Racial-Ethnic/Development

Question 1

Race

Answer 1

a socially constructed concept to define one’s ethnic heritage

• no biological premise
• group or collective identity based on shared racial heritage
• meanings are influenced by social and political struggle, particularly for people of color toward equity and social justice
• significant implications for how people view the world, are treated, and the opportunities they are afforded
• RACIAL IDENTITY THEORIES FOCUS ON THE EXTENT TO WHICH RACE IS A SALIENT FACTOR IN A PERSON’S IDENTITY AND SELF-CONCEPT

Question 2

racial/ethnic identity

Answer 2

external- refers to recognizable social and cultural behaviors like ethnic language, media, and traditions
internal- cognitive, moral, and affective dimensions

Acculturation- changes that occur in beliefs, values, and behaviors- begins with the contact of two or more autonomous groups

Question 3

Phinney’s Model of Ethnic Identity

Answer 3

informed by Erikson and Marcia- the resolution of identity crisis leads to development

Focuses on ethnic (not necessarily racial)

resolution of 2 basic conflicts

1) negative and prejudicial treatment that results in a negative self-concept
2) negotiating conflicting bicultural (system (majority and minority)

Question 4

Phinney’s Model of Ethnic Identity (drawn)

Answer 4

unexamined ethnic identity –> ethnic identity search/moratorium –> ethnic identity achievement

Question 5

Cross’ Theory of Nigrescence: Pattern A

Answer 5

through interactions with parents and signficant others from birth to adulthood; most common

• Different Sectors – 1- infancy and childhood; 2 - Preadolescence (race salience); 3 - Adolescence; 4 - Early Adulthood; 5 - Adult Nigrescence (pattern B); 6 - Nigrescence Recycling (pattern C)

Question 6

Cross’ Theory of Nigrescence: Pattern B

Answer 6

through ‘converstion’ in adulthood; happens for those not socialize towards blackness and/or have an unhealthy black identity

Stage 1: Pre-Encounter

Stage 2: Encounter

Stage 3: Immersion-Emersion

Stage 4: Internalization

Question 7

Cross’ Theory of Nigrescence: Pattern C

Answer 7

expansion and modification of Black identity through adulthood after identity has been established. this process occurs for everyone

Question 8

Factors influencing racial/ethnic development in college

Answer 8

precollege socialization, peers, peer groups, physical appearance, campus climate, structural diversity, campus policy, campus resources and support, curriculum, surrounding communities

Question 9

Oppression

Answer 9

DEFINED- hierarchical relationship between dominant and target groups in which the former reaps social and material advantages at the expense of the latter (by way of disempowerment)

all forms of oppression (race, class, gender, sexual orientation, physical ability, etc.) are interrelated, interdependent, and equally destructive
___________________________

can significantly shape a person’s life chances and sense of possibility

can be conscious or unconscious

beliefs (oppressive) can be internalized by both advantaged and target groups
produced and maintained through discourse (language, texts, ideas, theories)

Question 10

Privilege

Answer 10

exists when one group has something of vlaue that is denied to others simply because of the groups (race/ethnicity, SES, gender, sexual orientation, ability) they belong to rather than because of what they have done

THINK ASSETS AND LIABILITIES

independent of individuals actual abilities or who they truly are - based on others’ perceptions of their belonging to a social group

Question 11

Strategies for challenging privilege and oppression

Answer 11

Be prepared to say how campus environments can be oppressive with certain identities
- for example how the racial climate at Columbus University was racially oppressive for Maleke in the movie

Question 12

Helm’s Model of White Racial Identity

Answer 12

BASED on that all people in the US have a racial identity that is experienced within a framework of power and privilege.

Question 13

Helm’s Model of White Racial Identity PHASE 1

Answer 13

Abandonment of racism -

contact –> disintegration –> reintegration

Question 14

Helm’s Model of White Racial Identity PHASE 2

Answer 14

Evolution of non-racist society

Pseudo-independence →Immersion-Emersion → Autonomy

Question 15

Kim’s Asian American Identity Development Theory

Answer 15

(sequential and progressive) – developmental model that addresses how AA come to terms with their racial identity and resolve racial conflicts in a society dominated by white perspectives

• Ethnic Awareness (kid with family)→ White Identification (kid in school) → Awakening to Social Political Consciousness (young adult)→ Redirection to Asian American Consciousness → Incorporation

Question 16

Rowe, Bennett, Atkinson et all.’s White Racial Consciousness

Answer 16

• Offers a model to speak to the role White plays into the relationships with themselves and those who identify within another race
• Assumed that white racial consciousness and racial awareness are related and that dissonance and the manner in which it is resolved is the primary cause for change in racial attitudes

Derived from Phinney

Question 17

White Racial Consciousness

Unachieved white racial consciousness

Answer 17

Dependent _ avoidant_ dissonant-more confused transitional place

Question 18

White Racial Consciousness

Achieved white racial consciousness

Answer 18

o Dominative _ superior belief
o Conflictive _ opposed to racism but also opposed to programs that fight it
o Reactive _ recognize inequities – tension between creating connections withepople of color and challenging the dominance of the white status quo
o Integrative _ understanding the complexities associated with race and having come to terms with being white. Also integrated view of their own identity in relation to people of color and are committed to social change. Genuine interactions with people of color. Engage in social activism- process

Question 19

Renn’s Multiracial Identity Development Model MIDR

Answer 19

Ecological Approach
Racial identity is influenced by environment/external factors
As context/environment change, the way individuals identify racially can also change
People may choose multiple “labels” to describe their racial identity depending on where they are and who they are with

Question 20

Renn’s MIDR Person-Process-Context-Time

Answer 20

PPCT = four ecological constructs that influence mixed-race participants’ experiences w/ race and racial/identity.

Person = family background, cultural heritage and experiences, cultural knowledge, physical appearance

Process = the cognitive process one uses to make sense of race and racial identity

Context = the setting/environment where racial exploration and development take place
Microsystem = face to face interactions w/ positive or negative overtones
Mesosystem = campus culture and the messages it sends (positive or negative) about race
Exosystem = campus policies and/or practices that influence racial identity (university applications; curriculum)

Time = the sociohistorical context as it relates to race

Question 21

Renn’s MIDR Five Multiracial Identity Patterns

Answer 21

Fluide and Non-Exclusive

Monoracial
Multiple Monoracial
Multiracial
Extraracial
Situational

Question 22

Torres’ (1999) model of Hispanic Identity Development

Answer 22

• Ethnic Identity and Acculturation levels impact cultural orientation and ability to function in a culture
• Bi-Cultural- High Ethnic Identity and Acculturation
• Hispanic- High Ethnic, Low Acculturation
• Anglo- Low Ethnic, High Acculturation
• Marginal- Low Ethnic, Low Acculturation