module 1 Flashcards
(quiz) // question 1: match the following ethnic / people group populations to their appropriate Cultural Identity Development Model:
- White Americans
- Indigenous Peoples
- Black Americans
White Americans - helms cultural identity development
Indigenous Peoples - berry’s minority identity development
Black Americans - cross’s nigrescence model
(quiz) // question 2: knowing that the progression through Cultural Identity Stages is neither linear, swift or permanent, which identity stage do you think will take some time for you to progress towards?
integration
(quiz) // question 3: which Identity stage across the models basically reflects an individual who is struggling with their own identity, open to learning more about their culture, while simultaneously shutting out mainstream culture?
immersion-emmersion
what is worldview
a global perspective of different cultures
culture
the lens in which we organize our world.
- > laws and creed
ex: the lens of a lion vs a human
anti-racism
conscious and deliberate behavior that challenges the impact and perpetuation of racism and works to reverse the disparities.
bias
an inclination of temperament of outlook. especially a personal and sometimes UNREASONED judgement.
similar to unconscious bias: still yet learned.
maybe unaware of this bias
unconscious bias (test question?)
how if it is learned?
- that is because we learn through our automatic sensory experience. through building blocks and schemata.
- at age 4 children are aware of racism and know what it feels like.
racism (test question?)
it is the enactment in society more than the belief.
- the enactment of the belief that one set of characteristics are superior to another set.
- it is how you act on this belief.
- above schema (allows us to organize our world) is our belief system (how we understand the world).
it is the societal POWER to enact on racist beliefs. without this it is prejudice.
prejudice
not a belief system but it is any preconceived opinion or feeling formed without knowledge or thought.
- way easier to change than racism if knowledge and education is presented.
prejudice is without POWER.
social construct
a concept or practice which may appear to be natural and obvious to those who accept it but in reality is an invention or artifact of a particular culture or society.
- human invention: gender.
black, african-american, negro:
a person having origins in any of the black racial groups of Africa.
africentric/african psychology
Fairchild, 2000
the body of knowledge that is concerned with the understanding of African-american life and culture. mental, physical, psychological and spiritual nature of humanity. u.s. and the world.
- the edification of African-descent peoples.
africentric/african psychology
Fairchild, 2000
the body of knowledge that is concerned with the understanding of African-american life and culture. mental, physical, psychological and spiritual nature of humanity. u.s. and the world.
- the edification of African-descent peoples.
- origions in ANCIENT KEMET
ancient kemet principles
self-realization with the first stage of healing being self-knowledge/intelligence.
afrocentric intelligence
the breath and depth of one’s emotions; sensitivity, self-knowledge and intuition.
western psychology
operates on the cultural principles of individuality and domination. america’s focus is material goods. by the INDIVIDUAL who worked hard.
- the physical observation and prediction of human behavior.
purpose: to be able to control and/or dominate large human populations.
western intelligence
the ability to learn western culture and approximate one’s identity to its cultural values.
success: the acquisition of money and material possesions.
Afrocentric worldview
does not encompass all culture in Africa. exemplifies a kind of collective cultural foundation.
Afrocentric worldview
does not encompass all culture in Africa. exemplifies a kind of collective cultural foundation. defined as concepts like: - spirituality - collectivism - time-orientation - orality - sensitivity to affect and emotional cues - verve and rhythm - balance and harmony with nature
spirituality
interwoven in all aspects of life. no separation.
collectivism
group is most important. there must be harmony within the group.
time orientation
cyclical and flexible. past = future and present
orality
important in communication. elder and sages valued.
sensitivity to affect and emotional cues
attention given to emotional statue of others. important to recognize joy and pain of others.
verve and rhythm
prefers movement, stimulation and changes in stimuli.
balance and harmony with nature
goal is to live in harmony with nature use nature’s resources appropriately.
Afrocentric/black value system
dr. maulana karen founded this system in 1965 which lent itself to the creation of the first black holiday, kwanza.
kwanza
swahili for first fruits.
principles date back to earliest civilizations of african culture spanning from Cape Town to Cairo.
- these principles helped solidify a working value and behavioral system for black people around the world.
principles of kwanza/nguzo saba principles: umoja (unity)
to maintain unity as an individual, family, community, society, nation, and world.
principles of kwanza/nguzo saba principles: kujichagulia (self-determination)
intentionally defining ourselves, naming, creating and speaking for ourselves.
principles of kwanza/nguzo saba principles: ujima (collective work and responsibility)
building and maintaining community by sharing brothers/sisters problems and solving together.
principles of kwanza/nguzo saba principles: ujamaa (collective work and responsibility)
building and maintaining our own economies to profit together with each other.
principles of kwanza/nguzo saba principles: nia (purpose)
collective commitment, building, developing of our communities and restoration of our people.
principles of kwanza/nguzo saba principles: kuumba (creativity)
to do as much as we can to leave our communities better than we inherited them.
principles of kwanza/nguzo saba principles: Imani (faith)
to believe in all our hearts in our people and ancestors and the victory of our struggles.
Cross and Parham: Stages of Nigrescence
Cross & Parham: Stages of Nigrescence: Black people
- Stage 1: Pre-Encounter
Maintaining a pro-white and anti-black attitude. Race or ethnicity is not identified or even “Seen” and there is a thirst for acceptance from White peers and society. - Stage 2: Encounter
Usually first encounter with racism; understand they neither fit with majority or minority culture; a sense of identity confusion - Stage 3: Immersion-Emersion
i. A complete rejection of White culture; pride/guilt
ii. A complete acceptance, education and socialization in own culture - Stage 4: Internalization
Security in new identity; able to have relationships with Whites again - Stage 5: Internalization-Commitment
An urgent need for own cultural improvement and success
Helm: White Identity Development Model
Helm: White Identity Development Model: White people
- Contact
Ignorant of own racism and privilege; timidity of minorities; superficial awareness of being White - Disintegration
Discomfort in role of Whites in racism; deny existence of racism or avoid minorities - Reintegration
Identifies as White; sees self as superior to minorities - Pseudo-Independence
Questions superiority theory, disavow whiteness and associate with minorities - Immersion-Emersion
Self-examination and information seeking; replace myths and stereotypes of minorities; become ally - Autonomy
A balanced and educated view of ethnicity, culture; open to new cultural values
Poston: Biracial Identity Development Model
Poston: Biracial Identity Development Model
- Personal Identity
sense of self unrelated to ethnic grouping; occurs during childhood - Choice of Group
as a result of multiple factors, individuals feel pressured to choose one racial or ethnic group identity over another - Categorization
choices influenced by status of the group, parental influence, cultural knowledge, appearance - Enmeshment / Denial
guilt and confusion about choosing an identity that isn’t fully expressive of all their cultural influences; denial of differences between the racial groupings; possible exploration of the identities that were not chosen in stages 2 and 3 - Appreciation
of multiple identities - Integration
sense of wholeness, integrating multiple identities
Berry’s: Ethnic Minority (Indigenous, Immigrant) Development Model
Berry’s: Ethnic Minority (Indigenous, Immigrant) Development Model
- Assimilation
valuing the majority culture over one’s own culture - Separation
preserving one’s culture while withdrawing from the majority culture - Marginalization
losing cultural contact and identification with one’s culture as well as the majority culture - Integration
valuing and integrating one’s culture as well as the majority culture
(quiz) // question 4: In the Biracial Model, Categorization is a part of the Identity Development Stages
true
(quiz) // question 5: This particular Cultural Identity stage includes a person’s ability to appreciate both the pros and cons of multiple cultures, including their own.
integration
