It is important for advisors to have some understanding of student development because as students p

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Understanding and Applying Racial Identity
Development Theory A Critical Skill for
Advising Students of Color.Tom BrownNACADA
2005 www.tbrownassociates.com
tom_at_tbrownassociates.com
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"Effective participation by members of all racial
and ethnic groups in the civic life of our nation
is essential if the dream of one nation,
indivisible, is to be realized." Justice
Sandra Day O'Connor Gruter v. Bollinger June
23, 2003
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Students dont have interactions with
institutions, they have encounters and
interactions with individuals.
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There are within us seeds of who we might
become. Thich Nhat Hanh
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There comes that mysterious meeting in life when
someone acknowledges who we are and what we can
be, igniting the circuits of our highest
potential. Rusty Berkus
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Colleges are in the dream businessStudents
come to college to create the futures they dream
for themselves.
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Teachers touch eternity. They never know where
their influence stops. Henry Adams
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Although faculty are formally designated as
teachers, there are circumstances where others in
the campus community are also teachers.
Professor Burns Crookston, A Developmental View
of Advising as Teaching University of
Connecticut
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Academic advising is a form of teaching that is
both complex and puzzling and its effectiveness
depends on the sound use of multiple
theories. Don G. Creamer Academic Advising,
2000
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Critical Issues for Students of Color

• Difference between college and previous
  educational settings
• Minority for the first time
• Lack of mentors and role models
• Attribution Theory Task vs. Ego Involvement
• Issues of identity development
• Brown Rivas, 1994, 1997

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Critical Issues for Students of Color

• Difference between college and previous
  educational settings
• Minority for the first time
• Lack of mentors and role models
• Attribution Theory Task vs. Ego Involvement
• Issues of identity development
• Brown Rivas, 1994, 1997

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Todays Workshop

• Provide an introduction to and overview of Racial
  Identity Development Theory.
• Consider relationship of racial identity
  development to academic advising.
• Encourage further exploration in student
  development theory and racial identity
  development theory as a way of enhancing advising
  effectiveness.

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Questions and Issues

• What is identity and why does it matter?
• What are some models of identity development?
• What is racial and minority identity development?
• How can understanding identity development enable
  advisors to be more effective in their work with
  students of color?
• What are some practical implications and
  applications for advising students of color?

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References and Resources

• Student Development in College Theory, Research,
  and Practice. Evans, Forney,
  Guido-DiBrito. 1998.
• Why Are All the Black Kids Sitting Together in
  the Cafeteria? And Other Conversations About
  Race. Beverly Daniel Tatum, 1999.
• Stereotype threat and the intellectual test
  performance of African Americans. Claude
  Steele, Journal of Personality and Social
  Psychology, 1995.

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The role of theory

• Theory is the result of the need we have to make
  sense of life.
• Advising students without a theoretical base is
  not effective or efficient.
• Practices based on intuition, experience, etc.,
  can be successful, but there are no guarantees
  that this approach is appropriate or can be
  reproduced.

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Practice without a theoretical base is not
effective or efficient. A fly by the seat of
your pants approach may sometimes result in
beneficial outcomes, but it is just as likely to
result in disaster. Student Development in
College Nancy Evans, Deanna Forney,
Florence Guido-DeBrito 1998
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Effective advisors need knowledge of the
following theories Student development
theory Career development theory Learning
theory Decision-making theory Multicultural
theory (e.g., MID) Personality theory Moral
development theory Adult development
theory Gordon Steele, 1995
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Theories cant tell us what behaviors or changes
are best for students

• Theories must be evaluated in light of individual
  differences Parker, Widick, and
  Knefelkamp, 1978

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Diversity in Diversity American Indian

• 545 Tribal groups recognized by the US
  government.
• 250 languages spoken.
• Many identify as members of a specific tribal
  group and may not consider members of other
  groups as Indians. Wells, 1989

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Asian Pacific American Groups

• Asian Indian Chinese Filipino Guamanian
  Hawaiian Hmong Japanese Korean Laotian
  Pakistani Samoan Thai Vietnamese

Philippines 7000 islands 100
languages DIVERSITY IN DIVERSITY
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It is important for advisors to have some
understanding of student development because a
students personal development has a direct
bearing on whether s/he is ready to pursue
academic and personal goals. Howard K.
Schein Giving Advice to Students, 1987
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Failure to understand students ethnic and racial
identity development can lead to inappropriate
and ineffective responses on campus.
Hardiman and Jackson, 1992
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The use of racial identity theories is the first
critical step for faculty, administrators, and
students to develop the critical multicultural
competency of awareness. Identity
Development of Diverse Populations Torres,
Howard-Hamilton, Cooper, 2003
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What is development?

