1. Warm up What is your: Cultural/ethnic identity Religious identity Sexual identity (orientation)

2. Ethnic Identity Development Center for Student Cultural Diversity

3. What is identity development? Identity development is a series of stages everyone must go through to determine who they are as an individual.

4. What is ethnic identity development? A sense of group or collective identity based on one’s perception that he or she shares a common racial heritage with a particular racial group Racial identity development theory concerns the psychological implications of racial-group membership, that is belief systems that evolve in reaction to perceived differential racial-group membership. A sense of group or collective identity based on one’s perception that he or she shares a common racial heritage with a particular racial group Racial identity development theory concerns the psychological implications of racial-group membership, that is belief systems that evolve in reaction to perceived differential racial-group membership.

5. Conformity In this stage, people of color identify strongly with White Dominant Society, permitting the White society to define their worth and value. Individuals in this stage often accept negative stereotypes about themselves and their group. In addition, they know very little and are not interested in learning about their own ethnic heritage or history. Such persons usually associate with primarily White people and have very little to do with members of their own ethnic group. In this stage, people of color identify strongly with White Dominant Society, permitting the White society to define their worth and value. Individuals in this stage often accept negative stereotypes about themselves and their group. In addition, they know very little and are not interested in learning about their own ethnic heritage or history. Such persons usually associate with primarily White people and have very little to do with members of their own ethnic group.

6. Dissonance In this stage, persons have experiences, or gain insights, that cause them to question their conforming attitudes, and cause confusion and conflict. They question values of the dominant culture they have previously held in high esteem. In this stage, persons have experiences, or gain insights, that cause them to question their conforming attitudes, and cause confusion and conflict. They question values of the dominant culture they have previously held in high esteem.

7. What are the values? What do you consider the values of the dominant culture?

8. Dissonance They become more aware of racism, oppression, and stereotyping. Ethnic minority individuals may attempt to develop friendly relations with members of their own ethnic group with whom they have previously not been able to identify. They become more aware of racism, oppression, and stereotyping. Ethnic minority individuals may attempt to develop friendly relations with members of their own ethnic group with whom they have previously not been able to identify.

9. Resistance and Immersion This is a stage of extremes, during which individuals become immersed in their own cultural history, values, and life-style. Such persons are highly motivated to combat oppression, racism, and prejudice, and may evidence activist behavior and an increased distrust of the dominant culture. This is a stage of extremes, during which individuals become immersed in their own cultural history, values, and life-style. Such persons are highly motivated to combat oppression, racism, and prejudice, and may evidence activist behavior and an increased distrust of the dominant culture.

10. Resistance and Immersion Overall, individuals in this stage attempt to completely separate themselves from the dominant group, believing that majority people are responsible for their negative life circumstances.

11. Introspection In this stage, individuals take a hard look at their total rejection of the dominant culture and total acceptance of their own group. Individuals often experience conflict and confusion regarding loyalty to their cultural groups and their personal preferences and autonomy. In this stage, individuals take a hard look at their total rejection of the dominant culture and total acceptance of their own group. Individuals often experience conflict and confusion regarding loyalty to their cultural groups and their personal preferences and autonomy.

12. Introspection Internal conflict is most profound in this stage, as individuals struggle to find a balance between what they want for themselves, based on personal desires, needs, and aspirations versus what their own ethnic group expects of them.

13. Synergetic Articulation and Awareness Persons in this stage have acquired knowledge and an appreciation of their own cultural group, which enable them to value and respect the culture and values of other people. Persons in this stage have resolved many of the previously experienced conflicts, resulting in fulfillment of their cultural identity. Persons in this stage have acquired knowledge and an appreciation of their own cultural group, which enable them to value and respect the culture and values of other people. Persons in this stage have resolved many of the previously experienced conflicts, resulting in fulfillment of their cultural identity.

