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Warm up

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Now able to recognize and appreciate the complexities and benefits of their culture (s) and ethnicities. White Racial Identity ... Whites respond to minorities in ... – PowerPoint PPT presentation

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Title: Warm up


1
Warm up
  • What is your
  • Cultural/ethnic identity
  • Religious identity
  • Sexual identity (orientation)

2
Ethnic Identity Development
  • Center for Student Cultural Diversity

3
What is identity development?
  • Identity development is a series of stages
    everyone must go through to determine who they
    are as an individual.

4
What is ethnic identity development?
  • A sense of group or collective identity based on
    ones perception that he or she shares a common
    racial heritage with a particular racial group
  • Racial identity development theory concerns the
    psychological implications of racial-group
    membership, that is belief systems that evolve in
    reaction to perceived differential racial-group
    membership.

5
Conformity
  • In this stage, people of color identify strongly
    with White Dominant Society, permitting the White
    society to define their worth and value.
  • Individuals in this stage often accept negative
    stereotypes about themselves and their group. In
    addition, they know very little and are not
    interested in learning about their own ethnic
    heritage or history.
  • Such persons usually associate with primarily
    White people and have very little to do with
    members of their own ethnic group.

6
Dissonance
  • In this stage, persons have experiences, or gain
    insights, that cause them to question their
    conforming attitudes, and cause confusion and
    conflict.
  • They question values of the dominant culture they
    have previously held in high esteem.

7
What are the values?
  • What do you consider the values of the dominant
    culture?

8
Dissonance
  • They become more aware of racism, oppression, and
    stereotyping.
  • Ethnic minority individuals may attempt to
    develop friendly relations with members of their
    own ethnic group with whom they have previously
    not been able to identify.

9
Resistance and Immersion
  • This is a stage of extremes, during which
    individuals become immersed in their own cultural
    history, values, and life-style.
  • Such persons are highly motivated to combat
    oppression, racism, and prejudice, and may
    evidence activist behavior and an increased
    distrust of the dominant culture.

10
Resistance and Immersion
  • Overall, individuals in this stage attempt to
    completely separate themselves from the dominant
    group, believing that majority people are
    responsible for their negative life
    circumstances.

11
Introspection
  • In this stage, individuals take a hard look at
    their total rejection of the dominant culture and
    total acceptance of their own group.
  • Individuals often experience conflict and
    confusion regarding loyalty to their cultural
    groups and their personal preferences and
    autonomy.

12
Introspection
  • Internal conflict is most profound in this stage,
    as individuals struggle to find a balance between
    what they want for themselves, based on personal
    desires, needs, and aspirations versus what their
    own ethnic group expects of them.

13
Synergetic Articulation and Awareness
  • Persons in this stage have acquired knowledge and
    an appreciation of their own cultural group,
    which enable them to value and respect the
    culture and values of other people.
  • Persons in this stage have resolved many of the
    previously experienced conflicts, resulting in
    fulfillment of their cultural identity.

14
Oppositional Identity
  • John Ogbu author of Minority Education and Caste
    (1978), argued that "involuntary minorities"
    often adopted an "oppositional identity" to the
    mainstream culture in response to a glass ceiling
    imposed or maintained by white society on the
    job-success of their parents and others in their
    communities. Therefore, he reasoned, some
    non-whites "failed to observe the link between
    educational achievement and access to jobs."

15
Cultural inversion
  • Cultural inversion - the process whereby symbols,
    whether it be dress or language, and behaviors
    that are associated with a dominant culture are
    deemed inappropriate for a subordinate culture.
    Cultural inversion eventually leads to an
    "alternative cultural frame of reference,"
    meaning some African Americans have a different
    set of values than Whites.
  • This set of values held by African Americans is
    in direct opposition to White culture since
    African American culture is oppositional in form
    and function. Many African American students may
    attribute academics, doing well in school, and
    the use of Standard English as "acting White
    (Ogbu 441)

16
multiethnic identity development
17
Personal Identity
  • Stage 1 Identity is based on their primary
    reference group

18
Group Choice
  • Stage 2 Identity selection is often that of
    being forced into one group ethnic by societal
    standards/ perceptions

19
Enmeshment/Denial
  • Stage 3 This stage is characterized by
    confusion and guilt at having to choose one
    ethnic identity and a sense of dissatisfaction
    that this does not fully represent oneself.

