CHAPTER 7 White Racial Consciousness: Implications for Counseling and Psychotherapy Flashcards
why do whites not see their own priviliege
invisibility of their whiteness
why is whiteness invisible to whites
ethnocentric monoculture and due to the bias that whiteness is neutral, normal, and average (the base for all things)
is race biological or a social construct
social construct
what 3 things make up whiteness
phenotype (expression of a gene in a physical way - i.e. skin tone)
cultural context (food, clothes, customs, histories, etc.)
sociohistorical dominance/power
how do therapists work on themselves to move away from perpetuating racist ideas
by assuming a nonracist white identity
what 3 things cause a therapist to be unintentionally racist
1- unaware of biases
see themselves as good and moral (not humble)
3- don’t have a sense of their own whiteness
who is more likely to be bias, white women or men
white men
what are the 5 stages of the HARDIMAN white racial identity development model
a) naiveté, or a lack of social consciousness, (b) acceptance, (c) resistance, (d) redefinition, and (e) internalization.
define acceptance stage of the HARDIMAN white racial identity development model
democratic ideal—that everyone has an equal opportunity to succeed in a free society and that those who fail bear all the responsibility for their own failure. this stage has victim blaming and sees white as superior to all things.
this stage can last a lifetime.
define resistance stage of the HARDIMAN white racial identity developmental model
challenge assumptions of White superiority and the denial of racism and discrimination. thye start to feel guilty
define redefintion stage of the HARDIMAN white racial identity developmental model
question of who one is in relation to one’s racial heritage.
we ask how do we choose to carry on that lineage.
define internalization stage of HARDIMAN model
esult of forming a new social and personal identity. this stage has social action.
what are the 2 phases of the HELM white racial identity developmental model
a) abandonment of racism and (b) defining a nonracist White identity
what are the 6 statuses of the 2 phases of the HELM white racial identity devleopmental model
contact, disintegration, and reintegration in the first phase; and pseudo‐independence, immersion/emersion, and autonomy in the second.
define the contact status of the HELM white racial identity developmental model
denial or unaware of racism
describe the disintegration status of the HELM white racial identity developmental model
racial moral dilemmas that cause a person to question themselves
describe the reintegration status of the HELM white racial identity developmoental model
egression in which the pendulum swings back to the most basic beliefs of White superiority and minority inferiority
describe the pseudo-independence status of the HELM white racial identity developmental model
intending to be socially conscious and helpful to minority groups, they may unknowingly perpetuate racism by “helping” minorities adjust to prevailing White standards.
describe the immersion/emersion status of the HELM white racial identity developmental model x2
it is marked by (a) a shift in focus from trying to change People of Color to changing oneself and other White Americans, and (b) an increasing experiential and affective understanding that was lacking in the previous status
describe the autonomy status of the HELM white racial identity developmental model
actively values and seeks out interracial experiences. they are growing into their nonracist white identity and do so without defensiveness but acceptance of the reality of racism.
what are the 7 positions of the SUE AND SUE descriptive model of white identity
naivete
conformity
dissonance
resistance and immersion
introspection
integrative awareness
antiracist action
describe conformity position in the SUE AND SUE descriptive model of white identity
attitudes and beliefs that are markedly ethnocentric.
what are the 2 parts of the colorblind racism seen in the conformity position in SUE AND SUE
(a) color evasion (“I don’t see color, I just see human beings”) and (b) power evasion (racial discrimination does not exist or is a thing of the past).
describe the dissonance position of the SUE AND SUE model
person starts to feel shame, guilt, anger, etc.
see the conflict between upholding humanistic nonracist values and their contradictory behavior
describe the resistance and immersion position in the SUE AND SUE model
person may be more resistance to their own Whiteness and can become more immersive in other races/cultures due to their anger/guilt/shame as to what is currently the status quo
what 2 ways of responding to the resistance and immersion position of the SUE and SUE model are there?
(a) the paternalistic protector role or (b) an overidentification with a minority group
what happens in the introspecition status of the SUE and SUE model
less motivated by guilt and defensiveness, accept their Whiteness, and seek to redefine their own identity and that of their social group. (they ask who they are and what that means to them)
what are the 4 parts of the integrative awareness position of the SUE AND SUE model
(a) understanding the self as a racial/cultural being, (b) being aware of sociopolitical influences regarding racism, (c) appreciating racial/cultural diversity, and (d) becoming more committed toward eradicating oppression
describe the antiracist action position of the SUE and SUE model
haracterized by interpersonal and social action to fight against racism
what does it mean to be a white ally as a white counselor
White counselors must consider the ways that their work is influenced by the unearned privilege that has accompanied their skin color. White counselors who identify as White allies also accept accountability for “work[ing] in solidarity with their colleagues of color to conduct culturally responsive professional practice, research, training, and institutional transformation”
what are 7 ways to develop an nonracist white identity through prejudice reduction
(a) having intimate and close contact with others, (b) engaging in cooperation rather than competition on common tasks, (c) sharing mutual goals, (d) exchanging accurate information rather than stereotypes, (e) sharing an equal status relationship, (f) enjoying support for prejudice reduction by authorities and leaders, and (g) feeling a sense of connection and belonging with one another.
what are the 5 learning principles according to SUE AND SUE to develop a nonracist white identity
PRINCIPLE 1: LEARN ABOUT PEOPLE OF COLOR FROM SOURCES WITHIN THE GROUP
PRINCIPLE 2: LEARN FROM THE EXAMPLES OF HEALTHY AND STRONG PEOPLE OF THE CULTURE
PRINCIPLE 3: LEARN FROM EXPERIENTIAL REALITY
PRINCIPLE 4: LEARN FROM CONSTANT VIGILANCE OF YOUR BIASES AND FEARS
PRINCIPLE 5: LEARN FROM BEING COMMITTED TO PERSONAL ACTION AGAINST RACISM
