Racial Identity Development - PowerPoint Presentation

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Racial Identity Development

Francesca DiMaggio

EPSY 5810 Advanced Adolescent

DevelopmentSlide2

Who am I? Identity vs. Confusion

In adolescence, a major challenge for teens is their search for identity. Questions like,

“Who am I?”, “What am I going to do in my future?”, “How am I different from others?”, “What group/groups do I belong to?”, “ How does my ethnicity/race affect what I can do in life?” etc.

Erik Erikson realized that adolescence is a time when a teen typically should determine the answers to these questions.

The subject is experiencing Erikson’s stage of Psychosocial Development titled: Identity vs. Identity Confusion. she is developing a sense of self and where she fits into society. To successfully do this, she will need supports around her to help encourage this exploration of determining her identity. If she isn’t successful, she will experience identity confusion, an identity crisis, which currently she is experiencing with her racial identity.Slide3

Case Study Background

17 year old African American female

Sophomore at an urban high school in the city of Saint Louis

Lives in a North Saint Louis neighborhood that is majority African American

Currently in the identity vs. confusion stage of Erikson’s psychosocial development stages

More specifically dealing with challenges related to her racial identity developmentSlide4

William Cross

A psychologist who developed a Racial Identity Development theory - known as his

Nigrescence

Model - 1971

Cross defines the process of “becoming black” through five stagesSlide5

Racial Identity Development Stages

The first two stages within this theory can most relate to adolescents.

Pre-encounter

Encounter

Immersion / Emersion

InternalizationInternalization - Commitment Slide6

Pre-Encounter Stage

Seek acceptance among the majority (Whites)

Absorbs the beliefs and values of the majority

Downplay the importance of race in their life

More focus on the specific groups they are members of

(religious groups, sexual orientation, socioeconomic status)

Often will have negative thoughts about blacks or agree with stereotypical ideas about Blacks

May distance themselves from members of their race

Agree with societies message about raceSlide7

2. Encounter Stage

Entering the encounter stage can occur when a youth experiences an event or series of events where racism occurs, often the event is negative but positive events can occur as well

Resist the stereotypes their race faces

During this stage, the individual now feels a connection to their race

The individual wants to find a resolution to any problems they may have had with their race

The individual now may not see themselves as being equal to the majority

Academic success often declines - doing well is often associated with “being white” , being smart is not being cool

Acknowledges that their group faces oppression

Individuals may feel hurt, anger and confusion during this stageSlide8

A clip…… Will vs. Carlton

Pre-encounter and. Encounter

https://www.youtube.com/watch?v=p6XVWjorVwASlide9

3. Immersion / Emersion Stage

An individual embraces their culture completely

The individuals sees many strengths in being black

There’s avoidance towards anything “White” / idolize their “blackness”

Most relationships made are within their group

Seeks out more information/history regarding their race

Have a “Black is Beautiful” viewpoint

May view everything that is black GOOD and white BAD

They however are not 100% committed to their black identitySlide10

4. Internalization

The individual balances their blackness with other roles in life

Establishes meaningful relationships across groups

Has inner-security regarding their race / confidence in their identity

Comfort and acceptance towards other culturesSlide11

5. Internalization - Commitment

Commitment to a plan of action

Desire to make a change for their community

Pro-Black

Accept those of diverse backgrounds

Activates concerns for their racial groupSlide12

Related Reading - “Why are all the Black Kids Sitting Together in the Cafeteria?” - Beverly Daniel Tatum, Ph.D.

Beverly Daniel Tatum, Ph.D. is the president of Spelman College. She is known for her authority on the psychology of racism, race relations in the classroom and racial identity.

Her book provides open discussion about our racial identities and how understanding them can help us face our racial and ethnic divisions.

For whites who may be scared they may make the wrong comment or be perceived as racists and then to people of color who face social and institutional realities, racism affects us all and having these conversations regarding race will allow us to make a difference. Collectively, with more open conversations, a peaceful society can soon exist.

(Tatum 1997)Slide13

The stage the subject of the case study in:

Pre-encounter… why???

States she has not faced discrimination or racism before

Does not acknowledge her race or any significance to being African American

Is not aware of African American history or events in time that are significant to her race

Comments on other members of her race as being “those black people always doing that” or “those black people are embarrassing”, etc Slide14

As an adult of a different race/ethnicity, can you assist minority students with racial identity?

YESSlide15

How ????

Racial socialization - Provide adolescents with identity-affirming experiences ( multicultural groups/diversity clubs/class meeting times

Promote resilience - positive mental health/ anger management groups / social skills / positive environment

Create environments in schools/settings that balance all cultural norms

Encourage discussions involving issues of race/ethnicity/culture/immigration

Discuss resources minorities have used to combat racism and discrimination

Emphasize the relevance of your minority students’ culture

Be open-minded when students want to discuss issues involving race

Provide exposure to culturally relevant materials and activitiesSlide16

How??? cont...

Be non-judgemental when listening to students’ viewpoints and having their peers do the same when students want to discuss sensitive issues - also emphasize respect though for members of the community

Have an understanding of what social/emotional issues may emerge from students of different cultures

Have an understanding of how students of different backgrounds learn

Allow students to share personal experiences and the strengths and contributions of their culture

Become culturally competent.

Have and share with your students a commitment to social justice

Promote the strengths you discover in your students of different ethnic/racial backgrounds as well as their strengths as an entire racial group

Help students avoid and counteract negative stereotypes.Slide17

Why it is important to be culturally competent: Slide18

Sources:

Celious, A., & Oyserman, D. (2001). Race From the Inside: An Emerging Heterogeneous Race Model. Journal of Social Issues, 149-165.

ChaVez, A., & Guido-Dibrito, F. (n.d.). Racial and Ethnic Identity and Development. New Directions for Adult and Continuing Education, 39-47.

Day-Vines, N., Patton, J., & Baytops, J. (2003). Counseling African American Adolescents: The Impact of Race, Culture, and Middle Class Status. Professional School Counseling, 7, 40-51.

Frable, D. (1997). Gender, Racial, Ethnic, Sexual, And Class Identities. Annual Review of Psychology, 139-162.

Identity and African American Youth. (n.d.). Retrieved May 6, 2015, from http://www.maec.org/equity/race-issue3.html

Santrock, J. (2010). Adolescence (13th ed.). New York: McGraw-Hill.

Tatum, B. (1997). Why are all the Black kids sitting together in the cafeteria? and other conversations about race. New York: BasicBooks.