14. Oppositional Identity John Ogbu author of Minority Education and Caste (1978), argued that "involuntary minorities" often adopted an "oppositional identity" to the mainstream culture in response to a glass ceiling imposed or maintained by white society on the job- success of their parents and others in their communities. Therefore, he reasoned, some non-whites "failed to observe the link between educational achievement and access to jobs."

15. Cultural inversion Cultural inversion - the process whereby symbols, whether it be dress or language, and behaviors that are associated with a dominant culture are deemed inappropriate for a subordinate culture. Cultural inversion eventually leads to an "alternative cultural frame of reference," meaning some African Americans have a different set of values than Whites. This set of values held by African Americans is in direct opposition to White culture since African American culture is oppositional in form and function. Many African American students may attribute academics, doing well in school, and the use of Standard English as "acting White“ (Ogbu 441) Cultural inversion - the process whereby symbols, whether it be dress or language, and behaviors that are associated with a dominant culture are deemed inappropriate for a subordinate culture. Cultural inversion eventually leads to an "alternative cultural frame of reference," meaning some African Americans have a different set of values than Whites. This set of values held by African Americans is in direct opposition to White culture since African American culture is oppositional in form and function. Many African American students may attribute academics, doing well in school, and the use of Standard English as "acting White“ (Ogbu 441)

16. multiethnic identity development

17. Personal Identity Stage 1: Identity is based on their primary reference group

18. Group Choice Stage 2: Identity selection is often that of being forced into one group ethnic by societal standards/ perceptions

19. Enmeshment/Denial Stage 3: This stage is characterized by confusion and guilt at having to choose one ethnic identity and a sense of dissatisfaction that this does not fully represent oneself.

20. Appreciation Stage 4: Reference group orientation broadens – beginning to expand their understanding of multiple heritages but may still maintain one group identification.

21. Integration Stage 5: – individual experience wholeness and integration. Value of all their racial and ethnic identities. Now able to recognize and appreciate the complexities and benefits of their culture (s) and ethnicities. Stage 5: – individual experience wholeness and integration. Value of all their racial and ethnic identities. Now able to recognize and appreciate the complexities and benefits of their culture (s) and ethnicities.

22. White Racial Identity Development

23. Contact In the contact stage, White individuals are unaware of themselves as racial beings because being White is so much the norm that it is taken for granted. Those in this stage who choose to interact across racial and cultural lines become aware of societal pressure against doing so. In the contact stage, White individuals are unaware of themselves as racial beings because being White is so much the norm that it is taken for granted. Those in this stage who choose to interact across racial and cultural lines become aware of societal pressure against doing so.

24. Disintegration In the disintegration stage, Whites are forced to acknowledge that they are White. During this stage, Whites respond to minorities in three different ways: over- identification or activism with ethnic minorities, paternalistic attitudes toward ethnic minorities, or retreat back into White culture. In the disintegration stage, Whites are forced to acknowledge that they are White. During this stage, Whites respond to minorities in three different ways: over- identification or activism with ethnic minorities, paternalistic attitudes toward ethnic minorities, or retreat back into White culture.

25. Reintegration Individuals in this stage may become very hostile toward ethnic minorities and become more positively biased toward their own group. They are either covertly or overtly anti- ethnic. Many in this stage are also angry and afraid. Individuals in this stage may become very hostile toward ethnic minorities and become more positively biased toward their own group. They are either covertly or overtly anti- ethnic. Many in this stage are also angry and afraid.

26. Pseudo-Independence This stage is characterized by an intellectual acceptance of ethnic minority persons. A pronounced feature of this stage is that, while cross-cultural communication occurs, it involves those minorities who are most similar to Whites. This stage is characterized by an intellectual acceptance of ethnic minority persons. A pronounced feature of this stage is that, while cross-cultural communication occurs, it involves those minorities who are most similar to Whites.

27. Pseudo-Independence For example, ethnic minorities with comparable values, educational and economic levels, and with sometimes similar physical features to White people, might be invited to socialize with White people.

