Racial Identity Racial Identity Development in Development in

AdolescenceAdolescence

Professional Development Professional Development Day EngDay Englilish Departmentsh Department

Oct. 8., 2004Oct. 8., 2004

James Marcia described four identity “statuses” to characterize the James Marcia described four identity “statuses” to characterize the

variation in the identity search process:variation in the identity search process:

1.1. diffusediffuse, a state in which there had been little , a state in which there had been little exploration or commitment;exploration or commitment;

2.2. foreclosed, foreclosed, a state in which a commitment has a state in which a commitment has been made to particular roles or belief systems, been made to particular roles or belief systems, often those selected by parents, without often those selected by parents, without actively considering alternatives;actively considering alternatives;

3.3. moratoriummoratorium, a state of active exploration of , a state of active exploration of roles and beliefs in which no commitment has roles and beliefs in which no commitment has yet been made; andyet been made; and

4.4. achievedachieved, a state of strong personal , a state of strong personal commitment to a particular dimension of commitment to a particular dimension of identity following a period of high exploration.” identity following a period of high exploration.” (Tatum)(Tatum)

1.1. Pre-EncounterPre-Encounter

This is the stage where the Black This is the stage where the Black child, ostensibly the child of color, child, ostensibly the child of color, absorbs the values of the dominant absorbs the values of the dominant culture—just as every other child culture—just as every other child does—only for the child of color, does—only for the child of color, this involves inculcation into a this involves inculcation into a culture that is not his own by culture that is not his own by heritage. heritage.

“Simply as a function of being socialized in a Eurocentric culture, some Black children [children of color] may begin to value the role models, lifestyles, and images of beauty represented by the dominant group more highly than those of their own culture” (Tatum).

This is the stage where the child This is the stage where the child of of color, absorbs the values of the color, absorbs the values of the

dominant culture.dominant culture.

The damage that can be done in this process can be reduced by parents and in our case by teachers, who are “race-conscious,” who actively provide their children of color with positive cultural images and messages about what it means to be a person of color.

2. 2. EncounterEncounter

The transition from pre-encounter to The transition from pre-encounter to encounter stage usually follows an encounter stage usually follows an event or series of events that force event or series of events that force the young person to personally the young person to personally acknowledge the impact of racism. acknowledge the impact of racism.

The child begins to deal directly with what it means to be a member of a targeted group.

EncounterEncounter Institutional cuesInstitutional cues

““Ability grouping” often produces “a Ability grouping” often produces “a recognizable racial pattern to how recognizable racial pattern to how children are assigned, which often children are assigned, which often represents the system of advantage represents the system of advantage operating in the school” (Tatum).operating in the school” (Tatum).

There is a stronger awareness of the development of racial and ethnic identities in Black students, particularly Black females.

EncounterEncounterDating cues for Black FemalesDating cues for Black Females

Black girls in predominantly White Black girls in predominantly White communities may become gradually aware communities may become gradually aware that while their white friends start to date that while their white friends start to date that they do not. This relates messages that they do not. This relates messages about who is sexually desirable, who is about who is sexually desirable, who is beautiful and who is not.beautiful and who is not.

EncounterEncounter

Differing cues for Black MalesDiffering cues for Black Males

In predominantly White school, Black In predominantly White school, Black males may experience a degree of males may experience a degree of social success, especially if they are social success, especially if they are talented athletes. talented athletes.

This is a coveted role embraced by the This is a coveted role embraced by the dominant culture, and these boys are dominant culture, and these boys are often pursued by Black and White girls often pursued by Black and White girls alike.alike.

encounterencounter Other societal triggersOther societal triggers

Subtle remarks by classmates, teachers, Subtle remarks by classmates, teachers, administrators, and others often trigger racial administrators, and others often trigger racial self reflection. Consciousness of ones solitary self reflection. Consciousness of ones solitary racial status in classroom discussions, and racial status in classroom discussions, and stereotypical comments made unconsciously by stereotypical comments made unconsciously by others can push children into an awareness of others can push children into an awareness of their racial or ethnic identity.their racial or ethnic identity.

2.2. immersion/emersionimmersion/emersion

In this phase the person attempts to: In this phase the person attempts to: “Destroy all vestiges of the old “Destroy all vestiges of the old perspective,” while simultaneously perspective,” while simultaneously experiencing, “an equally intense experiencing, “an equally intense concern to clarify the personal concern to clarify the personal implications of the new frame of implications of the new frame of reference” (Cross). reference” (Cross).

