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Interesting Model....

Posted by Jeff (Guest) jeff@attoz.com - Wednesday, April 14 2004, 1:14:43 (EDT) from 69.14.120.175 - d14-69-175-120.try.wideopenwest.com Commercial - Windows XP - Netscape Website: Website title:

*** I have definitely gone through several of these stages at one point or another *** -------------------------------------------------------------------- CROSS' MODEL STAGES OF RACIAL/ETHNIC IDENTITY DEVELOPMENT IN THE UNITED STATES' (SUMMARIZED BY BEVERLY DANIEL TATUM, MOUNT HOLYOKE COLLEGE) PEOPLE OF COLOR Pre-Encounter Individual absorbs many of the beliefs and values of the dominant white culture, including the idea that it is “better” to be white. May value role models, life-styles, value systems of the dominant group more highly than those of one’s own culture.3 Often seeks to assimilate and be accepted by whites. Tends to minimize the personal/social significance of race/ethnicity. Encounter-- Transition to this stage is typically. precipitated by an event or series of events that forces the individual to acknowledge the personal impact of racism. Anger, confusion, and alienation are common emotions. Aware of rejection by whites, the individual begins to grapple with what it means to be a member of a group targeted by racism. Initial attempts to define – one’s racial/ethnic identity may be based on internalized stereotypes about own group. Process often begins in early adolescence. Immersion/Emersion Characterized by the desire to surround oneself with visible symbols of one’s racial identity, and an active avoidance of symbols of whiteness. At the- beginning of this stage, there is a tendency to categorically reject whites and glorify one's own group. Individual actively seeks out opportunities to learn about his/her own history and culture with the support of same-group peers. Anger may subside because focus is on group- and self-exploration. Results in a newly defined and affirmed sense of self. Internalization Characterized by a sense of security in one's own racial/ethnic identity. Able to view his/her own group more objectively, as well as other racial/ethnic groups. Willing to establish meaningful relationships with whites who acknowledge and are respectful of his/her self-definition, and is also ready to build coalitions with members of other oppressed groups. 1. Several models of racial identity development exist. Cross (1991) and Helms (1990) are referenced here because they are among the most frequently cited writers on Black and White racial identity development, respectively. 2. For more information, see Cross, W. E., Jr. (1991) Shades of Black: Diversity in African-American Identity. Philadelphia: Temple University Press. Though Cross's model is based on the experiences of African-Americans, the process of identity development for other oppressed racial/ethnic groups seems to be very similar. 3. Though common, a preference for the dominant group is not always a characteristic of this stage. For example, children raised in households and -communities with explicitly positive Afrocentric attitudes may absorb a pro-Black perspective, which then serves as the starting point for their own exploration of racial identity. SUE AND SUE’S MODEL RACIAL/CULTURAL IDENTITY DEVELOPMENT MODEL (MODEL FROM SUE & SUE, 1990, ADAPTED FROM ATKINSON, MORTEN, & SUE, 1989) BEHAVIORS, NEEDS, POSSIBLE PROGRAMS (EVANS & ANDERSON, 1993) Stage 1: Conformity Stage Individuals prefer dominant cultural values over those of their own racial/cultural group. They perceive characteristics of their own group negatively. Behaviors ♦ Interact mainly with members of dominant culture ♦ Limited support network of -members of own cultural group ♦ Trouble interacting. with members of own group ♦ No effective method for dealing with discrimination Needs ♦ Highly structured and supportive atmosphere ♦ Non-threatening, non-confrontational programming ♦ Avoid in-depth discussion of racial/cultural issues STAGE 2: DISSONANCE STAGE Movement into this stage may be gradual or result from one traumatic event. individual experiences a growing awareness that racism does exist and that not all aspects of minority culture are bad/majority culture are good. Conflicting feelings of shame and pride are felt. Behaviors ♦ Preoccupation with questions concerning self concept, identity, and self-esteem ♦ More culturally aware ♦ Search for information about one's culture Needs ♦ Information about one's culture ♦ Reassurance and support ♦ Positive role models/mentors ♦ To he a part of their cultural/racial group Stage 3: Resistance and Immersion Stage Individuals completely endorse values of their own cultural group and reject dominant values. Feelings of guilt about having previously "sold out" and anger at oppression are prevalent. Behaviors ♦ Restrict interactions to members of own group ♦ Distance selves from "less aware" members of own group ♦ Anger and hostility directed toward Whites ♦ Desire to eliminate oppression of one's group all-important Needs ♦ Emotional support ♦ Positive role models. from own cultural group ♦ Information about all aspects of their culture and background Stage 4: Introspection Stage Individual experiences conflict between loyalty and responsibility to their cultural group and need for personal identity and autonomy. Feelings of resentment about pressure from group to conform and lowering of intense feelings of anger and distrust toward dominant group are experienced. Behaviors ♦ Vacillation between being part of the group and being one's own self. ♦ Experiences conflict in loyalties. ♦ Search for validation that it is ok to be independent Search to define personal value system .Needs ♦ Support ♦ Opportunities to explore values and needs ♦ Positive role models from one's own cultural group ♦ Mentors Stage 5: Integrative Awareness Stage Individuals have developed inner sense of security, greater flexibility and strong sense of self worth, confidence, and autonomy. Individuals become bicultural and support all oppressed people. They are open to constructive elements of dominant culture and recognize that White people are also victims of White racism. Behaviors ♦ Positive actions to end discrimination ♦ Works well with members of dominant culture as well as various minority groups ♦ May be rejected by less aware members of their cultural group Needs ♦ Support from both dominant group members and cultural group members ♦ Opportunities to work in multicultural settings ♦ Leadership opportunities --------------------- - BACK TO INDEX - REPLY - QUOTE - EDIT - DELETE -

The full topic: Interesting Model.... Jeff - Wednesday, April 14 2004, 1:14:43 (EDT) Re: Interesting Model.... parhad - 04/14 07:08

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