Black-White Identity Development: Understanding the Impact of Personal and Collective Racial Identity Factors on Interracial Marriages

2019 ◽  
Vol 19 (1) ◽  
pp. 26-50
Author(s):  
Christine L. Ross ◽  
Xeturah M. Woodley
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
White Identity ◽  
Interracial Marriages ◽  
The Impact

“They Told Me What I Was Before I Could Tell Them What I Was”: Black Girls’ Ethnic-Racial Identity Development Within Multiple Worlds

2020 ◽  
Vol 35 (6) ◽  
pp. 754-779 ◽  
Author(s):  
Lauren C. Mims ◽  
Joanna L. Williams
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Development Process ◽  
Black Girls ◽  
Social Identities ◽  
Racial Identity Development ◽  
Race And Racism ◽  
Racial Categorization ◽  
Multiple Worlds ◽  
The Impact

Current research on ethnic-racial identity (ERI) development among Black youth derives primarily from studies that focus on the impact of parental racial socialization from a racial/monoidentity perspective without accounting for the roles of youth’s other worlds (i.e., schools, classrooms, and peers) and the intersection of their social identities in their identity development experiences. In using Phelan, Davidson, and Cao’s Multiple Worlds model as a framework as well as Black girls’ own words, we explore the beliefs and attitudes Black girls hold about race and their own racial categorization, as well as the processes that contribute to their learning about race (and racism) during early adolescence. We find that the Black girls in the present study are making meaning of their ERI, in part, in response to stereotypical and biased messages about their identities within their multiple worlds (i.e., schools, classrooms, families, and peers). The findings support the need for an expanded view of the messages and experiences that influence the ERI development process by illustrating that schools, classrooms, peers, and families are important socializing environments that influence the ERI development process for Black girls.

Making Sense of White Identity Development: The Implications for Teacher Education

2015 ◽  
Vol 10 (2) ◽  
pp. 211-230 ◽  
Author(s):  
Alicja Rieger
Keyword(s):  
Teacher Education ◽  
Racial Identity ◽  
Theoretical Model ◽  
Identity Development ◽  
Teacher Candidates ◽  
Life Experiences ◽  
White Identity ◽  
Multicultural Awareness ◽  
Individual Life ◽  
Making Sense

AbstractThis article discusses an individualized narrative on a contribution that a White educator can add to the field of teacher education, in particular multicultural teacher education. Through sharing my individual life experiences with a process of moving from an invisible Whiteness (Clark & O’Donnell, 1999; Giroux, 1997; Helms, 1992) toward more advanced levels of multiracial and multicultural awareness, followed by a review of a theoretical model of Helms’ (1992) White Racial Identity Theory, I provide a space and a structured forum for engaging in a dialogue on the complex issues of race and Whiteness among teacher candidates.

White Teacher, Know Thyself: Improving Anti-Racist Praxis Through Racial Identity Development

2016 ◽  
Vol 55 (1) ◽  
pp. 125-152 ◽  
Author(s):  
Jamie Utt ◽  
Shelly Tochluk
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Students Of Color ◽  
Culturally Responsive ◽  
White Teachers ◽  
Racial Identity Development ◽  
Responsive Teaching ◽  
Racial Identities ◽  
Development Framework ◽  
The Impact

This article asserts that White teachers in urban schools must turn their racialized focus away from implied deficits of students of Color in the “achievement gap” frame and toward the impact their racial identities have on their craft. Through empirical analysis of White teachers’ experiences, the article suggests six areas of self-work for developing positive, anti-racist White racial identities, an integral component in culturally responsive teaching. The authors draw upon Zeus Leonardo’s “third space” of navigating Whiteness and Janet Helms’s racial identity development framework to offer practical suggestions for building more anti-racist and effective pedagogy.

scholarly journals White Racial Identity Models

1994 ◽  
Vol 22 (1) ◽  
pp. 129-146 ◽  
Author(s):  
Wayne Rowe ◽  
Sandra K. Bennett ◽  
Donald R. Atkinson
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
White Identity ◽  
Racial Identity Development ◽  
Racial Consciousness ◽  
White Racial Identity ◽  
White Racial Consciousness ◽  
Adaptive Models ◽  
Identity Attitudes ◽  
Racial Ethnic

Existing models of White racial identity development (WRID) are challenged as being deficient in terms of: (a) being based on the oppression-adaptive models of minority identity development, (b) focusing primarily on attitudes toward racial/ethnic out-groups, not on White identity attitudes; and (c) depicting the process as developmental in nature. An alternative conceptualization, based on the construct of White racial consciousness, is presented as a more parsimonious explanation for the role of racially oriented attitudes. Three types of unachieved White racial consciousness (avoidant, dependent, and dissonant) are proposed along with four types of achieved White racial consciousness (dominative, conflictive, reactive, and integrative). Changes in attitudes characteristic of one type to those more representative of another are explained in terms of dissonance reduction. Information is provided regarding the availability of an assessment device designed to identify the types of White racial consciousness.

scholarly journals The impact of young people's participation in events

2014 ◽  
Vol 5 (3) ◽  
pp. 198-218 ◽  
Author(s):  
Eliza Hixson
Keyword(s):  
Young People ◽  
Identity Development ◽  
Focus Groups ◽  
Social Impact ◽  
Transitional Period ◽  
School Students ◽  
Content Type ◽  
The Social ◽  
Sense Of Involvement ◽  
The Impact

Purpose – This paper aims to explore the social impact that two events, the Adelaide Fringe Festival and the Clipsal 500, have on young residents (16-19 years old) of Adelaide. The purpose of this paper is to examine how young people participate in these events and how this affects their sense of involvement in the event and contributes to their identity development. Design/methodology/approach – A mixed methods approach was adopted in which focus groups and questionnaires were conducted with secondary school students. As an exploratory study, focus groups (n=24) were conducted in the first stage of the research. The results of the focus groups were used to develop a questionnaire that resulted in 226 useable responses. The final stage of the research explored one event in further depth in order to determine the influence of different participation levels. Findings – This study found that young people demonstrated more involvement in the Adelaide Fringe Festival and their identities were more influenced by this event. Further investigation of the Adelaide Fringe Festival also indicated that level of participation affects the social outcomes gained, with those participating to a greater degree achieving higher involvement and increased identity awareness. This is demonstrated through a model which aims to illustrate how an event impact an individual based on their role during the event. Originality/value – This paper applies two leisure concepts in order to analyse the impact of events. Activity involvement is a concept which examines the importance of the activity in the participant's life. Also of importance to young people is how activities contribute to their identities, especially because they are in a transitional period of their lives.

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