ImmersionImmersionInto the ‘world of color’  Into the ‘world of color’ 

Adolescents begin to soak up their own Adolescents begin to soak up their own culture or the culture of other people of culture or the culture of other people of color and attempt to reflect this through color and attempt to reflect this through patterns of thought, dress, action, and patterns of thought, dress, action, and speech.  This is the stage when the speech.  This is the stage when the actual conversion to the new identity is actual conversion to the new identity is occurring (Cross). occurring (Cross). 

Often, the adolescent of color finds that their confusion with the often negative racial encounters are invalidated by white people who have little understanding of these experiences.

They are often told they are being, “oversensitive,” or that the person who insulted them “is a good person who would never mean it like that.”

At this point we often see disengagement,At this point we often see disengagement,

White friends are often unprepared to White friends are often unprepared to respond in supportive ways. respond in supportive ways.

Students of color need a place to Students of color need a place to meet where they can validate the meet where they can validate the reality of their experiences. reality of their experiences.

Students of color may turn to each other as sources of behavioral knowledge.

Yet often this knowledge is based in dominant cultural stereotypical images of people of color gathered from media

Possible Coping StrategiesPossible Coping Strategies1. Oppositional Social Identity1. Oppositional Social Identity

One common psychological pattern found among One common psychological pattern found among students of color, particularly in African American students of color, particularly in African American students is the development of an oppositional students is the development of an oppositional social identity as a “response to the anger and social identity as a “response to the anger and resentment they feel in response to their growing resentment they feel in response to their growing awareness of the systematic exclusion of Black awareness of the systematic exclusion of Black people from full participation in U.S. society…” people from full participation in U.S. society…”

(Tatum).(Tatum).

Students at this stage are often using a limited Students at this stage are often using a limited

definition of racial behaviors.definition of racial behaviors.

Achievement can often drop, as Achievement can often drop, as academic achievement is falsely academic achievement is falsely understood by those in oppositional understood by those in oppositional identity stages of development to be identity stages of development to be associated with Whiteness, and associated with Whiteness, and therefore an undesirable trait. therefore an undesirable trait.

2. Others choose to achieve and separate themselves from other students of color so that they can keep being accepted by their White friends. This strategy is known, by researchers Signnithia and John Ogbu Fordham, as racelessness.

3.Instead of seeing themselves as raceless, students can see themselves as emissaries.

In this case they see their own achievements as ‘advancing the entire race or group.’ This often comes with a strong political statement of commitment to the group.

EmersionEmersion

The next step is emergence from the emotionality The next step is emergence from the emotionality and oversimplified ideological aspects of the and oversimplified ideological aspects of the immersion experience (Cross).  immersion experience (Cross). 

During this step the person begins to During this step the person begins to regain control of his or her emotions and regain control of his or her emotions and intellect.  intellect. 

The adolescent begins to see this role model as operating at a higher stage of development and decides that he or she will attempt to become more like his or her model.  

3. Internalization3. Internalization

This stage "signals the resolution of This stage "signals the resolution of conflicts between the old and the conflicts between the old and the new," (Cross) and is exhibited new," (Cross) and is exhibited through a calm secure demeanor.  through a calm secure demeanor. 

This stage is marked by a shift in This stage is marked by a shift in perspective: perspective:

from concern about how their friends of color see their from concern about how their friends of color see their confidence in their own personal standards of behavior, to the confidence in their own personal standards of behavior, to the adolescents comfort with self adolescents comfort with self

from uncontrolled rage toward White people, to controlled anger from uncontrolled rage toward White people, to controlled anger toward oppressive and racist institutionstoward oppressive and racist institutions

from symbolic rhetoric to quiet, dedicated , long-term from symbolic rhetoric to quiet, dedicated , long-term commitment; commitment;

from unrealistic urgency to a sense of destinyfrom unrealistic urgency to a sense of destiny

from anxious, insecure, rigid, inferiority feelings to cultural from anxious, insecure, rigid, inferiority feelings to cultural pride, self-love and a deep sense of the communalism often pride, self-love and a deep sense of the communalism often found in racial/ethnic cultures (Cross).found in racial/ethnic cultures (Cross).

