Comparison • “Developing” Stage—Immersion/Emersion, Identity Tolerance, Identity Acceptance, Identity Pride • Late Stage—Integration, Synthesis, Internalization, Internalization-Commitment

6. Identity Development Members of Targeted Groups (Early, Latter Early, Developing, Late Stages) • Early Stage—Pre-Encounter, Identity Confusion • denial of/distance from targeted part(s) of identity • can include embracing “mainstream” as better • denial of importance of targeted identity/ies • may not associate with, or may limit association with others in targeted identity group(s)

7. Identity Development Members of Targeted Groups (Early, Latter Early, Developing, Late Stages) • Early Stage—Pre-Encounter, Identity Confusion • Thinking • Feeling • Doing • Needs • Strengths

8. Identity Development Members of Targeted Groups (Early, Latter Early, Developing, Late Stages) • Latter Early Stage—Encounter, Identity Comparison • events awaken group member to importance of targeted identity • awareness of loss of perceived privileges • beginning of commitment to identity

9. Identity Development Members of Targeted Groups (Early, Latter Early, Developing, Late Stages) • “Developing” Stage—Immersion/Emersion, Identity Tolerance, Identity Acceptance, Identity Pride • self/group awareness becoming positive • developing acceptance of self/group • being with others in targeted identity group very important • “We are awesome” • Us/them

10. Identity Development Members of Targeted Groups (Early, Latter Early, Developing, Late Stages) • Late Stage—Integration, Synthesis, Internalization, Internalization-Commitment • sustaining/firm in identity, while interacting with those in other groups • ally development • working with members of other groups to end all oppression, while supporting and strengthening own targeted identity group(s)

11. Identity Development Members of Non-Targeted/Agent Groups • Phase I—Abandonment of the “ist” identity • Contact • Disintegration • Reintegration • Phase II—Developing Non-ist identity • Pseudo-Independence • Immersion/Emersion • Autonomy

12. Identity Development Members of Non-Targeted/Agent Groups • Phase I—Abandonment of the “ist” identity (Contact, Disintegration, Reintegration) • Contact • unaware of own identity, privileges in relationship to members of targeted groups • carrying stereotypic “-ist” views, attitudes, behaviors • meets someone from targeted group • views self as not seeing difference

13. Identity Development Members of Non-Targeted/Agent Groups • Thinking • Feeling • Doing • Needs • Strengths

14. Identity Development Members of Non-Targeted/Agent Groups • Phase I—Abandonment of the “ist” identity (Contact, Disintegration, Reintegration) • Disintegration • acknowledges non-targeted/agent identity/ies • begins to question how have been socialized to privilege and “ist” beliefs • awareness of differences in values and privileges associated with being in non-target group (conflict)

15. Identity Development Members of Non-Targeted/Agent Groups • Phase I—Abandonment of the “ist” identity (Contact, Disintegration, Reintegration) • Reintegration • return to contact stage “ist” beliefs, attitudes, behaviors • may stay away from people in targeted groups • may become violent with people in targeted groups

16. Identity Development Members of Non-Targeted/Agent Groups • Phase II—Developing Non-ist identity (Pseudo-Independence, Immersion/Emersion, Autonomy) • Pseudo-Independence • acknowledges privilege, and “ist”learnings • begins to confront “ist” attitudes, beliefs • desire to help/save people in targeted groups

17. Identity Development Members of Non-Targeted/Agent Groups • Phase II—Developing Non-ist identity (Pseudo-Independence, Immersion/Emersion, Autonomy) • Immersion/Emersion • wanting to end -ism(s) in self and members of own non-target identity group(s) • searching for a new kind of identity • How can I be proud of my identity without being –”ist” • becoming an ally to those in targeted groups

18. Identity Development Members of Non-Targeted/Agent Groups • Phase II—Developing Non-ist identity (Pseudo-Independence, Immersion/Emersion, Autonomy) • Autonomy • positive definition of identity • not threatened by members of target groups • strengthening ally awareness and working across group memberships to end all oppression • Continue work with people from own non-targeted identity group

19. Discussion • How have you seen this play out in your work as a SCL? • What happens when teachers and students are in different stages? • How can we support student’s identity development? • How can we support our own identity development?