Stephanie Fryberg, examines indigenous children’s approach to learning and how educators can create a more supportive academic environment. She addresses the “Struggling Native Student” Narrative and how we can reframe a redirect stories to free children to reach their full potential. This session will discuss the Culture Cycle that is used to promote student identity. Dr. Fryberg will also share her examination of academic self-view and Growth Mindsets and their impact on students and their motivation and learning.
Speaker: Stephanie Fryberg, a member of the Tulalip Tribes, is jointly appointed as Associate Professor in American Indian Studies and Psychology at the University of Washington. Dr. Fryberg previously served as Associate Professor of Psychology and affiliate faculty member in American Indian Studies at the University of Arizona, and as the Director of Cultural Competency, Learning Improvement and Tulalip Community Development for the Marysville School District in Marysville, Washington. Her primary research interests focus on how social representation of race, culture, and social class influence the development of self, psychological well-being, and educational attainment. In 2011, she testified before the US Senate Committee on Indian Affairs on the topic of “Stole Identities: The impact of racist stereotypes on Indigenous people.” Dr. Fryberg translated Carol Dweck and colleagues’ individual-oriented growth mindset intervention into a communal-oriented version, which was given to students on her tribe’s reservation and led to significant improvement in students’ educational outcomes compared to the individualistic version of the intervention. She received her master’s and doctorate degrees in Social Psychology from Stanford University, where in 2011 she was inducted into its Multicultural Hall of Fame.
For the past 22 years, the Urban Leadership Academy has provided programming and sustained dialogue focused on the continuous professional development of school leaders. Each workshop provides educational leaders the opportunity to explore the complexity of leading learning organizations in order to better serve students.