4. Internalization-commitment4. Internalization-commitment

After developing a radicalized identity After developing a radicalized identity individuals in this stage continue to be long-individuals in this stage continue to be long-term activists.  term activists. 

These adolescents demonstrate These adolescents demonstrate a commitment not only to incorporate the a commitment not only to incorporate the new identity but also to “struggle to new identity but also to “struggle to translate personal translate personal identity into actions that are meaningful to identity into actions that are meaningful to the group” (Cross). the group” (Cross).

Development of White Racial Identity

Janet Helms, in her work, Black and White Racial Identity Development: Theory, Research, and Practice, says:

“… the task for people of color is to resist negative societal messages and develop an empowered sense of self in the face of a racist society … the task for Whites is to develop a positive White identity based in reality, not on assumed superiority” (Tatum).

Becoming Aware of Whiteness

I’m just normalI’m just normal The ContactThe Contact StageStage

At this stage of the At this stage of the development of a White development of a White identity, adolescents pay little identity, adolescents pay little attention to the significance attention to the significance of their racial identityof their racial identity

If White adolescents have lived in If White adolescents have lived in a predominantly White environment a predominantly White environment

They usually consider themselves They usually consider themselves part of the racial norm and are not part of the racial norm and are not conscious of White privilege (the conscious of White privilege (the systematically conferred advantages systematically conferred advantages they receive simply because they are they receive simply because they are White).White).

At this stage, just like everyone else in our society, White adolescents have been “breathing in the ‘smog’ and have internalized many of the prevailing societal stereotypes of people of color,” (Tatum ) and are typically unaware of this socialization process.

This stage is also accompanied by the perception of self as ‘color-blind,’ completely free of prejudice and a lack of awareness of their own assumptions about other racial groups.

At this stage their definitions of racism involves individual acts of meanness and discrimination of members of one group towards the member of another group.

While some Whites grow up in While some Whites grow up in families where openly racist ideology families where openly racist ideology is taught, most Whites passively is taught, most Whites passively absorb the subtly communicated absorb the subtly communicated messages of the dominant society. messages of the dominant society.

Pamela Perry, in her Pamela Perry, in her Shades of White: Shades of White: White Kids and Racial Identities in White Kids and Racial Identities in High Schools,High Schools, relates the findings of relates the findings of her 4 year study of White her 4 year study of White adolescence in two different adolescence in two different California high schools. California high schools.

With no one to compare themselves With no one to compare themselves to, they believe themselves and their to, they believe themselves and their experience to be the norm, as Perry experience to be the norm, as Perry reports in a section titled, “White reports in a section titled, “White means never having to say you’re means never having to say you’re ethnic.”ethnic.”

cognitive gapcognitive gap

Perry speaks of a ‘cognitive gap,’ Perry speaks of a ‘cognitive gap,’ which she compares to “common which she compares to “common sense” “that which goes without sense” “that which goes without saying because it comes without saying because it comes without saying.” She says that it is saying.” She says that it is “understandable that youth who were “understandable that youth who were most identified with and integrated most identified with and integrated into the mainstream culture would be into the mainstream culture would be least reflective about that culture. least reflective about that culture.

ReflectionReflection

Stage two: DisintegrationStage two: Disintegration

This stage is involves a growing This stage is involves a growing awareness of racism—a system of awareness of racism—a system of earned privilege given to one group earned privilege given to one group over another—and the ties of this over another—and the ties of this privilege to Whiteness. privilege to Whiteness.

This stage usually begins to occur through personal encounters of This stage usually begins to occur through personal encounters of people of color in “which the social significance of race is made visible” people of color in “which the social significance of race is made visible”

(Tatum).(Tatum).

These encounters can occur through These encounters can occur through friendship, romantic relationships, friendship, romantic relationships, through seeing racist incidents in the through seeing racist incidents in the media, and through shared media, and through shared classrooms where the “social classrooms where the “social consequences of racial group consequences of racial group membership are explicitly discussed membership are explicitly discussed as part of course content” (Tatum).as part of course content” (Tatum).

The silence about race that comes The silence about race that comes from ‘color-blindness,’ this silence is from ‘color-blindness,’ this silence is broken during disintegration and it is broken during disintegration and it is through discourse that racism through discourse that racism becomes visible.becomes visible.

This stage is often uncomfortable for the White This stage is often uncomfortable for the White

adolescent.adolescent.

