Seminar 7 Instructor: Bina Roginsky, Psy.D

Elements of Diversity Value Orientation Model (Kluckhohn and Strodtbeck, 1961) Euro-American culture in the United States: – future oriented, focused on doing, emphasizes individualism, aspires to be dominant over nature, – believes that human nature is mixed, some people are good and some are bad (e.g., Carter, 1990). –Value activity, doing, hierarchical relationships Native cultures: –past oriented, focused on being, emphasize collateral (group) relations, aspire to be in harmony with nature –believe that people are fundamentally good

Elements of Diversity Locus of Control (Rotter, 1966) Most common groups with high INTERNAL locus of control (Caucasian, Chinese) have: More attempts at mastering environment Better coping and cognitive processing Lower anxiety, higher motivation External locus of control more common in minority, females, low SES - “It’s no use trying…”

What happens when we add responsibility as a factor? Internal Control and Responsibility –Assertive/passive: I’m Ok and society is OK- I can make it External Control and Internal Responsibility (Marginal/passive) –I’m OK but control comes from being like dominant culture - it’s up to me External Control and Responsibility –Passive/aggressive: I’m not Ok, I might as well give up. Society is the reason for my problems Internal Control and External Responsibility –I’m OK but need a chance - society is not good and I need to change it

Other factors to consider when discussing control and responsibility Racial pride and identity –Most likely to be accepted by IC-ER –Redefining self and group in positive light –View many current issues as rising from racism How might these concepts and worldviews be expressed in children? Is there a certain direction that we would encourage them to think in?

Racial/Cultural Identity Development Model Atkinson, Morten, & Sue (1989 Conformity - dominant cultural values Dissonance - question identity Resistance & Immersion - appreciate group and reject dominant culture Introspection - differentiate individual views Integrative Awareness - self & other appreciation

General stages of identity development Stage one: Lack of awareness of the importance of culture Intermediate Stages: Psychological discomfort, self-examination, over- identification with own culture Final Stage: Self-acceptance and appreciation of culture

Three Stage Model for Identity Development (Phinney) Stage 1: Unexamined ethnic identity –Acceptance of white identity –Similar to “foreclosure” Stage 2: Ethnic Identity Search –Similar to moratorium –Dissonance - understanding that not all majority values are beneficial to cultural minority group Stage 3: Ethnic Identity Achievement –Internalization and incorporation –Have ways to cope with negative stereotypes and prejudice Stage 1: Unexamined ethnic identity –Acceptance of white identity –Similar to “foreclosure” Stage 2: Ethnic Identity Search –Similar to moratorium –Dissonance - understanding that not all majority values are beneficial to cultural minority group Stage 3: Ethnic Identity Achievement –Internalization and incorporation –Have ways to cope with negative stereotypes and prejudice

This week A case study - this powerpoint may be helpful Reading Two discussion board threads Research your topic well - you will need it for DB and project Start thinking about the final week/project with any questions/ideas!

Additional resources ControlWhatIs.html ControlWhatIs.html oc oc 405/pdf 405/pdf 1mEC&lpg=PA61&ots=ymEjPaRpmp&dq=white% 20identity%20development%20model&lr&pg=PA 68#v=onepage&q=white%20identity%20develop ment%20model&f=false 1mEC&lpg=PA61&ots=ymEjPaRpmp&dq=white% 20identity%20development%20model&lr&pg=PA 68#v=onepage&q=white%20identity%20develop ment%20model&f=false