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Racial Identity Development

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1 Racial Identity Development
Francesca DiMaggio EPSY 5810 Advanced Adolescent Development

2 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.

3 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 development

4 William Cross A psychologist who developed a Racial Identity Development theory - known as his Nigrescence Model Cross defines the process of “becoming black” through five stages

5 Racial Identity Development Stages
The first two stages within this theory can most relate to adolescents. Pre-encounter Encounter Immersion / Emersion Internalization Internalization - Commitment

6 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 race

7 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 stage

8 A clip…… Will vs. Carlton Pre-encounter and. Encounter

9 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 identity

10 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 cultures

11 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 group

12 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)

13 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

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

15 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 activities

16 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.

17 Why it is important to be culturally competent:

18 Sources: Celious, A., & Oyserman, D. (2001). Race From the Inside: An Emerging Heterogeneous Race Model. Journal of Social Issues, ChaVez, A., & Guido-Dibrito, F. (n.d.). Racial and Ethnic Identity and Development. New Directions for Adult and Continuing Education, 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, Frable, D. (1997). Gender, Racial, Ethnic, Sexual, And Class Identities. Annual Review of Psychology, Identity and African American Youth. (n.d.). Retrieved May 6, 2015, from 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.


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