scholarly journals Self-Acceptance in Black and White

2019 ◽  
Vol 9 (2) ◽  
pp. 143
Author(s):  
Abigail Hasberry
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Predominantly White ◽  
Professional Community ◽  
The United States ◽  
Racial Identity Development ◽  
Support Network ◽  
Main Research ◽  
Research Questions ◽  
Self Acceptance

This reflective, autoethnographic qualitative case study at focus in this article is based on broader research on the experiences of Black teachers working at predominantly white and affluent private schools in the United States. It was motivated by the author/researcher’s own experiences of personal, academic, and professional racial identity development as a student, educator, parent, and educational administrator while living and working in predominantly white and affluent communities. The two main research questions this study engaged were: (1) How did the author/researcher develop her Black identity as a transracial adoptee living at the intersection of race and class; and, (2) What was the author/researcher’s journey towards her present state of racial self-acceptance and understanding? Three ancillary research questions were also engaged: (a) How did social and societal factors influence the author/researcher’s racial identity development? (b) How did the author/researcher build a support network of personal and professional community? and, (c) How was the author/researcher able to get to a place of self-love? Using Hill Collins’ (1998) intersectional analysis framework and Cross’s (1991) theory of Black racial identity development, this article explores the author/researcher’s experiences as an affluent racialized minority by unpacking lived experiences, coping strategies, and support mechanisms that led to her current professional calling.

Filmed in Black and White: Teaching the Concept of Racial Identity at a Predominantly White University

1996 ◽  
Vol 23 (3) ◽  
pp. 159-161 ◽  
Author(s):  
Harriette W. Richard
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Predominantly White ◽  
Racial Identity Development ◽  
White Racial Identity ◽  
Race And Gender ◽  
Black And White ◽  
Black Racial Identity ◽  
Predominantly White University ◽  
And Gender

This article describes an assignment to help students learn about racial identity development. The Helms (1990a) model (white racial identity) and the Cross and Thomas (Cross, 1978) nigrescence model (black racial identity) serve as theoretical anchors for the ethnic or racial aspect of The Psychology of Race and Gender course. Students used these models to chart the development of a character's racial identity in film or literature. Students enrolled in a predominantly White university in Kentucky reported that the exercise was thought provoking, intriguing, and informative. Students agreed that the exercise should be continued for subsequent classes.

scholarly journals “We Were All Just the Black Kids”: Black Mixed-Race Men and the Importance of Adolescent Peer Groups for Identity Development

2018 ◽  
Vol 6 (1) ◽  
pp. 51-66 ◽  
Author(s):  
Jennifer Patrice Sims ◽  
Remi Joseph-Salisbury
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Black People ◽  
Peer Groups ◽  
Mixed Race ◽  
The United States ◽  
Gender And Sexuality ◽  
Racial Identity Development ◽  
The United Kingdom ◽  
Adolescent Peer Groups

While critical Mixed-Race studies (CMRS) has paid attention to the intersections of race, gender, and sexuality in sampling and analysis, most studies disproportionately focus on women. This means that generalizability of findings and theories to men should not become axiomatic. Regarding black Mixed-Race people, for example, the theory that rejection from black people is influential for many black Mixed-Race individuals’ identity development is derived from interviews with mainly women. Explicitly noting that these processes are not as applicable for men, yet offering no accompanying theorizing as to the influence of gendered interactions on men’s racial identity development, appears to have become the standard. Therefore, bringing together data from two studies that explored black mixedness in the United States and the United Kingdom, this article joins a nascent literature on the gendered experiences of Mixed-Race men. Our analysis shows that, unlike black Mixed-Race women, black Mixed-Race men’s mixedness is often constructed as compatible with the heteronormative gender identities that are constituted in racialized peer groups. As such, black Mixed-Race men are able to cultivate a sense of strategic sameness with same gender black peers. This and other findings are discussed in light of their implications for CMRS’s intersectional theories of identity development.

scholarly journals Towards a Different Construction of Blackness: Black Immigrant Scholars on Racial Identity Development in the United States

2015 ◽  
Vol 17 (2) ◽  
pp. 53 ◽  
Author(s):  
Kathy-Ann C. Hernandez ◽  
Kayon K. Murray-Johnson
Keyword(s):  
Racial Identity ◽  
Black Women ◽  
Identity Development ◽  
The United States ◽  
Identity Status ◽  
Racial Identity Development ◽  
Black Immigrant ◽  
The Us ◽  
Identity Positioning ◽  
Part Model

In this collaborative autoethnography, two immigrants interrogate their evolving self-definitions as Black women in the U.S. academy. Using a variety of data sources, they uncover several commonalities and differences in their experiences which have coalesced into a four-part model in their journey towards a different construction of Black identity: positioning themselves in the Black box, apprehending their outsider-within positionalilty, navigating the “us/them” to “we” switch, and integrating a different construction of Blackness while remaining true to their cultural/ethnic identity. In elaborating on these themes, they critique the journey towards apprehending minority identity status for people like them.

scholarly journals Self-Care: An Ethical Imperative for Anti-Racist Counselor Training

2021 ◽  
Author(s):  
Michelle Mitchell ◽  
Erin Binkley
Keyword(s):  
Social Justice ◽  
Racial Identity ◽  
Identity Development ◽  
Counselor Training ◽  
Change Agents ◽  
Self Care ◽  
Racial Identity Development ◽  
Dominant Culture ◽  
Ethical Imperative ◽  
Development Models

Attention has been given to multicultural counseling, social justice and advocacy work over the last several decades; with this in mind, it is essential Counselors educators work as anti-racist change agents to understand the role of self-care in advocacy and be armed with self-care strategies based upon racial identity standing. Working through the lens of racial identity development models, educators will learn ways to support students of the dominant culture in engaging in self-care without initiating oppressive behaviors, and conversely will learn strategies to assist Black, Indigenous, Persons of Color (BIPOC) in enacting self-care without assisting in their own oppression. Thus, the purpose of this conceptual manuscript is to (a) provide a rationale for self-care as an ethical imperative, (b) introduce self-care strategies to employ while supporting anti-racist andragogy through intentional wellness, and (c) call students to build self-care routines focused on multiculturalism and social justice.

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