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.