20
Appreciation
  • Stage 4 Reference group orientation broadens
    beginning to expand their understanding of
    multiple heritages but may still maintain one
    group identification.

21
Integration
  • Stage 5 individual experience wholeness and
    integration. Value of all their racial and
    ethnic identities.
  • Now able to recognize and appreciate the
    complexities and benefits of their culture (s)
    and ethnicities.

22
White Racial Identity Development
23
Contact
  • In the contact stage, White individuals are
    unaware of themselves as racial beings because
    being White is so much the norm that it is taken
    for granted.
  • Those in this stage who choose to interact across
    racial and cultural lines become aware of
    societal pressure against doing so.  

24
Disintegration
  • In the disintegration stage, Whites are forced to
    acknowledge that they are White.
  • During this stage, Whites respond to minorities
    in three different ways over-identification or
    activism with ethnic minorities, paternalistic
    attitudes toward ethnic minorities, or retreat
    back into White culture.  

25
Reintegration
  • Individuals in this stage may become very hostile
    toward ethnic minorities and become more
    positively biased toward their own group.
  • They are either covertly or overtly anti-ethnic.
    Many in this stage are also angry and afraid.

26
Pseudo-Independence
  • This stage is characterized by an intellectual
    acceptance of ethnic minority persons.
  • A pronounced feature of this stage is that, while
    cross-cultural communication occurs, it involves
    those minorities who are most similar to Whites.

27
Pseudo-Independence
  • For example, ethnic minorities with comparable
    values, educational and economic levels, and with
    sometimes similar physical features to White
    people, might be invited to socialize with White
    people.

28
Autonomy
  • In the autonomy stage, White individuals have
    greater acceptance of racial differences and
    similarities.
  • Differences are not perceived as deficits and
    similarities are not seen as enhancers.

29
Autonomy
  • Autonomous people actively seek opportunities to
    involve themselves in cross-cultural interaction
    because they value cultural diversity and are
    secure in their own ethnic identity.

30
Gay and Lesbian Identity Development
31
Identity Confusion
  • In this stage, a sense of incongruence (conflict
    between their perception of themselves as
    heterosexual and realization of gay or lesbian
    thoughts and feelings) develops.  

32
Identity Comparison
  • In this stage the person begins to accept the
    possibility of having a predominantly gay or
    lesbian orientation, and moves from confusion and
    incongruence toward addressing the social
    alienation resulting from a commitment to being
    gay or lesbian

33
Identity Tolerance
  • In this stage the person begins to admit to him
    or herself that he or she is probably gay or
    lesbian.
  • This helps the person decrease identity confusion
    and allows him or her to pursue more of his or
    her own emotional, social, and sexual needs.

34
Identity Tolerance
  • The person seeks out contacts and friends in the
    gay or lesbian community and has a chance to see
    positive role models. If the contacts are
    positive, he or she will probably become more
    accepting of a gay or lesbian sexual identity.

35
Identity Acceptance
  • In this stage the individual increases contact
    with other gay and lesbian people and accepts a
    gay or lesbian identity.
  • Incongruity and alienation often continue
    because of the lack of acceptance by the
    heterosexual community.

36
Identity Acceptance
  • The person may be able to fit in with both the
    gay or lesbian and straight world. For some
    individuals this strategy works and they
    successfully live their lives at this stage.

37
Identity Pride
  • People at this stage reject strategies to hide
    their sexual orientation and often reject
    heterosexual values and institutions.
  • Personal reactions by heterosexual friends and
    others in this stage can be both positive and
    negative.
  • If reactions are generally negative, then the
    person tends to stay in this stage. 

