Generic Affinity Groups, What, Why, and How

Rosetta Eun Ryong Lee
Seattle Girls’ School
Affinity Groups: What, Why, and How
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Agenda
 Basic Definitions
 Identifying the Value of Affinity Groups
 Launching Affinity Groups
 Overcoming the Resistance
 Strengthening Communities

Basic Definitions
The term affinity group is used as a
bringing together of people who have an
identifier in common, e.g. race, gender,
religion, family status, etc. Affinity groups
are for individuals who identify as members
of the group and can speak to the
experience of being a member of the group
from the “I” perspective.

Basic Definitions
The term alliance group is used as a
bringing together of people who have a
common commitment to an identifier group,
e.g. race, gender, religion, family status,
etc. Alliance groups are for individuals who
identify as members of the group and/or as
people who support and stand in solidarity
with that group.

Basic Definitions
The term interest group is used as a
bringing together of people who want to
learn about, share, and engage in a special
interest, e.g. hobby, skill, topic, etc.
Interest groups are for individuals who want
to gather to teach, learn, and share.
Membership can be fluid and changing.

What We’ve Tried and
What Happened
Describe where your school
is in the process of
launching or implementing
affinity groups. What are
some of the success and
challenges you’ve
experienced?

Why Affinity Groups Are Great
 Safety and Comfort to be
Authentic
 Affirmation
 Critical Mass
 Identity Socialization
 Building Resilience
 Preparing to Engage
Deeply with Other Groups
 Empowerment Toward
Action

Stage 1: Identify the Need
 Gather data around the
school’s population
 Gather research on the
challenges groups face
 Gather research on the
benefit of affinity groups,
explicit conversations
 Gather data around need
and desire
 CONNECT TO YOUR
MISSION

Stage 2: Determine Format and
Definitions
 Affinity, Alliance, or Interest?
 Identities/Identifiers
 Timing
 Space
 Facilitators
 Group Goals or Mission
Statements
 Curriculum

Stage 3: Communicate and Invite
 Initial Communication from
Head
 Communicate the Need, the
What, the How, and the Who
 Communicate Definitions,
Goals, and Missions
 FAQs
 Faculty/Staff,
Parents/Guardians, Students

Stage 4: Facilitate Groups
 Identity Pride
 History
 Positive Change and
Activism
 Opportunities and
Challenges
 Strategies for Success
 Supporting Each Other

Stage 5: Wash, Rinse, Repeat
 Assess Effectiveness
 Make Improvements
 Re-Launch Every Year
 Utilize Student/Family Voice
 United Front

Possible Affinity Group Curriculum
 Culture Share
 Celebrations of
Holidays/Events
 Identity Exercises
 Current Events
 Movies
 Field Trips
 “What Do I Do If…”

Factors Leading to More Success
 Pride > Struggle
 Deflection of Blame
 Inclusive of Full Spectrum
 Who’s in the Room
 Youth Driven Curricula
 Opportunities to Share
 Collective Action

Factors Leading to Less Success
 Lack of Consistency
 Lack of Budget
 Lack of Curricula
 Reinforcement of
Stereotypes
 Chauvinism
 Adult Agenda
 Visitors and Gawkers

Reflection
What information was new,
useful, interesting,
worrisome, etc.? What
questions do you have?
What’s missing?

Why Affinity Groups
Meet Resistance
 Unacknowledged Fear
of Assembly
 Unacknowledged
Resistance to
Empowerment
 Desire to Stay Ignorant
of Issues
 Privilege

Forms of Resistance
• False Parallels
• Inverting the Injustice
• Outright Dismissal
• Minimization
• Righteousness
• Colorblindness
• Jealousy

Talking Points for Affinity Groups

“Affinity Groups” We Already Have
• Gendered Bathrooms
• Faculty Meetings
• Tracked Classes
• Financial Aid Allocation Meetings
• Sports Teams
• Divisions and Grades
• Casts of School Plays
• Faculty/Staff Rooms

Early Awareness of Difference
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
cross group play can increase
5th
grade Have internalized stereotypical messages
cross group play can decrease

Equality vs Equity

Conflation of Individual/Institutional

Privilege vs Situational Advantage
Privilege Situational Advantage
• Many buildings incorporate
multilevel floor designs and
stairs
• Many doorways are
narrow
• Most sidewalks have curb
edges, not inclines
• Many outdoor walking
paths are gravel or dirt
• Many restaurants place
tables closely together
• There are prime parking
spots designated for people
with disabilities
• People with disabilities
are first to board planes,
trains, and rides
• Performance venues will
often have seating in the
front row or ground level for
patrons with disabilities

Resources
Full resources, web links,
downloadable documents,
considerations, and more:
tiny.cc/affinitygroups

Strengthening Communities

Presenter Information
Rosetta Eun Ryong Lee
Outreach Specialist
Seattle Girls’ School
1700 24th
Ave S
Seattle, WA 98144
(206) 451-5233
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee

Generic Affinity Groups, What, Why, and How

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