28. Autonomy In the autonomy stage, White individuals have greater acceptance of racial differences and similarities. Differences are not perceived as deficits and similarities are not seen as enhancers. In the autonomy stage, White individuals have greater acceptance of racial differences and similarities. Differences are not perceived as deficits and similarities are not seen as enhancers.

29. Autonomy Autonomous people actively seek opportunities to involve themselves in cross-cultural interaction because they value cultural diversity and are secure in their own ethnic identity.

30. Gay and Lesbian Identity Development

31. Identity Confusion In this stage, a sense of incongruence (conflict between their perception of themselves as heterosexual and realization of gay or lesbian thoughts and feelings) develops.

32. Identity Comparison In this stage the person begins to accept the possibility of having a predominantly gay or lesbian orientation, and moves from confusion and incongruence toward addressing the social alienation resulting from a commitment to being gay or lesbian

33. Identity Tolerance In this stage the person begins to admit to him or herself that he or she is probably gay or lesbian. This helps the person decrease identity confusion and allows him or her to pursue more of his or her own emotional, social, and sexual needs. In this stage the person begins to admit to him or herself that he or she is probably gay or lesbian. This helps the person decrease identity confusion and allows him or her to pursue more of his or her own emotional, social, and sexual needs.

34. Identity Tolerance The person seeks out contacts and friends in the gay or lesbian community and has a chance to see positive role models. If the contacts are positive, he or she will probably become more accepting of a gay or lesbian sexual identity.

35. Identity Acceptance In this stage the individual increases contact with other gay and lesbian people and accepts a gay or lesbian identity. Incongruity and alienation often continue because of the lack of acceptance by the heterosexual community. In this stage the individual increases contact with other gay and lesbian people and accepts a gay or lesbian identity. Incongruity and alienation often continue because of the lack of acceptance by the heterosexual community.

36. Identity Acceptance The person may be able to fit in with both the gay or lesbian and straight world. For some individuals this strategy works and they successfully live their lives at this stage.

37. Identity Pride People at this stage reject strategies to hide their sexual orientation and often reject heterosexual values and institutions. Personal reactions by heterosexual friends and others in this stage can be both positive and negative. If reactions are generally negative, then the person tends to stay in this stage. People at this stage reject strategies to hide their sexual orientation and often reject heterosexual values and institutions. Personal reactions by heterosexual friends and others in this stage can be both positive and negative. If reactions are generally negative, then the person tends to stay in this stage.

38. Identity Synthesis In this stage the “us” and “them” mentality gives way to a more differentiated view. Feelings of pride continue, but the person comes to recognize that the dichotomy between the gay and straight world is not as clear cut as he or she previously perceived. In this stage the “us” and “them” mentality gives way to a more differentiated view. Feelings of pride continue, but the person comes to recognize that the dichotomy between the gay and straight world is not as clear cut as he or she previously perceived.

39. Identity Synthesis Personal and public views of self are synthesized and a person’s sexual identity becomes less important as sexual identity is integrated into all other aspects of self.

40. Warm up Dec 11 Mrs. Temple has agreed to come in and talk about racial differences. On the paper provided write ONE question that you would like to ask. It could be anything that you want to know about African Americans or even Hispanic people that you might never have been given the chance to ask. E.g Why don’t black people like to get their hair wet? Mrs. Temple has agreed to come in and talk about racial differences. On the paper provided write ONE question that you would like to ask. It could be anything that you want to know about African Americans or even Hispanic people that you might never have been given the chance to ask. E.g Why don’t black people like to get their hair wet?

41. Alternate warm up If you are not a part of the dominant culture, you may not have questions, you may want to write a statement or statements. For example: What it is like to be a minority in Ventura or at FTHS. If you are not a part of the dominant culture, you may not have questions, you may want to write a statement or statements. For example: What it is like to be a minority in Ventura or at FTHS.

