1. Summit School District Administrator 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.  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 Identity Development Members of Targeted Groups (Cass, Cross, Banks, Howard...)

6.  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) Identity Development Members of Targeted Groups ( Early, Latter Early, Developing, Late Stages)

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

8.  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 Identity Development Members of Targeted Groups (Early, Latter Early, Developing, Late Stages)

9.  “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 Identity Development Members of Targeted Groups (Early, Latter Early, Developing, Late Stages)

10.  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) Identity Development Members of Targeted Groups (Early, Latter Early, Developing, Late Stages)

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

12.  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 Identity Development Members of Non-Targeted/Agent Groups

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

14.  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) Identity Development Members of Non-Targeted/Agent Groups

15.  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 Identity Development Members of Non-Targeted/Agent Groups

16.  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 Identity Development Members of Non-Targeted/Agent Groups

17.  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 Identity Development Members of Non-Targeted/Agent Groups

18.  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 Identity Development Members of Non-Targeted/Agent Groups

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?