scholarly journals Black identity development

2012 ◽  
pp. 93-116
Keyword(s):  
Identity Development ◽  
Black Identity

scholarly journals The Impact of the 1970s on Black Identity Development: An Analysis of Psychosocial and Black Existential Perspectives

2021 ◽  
Vol 1 (3) ◽  
Author(s):  
Jackie Sewell
Keyword(s):  
Civil Rights ◽  
Identity Development ◽  
Civil Rights Movement ◽  
Black People ◽  
Black Identity ◽  
Historical Context ◽  
Historical Period ◽  
Black Consciousness ◽  
Existential Approach ◽  
The Impact

With the killing of George Floyd in 2020 and the subsequent focus on black existence, itis perhaps timely to revisit a previous historical period – the 1970s which saw theemergence of the civil rights movement and the transformation of black consciousness and identity.Both psychosocial and existential theories highlight the relationship between context and the development of identity. Drawing on the work of Erikson, Cross describes stages of identity development from negro to black which he originally related to the historical context of the black consciousness period of the 1970s but later, developed into a tool to measure black identity. This model depicts identity as developing in fixed stages with objective and measurable characteristics. The black existential approach focuses on the construction of identity within a context shaped by an individual’s experiences. Black existential philosophy aims to explore how different black experiences shape different manifestations of black identity construction. This articlereviews these two perspectives. I conclude that the black existential perspective produces richer knowledge about the existence of black people. Using the example ofhow second generation British born black Jamaicans constructed their identity during the 1970s, it is possible to see how this construction was shaped by their lived experiences in Britain at this time.

scholarly journals ‘It’s About the Way I’m Treated’: Afro-Latina Black Identity Development in the Third Space

2020 ◽  
pp. 0044118X2098231
Author(s):  
Jomaira Salas Pujols
Keyword(s):  
New York ◽  
Identity Development ◽  
Black Identity ◽  
Black Girls ◽  
Ethnographic Study ◽  
Afterschool Program ◽  
Institutional Processes ◽  
Staff Members ◽  
Girls Of Color ◽  
Study Participants

Through an ethnographic study of an afterschool program serving girls of color in the New York City metro area, this study examines how girls who are ethically Latina and racially Black embrace and articulate AfroLatinx identity. It asks, what are the contexts and institutional processes that facilitate the development of a Black identity among Latina youth? I find that while the Latinx home and school contexts produce a mestiza identity that erases and subjugates Blackness, study participants find viable and affirming representations of Afro-Latinidad through their participation in this afterschool program. Specifically, I argue that the programs’ Black staff members and social justice-centered curriculum produces an increased identification with Blackness among Latina youth. Understanding how Afro-Latina girls learn to embrace their Black identity challenges us to examine how to leverage curriculum and pedagogy to affirm the racial identities of all Black girls.

Can You Hear Me Now? An Autoethnographic Analysis of Code-Switching

2019 ◽  
Vol 20 (2) ◽  
pp. 113-123 ◽  
Author(s):  
Taryn Kiana Myers
Keyword(s):  
Identity Development ◽  
Lived Experiences ◽  
Black Identity ◽  
Code Switching ◽  
American Identity ◽  
Double Consciousness ◽  
Black American ◽  
Standard English ◽  
Communication Practice ◽  
Communication Practices

This autoethnography, based on a cultural epistemology grounded in my lived experiences as Black and middle class, is written as an exploration of the communication practice of code-switching. It is the consideration of Du Bois’ double-consciousness as reflected in my language practices. It is a means to examine the development of my Black identity in an aggressively hegemonic society. Using Cross’ Black identity development model to structure and frame my inquiry, I examine my experiences with code-switching in both Black-dominated and White-dominated spaces to understand how the choice to use “Standard English” or Ebonics, depending on audience, reflects the tension inherent in the Black American identity. This autoethnography attempts to draw connections to how the intersection of oppressed identities results in power inequities that shape communication practices for marginalized populations.

From Black-ish to Blackness

2017 ◽  
Vol 48 (3) ◽  
pp. 215-234 ◽  
Author(s):  
Jas M. Sullivan ◽  
Gheni N. Platenburg
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Survey Data ◽  
Information Sources ◽  
Black Identity ◽  
Racial Group ◽  
Racial Identity Development ◽  
Dual Function ◽  
Negative Feeling ◽  
Data Set

Prior research shows consumption of Black information affects the way people think. More specifically, it influences general racial group attitudes. However, the expectations about the amount of Black information and deeper understanding of its effect on racial identity development remain unclear. Using a unique survey data set, with large oversamples of Blacks, this article explores whether the amount of Black information consumed influences Black identity development. The findings show Black information sources positively affect racial identity development—creating a sense that race is a more important aspect of the individuals’ definitions of self (i.e., racial centrality). The flip side, however, is greater consumption of Black information decreases public regard, prompting Blacks to believe other groups have a more negative feeling toward them. Thus, Black media plays a dual function in racial identity development—both positive and negative.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

I Want to Be Like You

2012 ◽  
Vol 43 (3) ◽  
pp. 115-126 ◽  
Author(s):  
Christina Matschke ◽  
Kai Sassenberg
Keyword(s):  
Social Identity ◽  
Identity Development ◽  
Self Regulation ◽  
Active Role ◽  
Social Identification ◽  
Social Self ◽  
Approach And Avoidance ◽  
Internal Motivation ◽  
Avoidance Strategies ◽  
Social Identity Development

Entering a new group provides the potential of forming a new social identity. Starting from self-regulation models, we propose that goals (e.g., internal motivation to enter the group), strategies (e.g., approach and avoidance strategies), and events (e.g., the group’s response) affect the development of the social self. In two studies we manipulated the group’s response (acceptance vs. rejection) and assessed internal motivation as well as approach and avoidance strategies. It was expected, and we found, that when newcomers are accepted, their use of approach strategies (but not avoidance strategies) facilitates social identification. In line with self-completion theory, for highly internally motivated individuals approach strategies facilitated social identification even upon rejection. The results underline the active role of newcomers in their social identity development.

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