• Not simply change, which is an altered condition
  that could be positive or negative, or growth,
  which refers to expansion that could be favorable
  or unfavorable. (Sanford, 1967)
• Development refers to the ways students grow,
  progress, and increase their capabilities as a
  result of being in college. (Rodgers 1990)

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The college environment can either facilitate or
inhibit students development. Dougl
as Heath, 1968
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Student development is far too important to be
viewed only as a role for student affairs
professionals. Evans, Forney, Guido-DeBrito,
1998

• Collaborative efforts with faculty are
  necessary to provide developmental programs and
  services. Chickering and Reisser, 1993

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Identity Development Erik Erikson Identity
Youth and Crisis, 1968

• Identity formation is one of the central tasks of
  adolescence.
• Adolescents must resolve issues about the self in
  order to arrive at the stable sense of self
  described as achieved identity.

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According to Erikson, ethnic identity is a
process located both in the core of the
individual and her/his communal culturethe
final stage of human development concerns coming
to terms with ones cultural identity. Elise
Smith, 1991
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DEVELOPMENTAL TASKS FOR TRADITIONAL-AGED STUDENTS
Developing competence
Managing emotions
Developing autonomy and interdependence
Establishing identity
Developing mature relationships
Developing purpose
Developing integrity Arthur Chickering
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The establishment of identity is the core
developmental issue with which students grapple
while they are in college. Arthur
Chickering
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Identity includes a sense of ones social and
cultural heritage, a clear self concept, and a
secure sense of self. Chickering
and Reisser, 1993
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Identity Development in Adolescence?

• Who am I now?
• Who was I before?
• What will I become?

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At minimum, identity development formation
embodies a commitment to sexual
orientation ideological stance
(e.g.,political, religious) vocational
direction. James Marcia, 1980
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Theories of Identity Development

• Josselsons Theory of Identity Development in
  Women.
• Casss Model of Homosexual Identity Formation for
  Persons Who Are Gay, Lesbian, or Bisexual.
• Schlossbergs Transition Theory for Adults.

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What is racial identity?

• A sense of group or collective identity based on
  ones perception that s/he shares a common racial
  heritage with a particular group. Janet
  Helms, 1993

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Theories of Ethnic and Racial Identity Development

• Asian (Kim, 1981 Sue and Sue, 1990)
• Bi-racial (Kerwin Ponterotto, 1995
  Poston,1990)
• Black (Cross 1971, 1991, 1995)
• Latino/Hispanic (Ruiz, 1990 Padilla 1995)
• Native American (Choney, et al 1995, Horse, 2001)
• White (Corvin and Wiggins, 1988 Helms, 1993)

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Identity Development in AdolescenceBeverly D.
Tatum, Ph.D.

• Why Are All the Black Kids Sitting Together in
  the Cafeteria?

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Identity Development in AdolescenceBeverly D.
Tatum, Ph.D.

• Why Are All the Black Asian, Latino, Native
  American, LGBT Kids Sitting Together in the
  Cafeteria?

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Adolescents of color are more likely to be
actively engaged in an exploration of their
racial or ethnic identity/identities than are
White adolescents.
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What does it mean to be Asian?

• Black?
• Latino?
• Native American?

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White people rarely give much thought to being
White. The Social Construction of Whiteness
White Women, Race Matters. Frankenberg, 1993
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Our self perceptions are shaped by the messages
we receive from those around us.As our race
comes to matter to others, it comes to matter
more to us.
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Identity development models clarify the impact
that being socialized in a hostile environment
has on students of color. Brown and
Rivas, 1995
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Students on campus who experience a system of
oppression every day have tremendous difficulty
maintaining good grades, communicating with
classmates, connecting with faculty, and feeling
comfortableThese issues become the survival
behaviors they focus on that can delay other
developmental issues. Identity Development of
Diverse Populations. Vasti Torres, Mary
Howard-Hooper, Diane Cooper, 2003
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Minority Identity Development A Stage Model

• Pre-encounter
• Encounter
• Immersion
• Emersion
• Internalization
• (Cross, 1971 Atkinson, Morten, and Sue, 1983)

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The Autobiography of Malcolm XAn Example of
Minority Identity Development
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Minority Identity Development A Stage Model

• Pre-encounter
• Encounter
• Immersion
• Emersion
• Internalization (Cross, 1971 Atkinson,
  Morten, and Sue, 1983)

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Model of Ethnic Identity Development

• Unexamined Identityrace not salient
• Ethnic Identity Searchseeking the meaning of
  ones ethnic group membership
• Achieved Ethnic Identitya clear, positive sense
  of ethnic or racial identity Jea
  n Phinney, 1993

