Running Head: CRT & BLACK IDENTITY DEVELOPMENT Critical Race Theory & Black Identity Development

Alexa Forster

October 10, 2013

SDAD 578: Student Development Theory, Research & Practice

Dr. Erica Yamamura

CRT & BLACK IDENTITY DEVELOPMENT 2

A key tenant of the Critical Race Theory (CRT) is that race is not objective, inherent, or

fixedrather, races are categories that society invents (Delgado & Stefancic, 2001). This idea of

social construction is also reflected in Cross and Fhagen-Smiths model of Black Identity

Development. Identity and race are both fluid ideas that reflect societal changes. In addition, CRT

and Black Identity development exist in everyday life. Both racism and identity are ordinary.

Racism is threaded in our society and identity is reflected in everyday actions. The interesting

piece about this is that little attention has focused on how racial identity affects students daily

lives (Evans, Forney, Guido, Patton, Renn, 2010, p.267) and simultaneously that is where racism

continues to live and breathe.

Black Identity Development is micro-level. Its about understanding development of one

individual throughout their life and the power that their identity holds. CRT then is macro-level,

helping minority communities understand their current place in society and ways in which they

can use their power and identity to begin to dismantle existing racism. Both models lend

themselves to African Americans and the white community as well. African Americans are able to

develop purpose with their identity and also are given the power to work towards eradicating

racism. White populations can get an understanding in to black identity development and should

also become aware of their continuation of perpetuating racism and discrimination through these

models.

It is important that black people create a healthy identity so that they are able to vocalize

and confront racism, as this is another key aspect of the CRT. Understanding that black identity

provides a unique voice can be used to communicate to their white counterparts matters that the

whites are unlikely to know (Delgado & Stefancic, 2001) is important. A person of color is most

likely to begin to vocalize discontent in the stage of Adult Nigrescence. In this stage, some blacks

become entrenched in the immersion process and ultimately adopt a pro-black identity, which

CRT & BLACK IDENTITY DEVELOPMENT 3

embraces everything black and strongly opposes white culture (Evans et al., 2010, p. 259). Black

identity development is key in providing the foundation to help African Americans find their voice

to disrupt racism.

I find myself uncomfortable with topics of race. The reality is that I will never understand

what it feels like to be a part of a community of color, and in turn have to accept that while I may

not view myself as racist, as a white person, I am afforded privileges that people of color are not. I

am able to acknowledge that, and I believe other white individuals do too, but am convinced that

what has impeded in the process to eliminate this everyday racism is that while whites

acknowledge they are privileged, no one is willing to give up that privilege to level the playing

field. No white person will give up salary or a good loan, or a spot in college so that a person of

color can be afforded the same opportunities and rights.

I feel as though part of our job should be dedicated to working to provide an inclusive

learning environment in which all students are set up to succeed. In order to help individuals

grow, educators need to participate in their own self-exploration to better understand themselves

and then work collectively toward helping others do the same (Evans et al., 2010, p. 270). It is

imperative for professional to provide students that safe space to self-explore. In addition, finding

not only ways for students to connect with others who identify as the same race, but also foster

opportunities to create dialogue with diverse student populations could be beneficial. I think its

important to assist white students in their identity search as well. A concrete example of putting

this into practice would be to facilitate a workshop for students about dismantling assumptions

around racism. If we can engrain our students with knowledge to dispel stereotypes, learn about

other students identities, and confront institutional racism, then I believe that we will be one step

closer to eradicating racism at least in the education system.

CRT & BLACK IDENTITY DEVELOPMENT 4 Reference List:

Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York

University Press, Ch 1 & 2, p. 1-12, 15-32 Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Racial Identity

Development. Student Development in College: Theory, Research, and Practice (2ed., pp. 252-271). San Francisco: Jossey-Bass.