DEVELOPMENT THEORY

EDLD 806: College Student Development TheoryUniversity of St. Thomas

RACIAL IDENTITY

Freesia Towle

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 studyThinking ahead… how might this inform our practice?

FOR THE NEXT 30 MIN...

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

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.”

AN EXCERPT

Dr. Mahmoud El-KatiHistorian

Former professor at Macalester College

and the University of Minnesota

Former facing Race Ambassador Award

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

APPROACHING THEORY

Value in using theory: ● provides foundational lens ● explains and suggests actions of studentChallenges:● time consuming● lack of knowledge ● low supportive attitudes● confusing developmental with permissiveness

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

RACIAL CULTURAL IDENTITY DEVELOPMENT OF PERSON’S OF COLOR

conformitydissonanceresistance & emersionintrospectionsynergistic articulation and awareness

THE CROSS MODEL OF PSYCHOLOGICAL NIGRESENCE (1975):

PreencounterEncounter Immersion-Emersion

Phase 1Phase 2InternalizationInternalization - Commitment

William Cross

HELMS’ MODEL OF WHITE IDENTITY DEV.

Phase 1: Abandonment of RacismStatus 1: ContactStatus 2: DisintegrationStatus 3: Reintegration

Phase 2: Defining a Non Racist White IdentityStatus 4: Pseudo-IndependenceStatus 5: Immersion-Emersion Status 6: Autonomy-Requires

Helms

ROWE, BENNETT, AND ATKINSON’S WHITE RACIAL CONSCIOUSNESS MODEL (WRCM)

Unachieved white racial consciousnessAvoidanceDependentDissonantAchieved white racial consciousness

Dominative Conflictive

ReactiveIntegrative

FERDMAN AND GALLEGOS’S MODEL OF LATINO IDENTITY DEVELOPMENT

Orientation 1: Latino-integratedOrientation 2: Latino-identifiedOrientation 3: Subgroup-identifiedOrientation 4: Latino as otherOrientation 5: Undifferentiated/denialOrientation 6: White-identified

Gallegos Ferdman

KIM’S ASIAN AMERICAN IDENTITY DEVELOPMENT MODEL

Ethnic Awareness

White Identification

Awakening to social political awareness

Redirection to Asian American consciousness

Incorporation

Jean Kim

HORSE’S PERSPECTIVE ON NATIVE AMERICAN IDENTITY DEVELOPMENT

MODEL

1) Language and culture2) Heritage (shared and varied) 3) Worldview respecting tradition and values4) Self-identifying as American Indian5) Membership of indigenous community

CASE STUDY

Case Study ParticipantsAngelaPhyliciaDavidRichard 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?

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

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 whitenesso displace whiteness as universal norm by

challenges ourselves and students to name it

● Unlearning “racism” Beverly TatumPresident, Spelman College

QUESTIONS & DISCUSSION