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I went to school with kids I grew up with. They
always accepted me for who I was and the fact
that Im Asian didnt ever really come up. Now,
Im in college and Im a minority student, and
people have all kinds of preconceived ideas about
who I am. They dont know even know the
difference between a Filipino, a Chinese, or a
Korean. I find myself wanting to know more about
my ethnicity and sometimes I get angry at how Im
being treated. First-year Asian American woman
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I knew this college would be white, I just
didnt think it would be this white! First-yea
r Latina student
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Racial identity attitudes influence students
decisions about classes, peers, faculty,
advisors, counselors, even the extent to which
they identify or disidentify with academic work.
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Stereotype Threat

• Arises when students of color find themselves in
  situations wherein negative stereotypes about
  their group could apply.
• Arises when students of color find themselves in
  situations where their performance could result
  in their being reduced to a stereotype, where
  they could be judged by a stereotype or where
  judgments about them could be made based on a
  stereotype. Professor Claude M.
  Steele, Stanford University

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Black Students Rates of Degree Completion by
Ability Quartile(Test Scores and high school
grades)

• Completers Departers
  
• Lowest quartile 17.2 70.2
• Second quartile 29.2 52.2
• Third quartile 35.1 54.8
• Highest quartile 26.2 61.3
• Source Undergraduate completion and persistence
  at four-year colleges and universities
  Detailed findings.
• National Institute of Independent Colleges and
  Universities, 1990

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During the encounter and immersion phases of
racial identity development, when the search for
identity leads toward a stereotypical image of
what it means to be Black or Latino, moving
away from anything thought to be White may also
lead to a decline in academic performance.
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ACTING WHITE

• The kids in the cafeteria know how to be
  Black or Latino, but they have absorbed
  stereotypical images of Black and Latino youth
  from popular culture.
• Academic achievement is not part of the
  stereotype or popular image of Black and Latino
  youth.

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Key QuestionHow did academic achievement come
to be viewed as a White behavior?
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Key QuestionHow do we change the perspective
that achievement and success are White?
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Learning African American history in college
was of great psychological importance to Jon,
providing him with role models he had been
missing in high school
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He was particularly inspired by learning about
the intellectual legacy of Black students at his
own college. Beverly Tatum
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The Search for Alternative Images

• Heroes and Sheroes
• In the faculty/staff
• In the curriculum
• In the peer group
• In the community
• In the world

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Key QuestionWhat heroes and sheroes of color do
I or could I incorporate into the course(s) I
teach, my advising, or the activities for which I
am responsible?
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Making a paradigm shift is difficult for faculty,
particularly if they are asked to modify teaching
techniques and classroom material to be more
inclusive.It is even more difficult when faculty
have been taught that traditional westernized
education is best Torres, Howard-Hooper,
Cooper, 2003
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African American students are more likely to find
faculty members remote, discouraging, and
unsympathetic. Exploring Distinctions in Types
of Faculty Interactions Among Black, Latino/a,
and White College Students. Cole and Anaya, 2001.
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One behavior that has a large impact on the
responsiveness of African American males is when
white faculty respond to the cultural and/or
racial content of their comments rather than
ignoring or not hearing those
comments. Addressing the Pitfalls of White
Faculty/Black Male Student Communication. Lisa
M. Gonsalves, 2002
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Key QuestionHow can I act to encourage
students who are in the majority to reach out to
include students who are in the minority?
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Students are shocked and appalled when they
discover that there is so much more to learn
about the history of diverse groups and that
their current level of education is woefully
inadequate. They realize that what they were
taught in elementary and secondary school may
have been written to favor privileged
groups. Torres, Howard-Hooper, Cooper, 2003
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White Identity Development A Stage Model

• Pre-exposure/Acceptance
• Exposure
• Zealot-Defensive
• Introspection/Integration
• Internalization/Commitment Corvin
  and Wiggins Ponterotto Helms

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Supporting the IdentityDevelopment of Students
of Color

• Understand Minority Identity Development
• Encourage courses related to students
  ethnicities
• Know about and refer students to offices and
  programs serving students of color on campus
• Be familiar with campus organizations and
  activities for students of color
• Encourage students to seek out campus and
  community mentors Brown and Rivas 1995,
  1997

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THE KEYThe biggest and longest lasting
reform of education will come when individual
faculty or small groups adopt the view of
themselves as reformers within their immediate
spheres of influence. K.
Patricia Cross, 1989
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Treat people as if they were what they should be,
and you can help them become what they are
capable of becoming. Goethe
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We need to be the change we want to see
happen.Gandhi
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Understanding and Applying Racial Identity
Development Theory A Critical Skill for
Advising Students of Color.Tom BrownNACADA
2005 www.tbrownassociates.com
tom_at_tbrownassociates.com