Emotions of guilt, shame, and anger Emotions of guilt, shame, and anger related to one’s personal prejudices related to one’s personal prejudices or the prejudices within one’s family. or the prejudices within one’s family.

It is as this stage that White adolescents become aware that their own It is as this stage that White adolescents become aware that their own lives have been affected by racism, not just the lives of people of color. lives have been affected by racism, not just the lives of people of color.

This is the most dangerous stage.This is the most dangerous stage.

It is here where the White adolescent can continue on their journey towards the creation of a positive White identity, or where they can turn back and shut down.

There are two major concepts that must be dealt with at this stage:There are two major concepts that must be dealt with at this stage:

The idea of an American The idea of an American MeritocracyMeritocracy

The concept of IndividualityThe concept of Individuality..

American MeritocracyAmerican Meritocracy

Because so much of what is taught in Because so much of what is taught in schools has to do with the concepts schools has to do with the concepts that in America everyone is equal that in America everyone is equal and that there are equal and that there are equal opportunities for all, when the opportunities for all, when the realities of racism becomes evident realities of racism becomes evident to the White adolescent, the to the White adolescent, the cognitive dissonance that results cognitive dissonance that results produces a great deal of discomfort.produces a great deal of discomfort.

If the student remains engaged, this If the student remains engaged, this

discomfort can be transformed into action.discomfort can be transformed into action.

This action which is spurred on by the anger created from the awareness of racism, and can take the form of educating others—pointing out stereotypes as they watch T.V., interrupting racial jokes, writing letters to the editor, sharing readings with family and friends (Tatum).

here are dangers here: here are dangers here:

1. like all new converts, people 1. like all new converts, people experiencing disintegration can be quite experiencing disintegration can be quite zealous. This is the time when many fall zealous. This is the time when many fall into what I call the “missionary trap.” into what I call the “missionary trap.”

They can become empathetic as opposed They can become empathetic as opposed to sympathetic and decide that people to sympathetic and decide that people of color can and must be saved, of color can and must be saved, specifically by themspecifically by them

2.2. that the early feelings of “guilt or that the early feelings of “guilt or denial may be transformed into denial may be transformed into anger toward people of color.” anger toward people of color.”

The logic here is, “If there is a problem The logic here is, “If there is a problem with racism, then you people of color must with racism, then you people of color must have dome something to cause it. And if have dome something to cause it. And if you would just change your behavior, the you would just change your behavior, the problem would go away” (Tatum).problem would go away” (Tatum).

““But I’m an Individual”But I’m an Individual”

One of the most common reactions One of the most common reactions by White adolescents is resentment by White adolescents is resentment of being seen not as an individual, of being seen not as an individual, but as a member of a group. but as a member of a group.

While people of color learn earlyWhile people of color learn early that they are that they are seen as by others as a member of a group, this seen as by others as a member of a group, this

knowledge often comes hard to Whites.knowledge often comes hard to Whites.

This idea of “rugged individualism” This idea of “rugged individualism” was also part of our education of was also part of our education of what it means to be an American, what it means to be an American, and so the knowledge that one is and so the knowledge that one is seen by others, not as an individual seen by others, not as an individual cause anger and pain.cause anger and pain.

This acknowledgment is particularly hard for White males, who This acknowledgment is particularly hard for White males, who often feel personally attacked as others talk about the systematic often feel personally attacked as others talk about the systematic

racist barriers to progress.racist barriers to progress.

(It is similar to the reaction that males often (It is similar to the reaction that males often feel as they first become aware of sexism.) feel as they first become aware of sexism.)

It often seems to White males that they are It often seems to White males that they are being told that they “don’t deserve” their being told that they “don’t deserve” their individual position. This jump from seeing individual position. This jump from seeing self as an individual to seeing self as a part self as an individual to seeing self as a part of institutional behaviors, some of which of institutional behaviors, some of which include racism, is a difficult cognitive leap.include racism, is a difficult cognitive leap.

This realization by White adolescents This realization by White adolescents of others perceptions of self are often of others perceptions of self are often

met with anger and hostility.met with anger and hostility.

This too is a stage full of This too is a stage full of danger.danger.

Many White adolescents shut down at this stage, Many White adolescents shut down at this stage, and refuse to continue on the road to a positive and refuse to continue on the road to a positive

White self identity. White self identity.

