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Multicultural Competence: Identity, College Adjustment and Student Success
Multicultural Competence – adapted (1998) from Sue et al (1982) / Erikson’s Theory of Psychosocial Development*SCC population / Racial/Cultural Identity
Development Model (R/CID)—Atkinson, Morten & Sue (1993) / Majority/White Identity
Development (M/WID)—Helms (1990; Helm & Carter. 1990) / Life & College Adjustments & Experiences – Impact Retention & Student Success
Awareness
- Awareness of own values, beliefs, attitudes and biases regarding self
- Awareness of own values, beliefs, attitudes, and biases regarding others
- Awareness that other perspectives exist and are valid
- Awareness of identity development (i.e., race, gender, sexual orientation, disability, etc.)
- Awareness of political and social issues and/or concerns
- Awareness of the importance of individual, group and community power & empowerment
Trust vs. Mistrust
•Toddler
Autonomy vs. Shame and Doubt
Preschooler
Initiative vs. Guilt
- School-Age Child
Industry vs. Inferiority
- Adolescent
Identity vs. Role Confusion
Develop sense of self & personal identity --
Integrating many aspects of roles as (child, sibling, student, athlete, worker, etc.) into a self-image under role model and peer pressure. / Stage 1: Conformity
- Lack of exploration or interest of individual race/ethnicity
- Naïveté about racial/ethnic differences
- Strong desire to assimilate into the dominate culture
- Attitudes toward the dominant group are positive
- Internalization of the values and norms of the dominant group
- Negative, self deprecating attitudes toward self and group members
- Complete denial of racial identity
- No conscious identity of being white
- Lack of exploration or interest of individual or group race
- Naïveté about racial/differences
- Internalization of the values and norms of the dominant group
- Satisfaction and comfort w/racial status quo
- Lack awareness of racial inequality
- High Gas prices
- High Food prices
- Limited Transportation
- Physical/mental health concerns
- War
- Death of loved one
- Childcare
- Divorce
- Abuse
- Financial issues
- Full/Part-time employment
- Language & cultural adjustments
- 1stgenerationCollege student
- Pregnancy
- Returning to school after years in the workforce
- Homelessness
- Returning to school after incarceration, drug use, etc.
- Loss of employment
- Families view of education
- Obtain information relevant to self (i.e., family history, identity, etc.)
- Obtain information relevant to others (i.e., gender, race, disability, etc.)
- Obtain information related to social issues/concerns relevant to self and others
- Gather information about political, religious, educational and economic structures
- Obtain information regarding the strengths and power of groups and communities
18– 24 = over 50% approx*
25- 39 = 30% approx*
40+ = over 10% approx*
Developmental Stages
- Young Adult
Intimacy vs. Isolation
Form intimate relationships; make personal commitmentsto others
- Middle-Age Adult
Generativity vs. Stagnation
Creating or nurturing things that produce feelings of accomplishment or usefulness
Seeks satisfaction through productivity in career, family, and
community & civic interests.
- Older Adult
Integrity vs. Despair
Reflect on life accomplishments and disappointments, deal with losses;
and begin to confront death / Stage 2: Dissonance
- Begin to develop conscious race/ethnic identity
- Begins to question their Conformity or pro-White attitude/behavior
Stage 2: Dissonance
- Alternate between self-and-group appreciation and depreciating attitudes and behaviors
(Transition: Something Happens) / Status 2: Disintegration
- Realization that racial differences exist
- Recognition of Whites and institutions that perpetuate racism
Status 2: Disintegration
- Reality of white privilege
- Question status quo
(Transition: Something Happens) /
- Isolation
- Limited to space to express
- Language & cultural concerns
- Cultural Adjustment – international & domestic
Campus Experiences
- Limited relationships
- Identity concerns
- Difficulty fitting in
- Limited time to use campus resources
- Limited number of people of color in classroom
- Limited number of faculty & staff of color
- Limited “romance” opportunities
- Inappropriate communication on campus
- Difficulty understanding college system
- Difficulty w/classes
- Inappropriate instructor &/or student comments
- Incorrect course selection
- Pre-college courses
- Limited financial resources
- Pressure to declare a major
- Lack of relationship with advisor or faculty
- Lack of student relationships
Skills
- Apply appropriate awareness and knowledge to a given situation
- Develop appropriate skills (i.e., intercultural communications, facilitating discussions; teaching, critical thinking, etc.)
- Develop the ability to identify and analyze institutional inequality
- Develop appropriate skills to be an ally
- Engage in reciprocal dialog with diverse groups of people
- Use appropriate multicultural interventions
Stage 3: Resistance and Immersion
- Embrace own racial/ethnic group completely
- Blind endorsement of one’s group --culturocentrism
- Accept racism and oppression as a reality
- Rejection of the values and norms of the dominant group
Status 3: Reintegration
- Support internalized belief that people of color are inferior and Whites superior
- Acknowledge the status quo is what’s due White people
- Assert that Whites contributions to society have earned them power, privilege and preferences
- Support stereotypes of groups of People of Color
(Transition: Something Happens) / Adjustments & Experiences
Campus Experiences
StudentsFeelings: Confusion, anger, blame, frustration, excitement, pride, superiority, determination, helplessness, despair, joy, contentment –you name it.
Skills (cont)
- Develop inclusive thinking that leads to putting
- awareness & knowledge into action
- Learn ways to discuss the politics of the environment (i.e., hiring, enrollment, student success, etc.)
Apply appropriate skills that support empowering groups and communities
/ R/CID (cont)Stage 4: Introspection
- Develop a security in their racial identity
- Re-direct anger/negativity toward “White system” to exploration of individual and group identity issues
- Conflict between allegiance to one’s own racial/ethnic group
- Acknowledge there is variation amongst all groups of people
(Transition: Something Happens) / M/WID (cont)
Status 4: Pseudo independence
- Begin to acknowledge racist identity
- Begin to abandon racist identity
- Begin to develop a positive White identity
- Recognize Blacks and People of color are not inferior and White superior
- Challenge distortions of Blacks and People of Color
(Transition: Something Happens)
Social Action/
Social Justice
- Take action that incorporates a social action framework
- Take action that “challenges” institutional inequality (i.e., polices, procedures, laws, etc.)
- Participate in the politics of the environment (i.e., community organizations, schools, etc.) to make change
- Take action that will benefit members of a particular group or groups
- Take action that supports the empowerment of groups and communities
- Take action that supports social change and justice –become an ally
Stage 5: Integrative Awareness –Final Stage
- Confident and secure in racial identity
- Desire to eliminate all forms of oppression
- High positive regard toward self and towards one’s group
- Respect and appreciation for other racial/cultural groups
- Integration of social and personal identity –gender, religion class, etc.
- Openness to constructive elements of dominant culture
- Commitment to eliminate oppression
Status 5: Immersion
- Revise thoughts and images about Blacks and other People of Color
- Self exploration of what it means to be white or have a white identity?
- Critical questioning about race, racism, power and privilege
- Internalize positive White identity
- Search for accurate information and understanding
M/WID (cont)
Status 6: Emersion
- Critically think about new information and impact on self and group
- Focus on obtaining knowledge about self and other diverse groups
- Immerse self in diverse communities
- Immerse self with other Whites that support values and views
Status 7: Autonomy- Final Status
- Acknowledge complexities of race and identities
- Able to establish authentic relationships with People of Color
- Practice maintaining transformation
- Commit to eradicating racism and other “isms”
- No longer feel the need to oppress others