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EDLD 806: College Student Development Theory University of St. Thomas
RACIAL IDENTITY DEVELOPMENT THEORY EDLD 806: College Student Development Theory University of St. Thomas Freesia Towle
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FOR THE NEXT 30 MIN... Objectives Foundation of “race” Defining “race”
except from The Myth of Race: The Reality of Racism Presenting theories: Thinking critically about theories Exploring application of theories Short case study Thinking ahead… how might this inform our practice?
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OBJECTIVE Understand deeper meaning of “race” in conjunction to one’s identity Acknowledge areas of improvement Learn about ways to improve Interpret how a student might navigate this identity
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WHAT IS “RACE”? “an unstable and ‘decentered’ complex of social meanings constantly being transformed by political struggle” “the definitions and manifestations of race are social constructions based on an individual’s racial and ethnic heritage and reflected in white domination of other racial and ethnic groups.”
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AN EXCERPT Dr. Mahmoud El-Kati Historian
Former professor at Macalester College and the University of Minnesota Former facing Race Ambassador Award
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RACE: A SOCIAL CONSTRUCTION
Racism: prejudice + power + privilege In other words, prejudice executed by individuals, informal institutions and formal institutions that historically and currently benefit from social constructions of race. Racism is different than... Discrimination Prejudice Colorism Discrimination: unjust or prejudged treatment of different categories of people Colorism: discriminating against skin tones, while favoring others; i.e. “light-skinned” “dark-skinned” Prejudice: preconceived opinion that is not based on reason or actual experience Institutional and structural racism: Social institutions giving negative treatment to a group of people based off their skin color, culture, descent
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APPROACHING THEORY Value in using theory: provides foundational lens
explains and suggests actions of student Challenges: time consuming lack of knowledge low supportive attitudes confusing developmental with permissiveness
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LEADING RACIAL IDENTITY THEORIES
Racial and Cultural Identity Development (Sue and Sue’s updated model) Black Identity Development (Cross and Fhagen-Smith’s model) White Identity Development (Helm’s Model) White Racial Consciousness Model (Rowe, Bennett, and Atkinson’s model) Latino Identity Development (Ferdman and Gallego’s model) Asian American Identity Development (Kim’s Model) Horse’s Perspective on American Indian Identity Development
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RACIAL CULTURAL IDENTITY DEVELOPMENT OF PERSON’S OF COLOR
conformity dissonance resistance & emersion introspection synergistic articulation and awareness
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THE CROSS MODEL OF PSYCHOLOGICAL NIGRESENCE (1975):
Preencounter Encounter Immersion-Emersion Phase 1 Phase 2 Internalization Internalization - Commitment William Cross
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HELMS’ MODEL OF WHITE IDENTITY DEV.
Phase 1: Abandonment of Racism Status 1: Contact Status 2: Disintegration Status 3: Reintegration Phase 2: Defining a Non Racist White Identity Status 4: Pseudo-Independence Status 5: Immersion-Emersion Status 6: Autonomy-Requires Helms
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ROWE, BENNETT, AND ATKINSON’S WHITE RACIAL CONSCIOUSNESS MODEL (WRCM)
Unachieved white racial consciousness Avoidance Dependent Dissonant Achieved white racial consciousness Dominative Conflictive Reactive Integrative
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FERDMAN AND GALLEGOS’S MODEL OF LATINO IDENTITY DEVELOPMENT
Orientation 1: Latino-integrated Orientation 2: Latino-identified Orientation 3: Subgroup-identified Orientation 4: Latino as other Orientation 5: Undifferentiated/denial Orientation 6: White-identified Gallegos Ferdman
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KIM’S ASIAN AMERICAN IDENTITY DEVELOPMENT MODEL
Ethnic Awareness White Identification Awakening to social political awareness Redirection to Asian American consciousness Incorporation Jean Kim
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HORSE’S PERSPECTIVE ON NATIVE AMERICAN IDENTITY DEVELOPMENT MODEL
Language and culture Heritage (shared and varied) Worldview respecting tradition and values Self-identifying as American Indian Membership of indigenous community
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CASE STUDY Case Study Participants Angela Phylicia David Richard
Allison What theory might fit well for this student (or professional staff)? Why? Where in these theories would they fit developmentally? How might this case study inform your practice?
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CRITICISMS & AREAS OF IMPROVEMENT
Large focus on black and white dichotomy, whereas other racial constructs are not acknowledged Lack of research needed to validate theories Do not specifically tailor theory to student affairs practice Characterize and over assume Lack of acknowledgement of other intersections of multiple identies (i.e., gender, multi-racial identity, sexual orientation, economic/social class, etc). Growing student populations that may not fit into frameworks Individual differences could overpower and/or influence racial identity development Only represent a small portion of racial tensions students may experience in college
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HOW IT’S INFORMED PRACTICE
Guiding, leading, counseling, supervising students Understanding what a student may be working through Approaching student in their own racial identity based on this social construction Explore and deconstruct whiteness displace whiteness as universal norm by challenges ourselves and students to name it Unlearning “racism” Beverly Tatum President, Spelman College
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QUESTIONS & DISCUSSION
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