42. Religious Identity Development

43. Stage 1: Pre-encounter -In this stage the person has virtually no awareness of their own religious identity Stage 2: Encounter -In this stage a person probably has some personal encounter with religious prejudice as well as some sort of trigger that indicates the beginning of separation from the majority religion. Stage 1: Pre-encounter -In this stage the person has virtually no awareness of their own religious identity Stage 2: Encounter -In this stage a person probably has some personal encounter with religious prejudice as well as some sort of trigger that indicates the beginning of separation from the majority religion.

44. Religious Identity Development Stage 3: Immersion/Emersion -In this stage a person has a desire to surround themselves with some or all forms of religious culture. The subject is energized by new information and newly developing beliefs in their hearts.

45. Religious Identity Development Stage 4: Internalization -In this stage the subject turns his or her emotions and dedication inward. The subject will ask themselves many questions such as, "What does it mean for me to be a_________?"

46. Religious Identity Development Stage 5: Internalization/Commitment – The subject finds ways to interpret his or her own spirituality and personality in the context of their entire being. The focus is less on the inward person and more on the outward whole of humanity. This stage is somewhat of a thoughtful religious maturity. Stage 5: Internalization/Commitment – The subject finds ways to interpret his or her own spirituality and personality in the context of their entire being. The focus is less on the inward person and more on the outward whole of humanity. This stage is somewhat of a thoughtful religious maturity.

47. Seven Vectors of College Student Development

48. Vector One Developing Competence Although intellectual competence is of primary importance in college, this vector includes physical and interpersonal competence as well. The student who attends college seeking only credentials for entry into the work world is sometimes surprised to find that his or her intellectual interests and valued friendships change as a result of his or her personal development through the college years. Developing Competence Although intellectual competence is of primary importance in college, this vector includes physical and interpersonal competence as well. The student who attends college seeking only credentials for entry into the work world is sometimes surprised to find that his or her intellectual interests and valued friendships change as a result of his or her personal development through the college years.

49. Vector Two Managing Emotions Moving from adolescence to adulthood means learning how to manage emotions like anger and sexual desire. The young person who attempts to control these emotions by “stuffing” them finds they can emerge with more force at a later time. Managing Emotions Moving from adolescence to adulthood means learning how to manage emotions like anger and sexual desire. The young person who attempts to control these emotions by “stuffing” them finds they can emerge with more force at a later time.

50. Vector Three Developing Autonomy Being able to take care of oneself, both emotionally and practically, is critically important to growing up and becoming independent from one’s family of origin. Developing Autonomy Being able to take care of oneself, both emotionally and practically, is critically important to growing up and becoming independent from one’s family of origin.

51. Vector Four Establishing Identity The age-old question — who am I? — is asked and answered many times during a lifetime. Yet, that question has exquisite urgency and poignancy during the college years. This vector is especially problematic for women and ethnic minorities who may feel invisible in our society or have multiple roles to play in different situations. Establishing Identity The age-old question — who am I? — is asked and answered many times during a lifetime. Yet, that question has exquisite urgency and poignancy during the college years. This vector is especially problematic for women and ethnic minorities who may feel invisible in our society or have multiple roles to play in different situations.

52. Vector Five Freeing Interpersonal Relationships First, one moves from valuing relationships based on need (dependence) to valuing individual differences in people Next, the person learns how to negotiate those differences in relationships. Finally, the young person begins to understand the need for inter-dependence and seeks mutual benefit from relationships.

53. Vector Six Developing Purpose The young person identifies her or his career and life goals and, hopefully, makes appropriate choices to achieve those goals Developing Purpose The young person identifies her or his career and life goals and, hopefully, makes appropriate choices to achieve those goals

54. Vector Seven Establishing Integrity This level of maturity does not come easily. Once achieved, however, the young adult is able to live with those uncertainties that exist in the adult world. In addition, he or she adapts society’s rules so they become personally meaningful. Establishing Integrity This level of maturity does not come easily. Once achieved, however, the young adult is able to live with those uncertainties that exist in the adult world. In addition, he or she adapts society’s rules so they become personally meaningful.

55. All the world is a stage, And all the men and women merely players. They have their exits and entrances; Each person in time plays many parts. – William Shakespeare