38
Identity Synthesis
  • In this stage the us and them mentality gives
    way to a more differentiated view.
  • Feelings of pride continue, but the person comes
    to recognize that the dichotomy between the gay
    and straight world is not as clear cut as he or
    she previously perceived.

39
Identity Synthesis
  • Personal and public views of self are synthesized
    and a persons sexual identity becomes less
    important as sexual identity is integrated into
    all other aspects of self.

40
Warm up Dec 11
  • Mrs. Temple has agreed to come in and talk about
    racial differences.
  • On the paper provided write ONE question that you
    would like to ask.
  • It could be anything that you want to know about
    African Americans or even Hispanic people that
    you might never have been given the chance to
    ask.
  • E.g Why dont black people like to get their hair
    wet?

41
Alternate warm up
  • If you are not a part of the dominant culture,
    you may not have questions, you may want to write
    a statement or statements.
  • For example What it is like to be a minority in
    Ventura or at FTHS.

42
Religious Identity Development
43
Religious Identity Development
  • Stage 1 Pre-encounter -In this stage the person
    has virtually no awareness of their own religious
    identity
  • Stage 2 Encounter -In this stage a person
    probably has some personal encounter with
    religious prejudice as well as some sort of
    trigger that indicates the beginning of
    separation from the majority religion.

44
Religious Identity Development
  • Stage 3 Immersion/Emersion -In this stage a
    person has a desire to surround themselves with
    some or all forms of religious culture. The
    subject is energized by new information and newly
    developing beliefs in their hearts.

45
Religious Identity Development
  • Stage 4 Internalization -In this stage the
    subject turns his or her emotions and dedication
    inward. The subject will ask themselves many
    questions such as, "What does it mean for me to
    be a_________?"

46
Religious Identity Development
  • Stage 5 Internalization/Commitment
  • The subject finds ways to interpret his or her
    own spirituality and personality in the context
    of their entire being.
  • The focus is less on the inward person and more
    on the outward whole of humanity. This stage is
    somewhat of a thoughtful religious maturity.

47
Seven Vectors of College Student Development
48
Vector One
  • Developing Competence
  • Although intellectual competence is of primary
    importance in college, this vector includes
    physical and interpersonal competence as well.
  • The student who attends college seeking only
    credentials for entry into the work world is
    sometimes surprised to find that his or her
    intellectual interests and valued friendships
    change as a result of his or her personal
    development through the college years.

49
Vector Two
  • Managing Emotions
  • Moving from adolescence to adulthood means
    learning how to manage emotions like anger and
    sexual desire. The young person who attempts to
    control these emotions by stuffing them finds
    they can emerge with more force at a later time.

50
Vector Three
  • Developing Autonomy
  • Being able to take care of oneself, both
    emotionally and practically, is critically
    important to growing up and becoming independent
    from ones family of origin.

51
Vector Four
  • Establishing IdentityThe age-old question who
    am I? is asked and answered many times during a
    lifetime. Yet, that question has exquisite
    urgency and poignancy during the college years.
  • This vector is especially problematic for women
    and ethnic minorities who may feel invisible in
    our society or have multiple roles to play in
    different situations.

52
Vector Five
  • Freeing Interpersonal RelationshipsFirst, one
    moves from valuing relationships based on need
    (dependence) to valuing individual differences in
    peopleNext, the person learns how to negotiate
    those differences in relationships.Finally, the
    young person begins to understand the need for
    inter-dependence and seeks mutual benefit from
    relationships.

53
Vector Six
  • Developing Purpose
  • The young person identifies her or his career and
    life goals and, hopefully, makes appropriate
    choices to achieve those goals

54
Vector Seven
  • Establishing Integrity
  • This level of maturity does not come easily. Once
    achieved, however, the young adult is able to
    live with those uncertainties that exist in the
    adult world.
  • In addition, he or she adapts societys rules so
    they become personally meaningful.

55
All the world is a stage, And all the men and
women merely players. They have their exits and
entrances Each person in time plays many parts.
William Shakespeare
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