Giving students the tools to deal with their raised Giving students the tools to deal with their raised consciousness is essential. Helping all student, consciousness is essential. Helping all student, White and of color, to identify their “own sphere White and of color, to identify their “own sphere of influence… and to consider how it might be of influence… and to consider how it might be used to interrupt the cycle of racism” will keep used to interrupt the cycle of racism” will keep identity development on the right path.identity development on the right path.

Accepting Whiteness as Accepting Whiteness as personally and socially personally and socially

significantsignificant

Coming to terms with the PastComing to terms with the PastAs White adolescents are faced with the As White adolescents are faced with the

racism that they see as part of the past, racism that they see as part of the past, their reactions commonly fall into two their reactions commonly fall into two separate types of narratives. separate types of narratives.

Perry has found that different “types and Perry has found that different “types and proximities of interracial association; they proximities of interracial association; they ways racial-ethnic differences were ways racial-ethnic differences were structured by school practices; and the structured by school practices; and the ways youth defined their relationships to ways youth defined their relationships to people of color” effect the narrative the people of color” effect the narrative the White youth create. White youth create.

This is also the stage at which White youth deal with the realization that This is also the stage at which White youth deal with the realization that such a thing as “white culture’ may exist, and because of this they such a thing as “white culture’ may exist, and because of this they

begin to look for their own traditions and heritagebegin to look for their own traditions and heritage..

Most students, those in a predominantly Most students, those in a predominantly White school as well as those in a White school as well as those in a predominately multicultural school seem to predominately multicultural school seem to define White as having ancestors from define White as having ancestors from Europe. Europe.

What many White students find is that their What many White students find is that their families have not held on to ethnic families have not held on to ethnic traditions over the years, and they are traditions over the years, and they are acutely aware of what has been “lost in the acutely aware of what has been “lost in the good ol’ melting pot,” as one student of good ol’ melting pot,” as one student of Perry’s said.Perry’s said.

There are several reactions to this new realization, There are several reactions to this new realization, depending on the predominant racial atmosphere depending on the predominant racial atmosphere

of their surroundings.of their surroundings.

In predominantly White schools, having no cultural ties was “a In predominantly White schools, having no cultural ties was “a matter of fact that caused no apparent stress” (Perry). matter of fact that caused no apparent stress” (Perry).

In the predominantly multiracial schools where the “informal In the predominantly multiracial schools where the “informal culture of the school impressed on youth the importance of culture of the school impressed on youth the importance of knowing your racial-ethnic background,” many White students knowing your racial-ethnic background,” many White students “the lack of an origin story was a charged issue” (Perry). “the lack of an origin story was a charged issue” (Perry).

Symbolic EthnicitySymbolic Ethnicity

In this narrative, White In this narrative, White students, in reaction to a students, in reaction to a culture full of the culture full of the importance of a story of importance of a story of origin, “will choose an origin, “will choose an ethnicity and embrace it ethnicity and embrace it largely in name only for the largely in name only for the purpose of providing purpose of providing meaning and a sense of meaning and a sense of community” (Perry).community” (Perry).

Some students will connect to a culture totally unrelated to their ownSome students will connect to a culture totally unrelated to their own families and find families and find attachments. (ex. the White student who is so fascinated with Native American attachments. (ex. the White student who is so fascinated with Native American culture that they spend a summer on a reservation.)culture that they spend a summer on a reservation.)

Other White students react by delving Other White students react by delving deeper into one or several of their deeper into one or several of their own family’s ethnicities.own family’s ethnicities.

PostculturalPostcultural

A second narrative that White students A second narrative that White students create when constantly faced with create when constantly faced with the concepts that there is meaning in the concepts that there is meaning in having community and knowing having community and knowing one’s origins, is what Perry refers to one’s origins, is what Perry refers to as “postcultural.” as “postcultural.”

““By ‘postcultural’ I mean a self-concept that dismisses all By ‘postcultural’ I mean a self-concept that dismisses all

relevance of and indebtedness to the past.relevance of and indebtedness to the past.““ It is a decidedly present- or future-oriented It is a decidedly present- or future-oriented

identity that emphasizes innovation and identity that emphasizes innovation and genius, as opposed to an ethnic identity, genius, as opposed to an ethnic identity, which is pas-oriented and emphasizes which is pas-oriented and emphasizes tradition and continuity” (Perry). tradition and continuity” (Perry).

This narrative is seen in students’ statement This narrative is seen in students’ statement such as: “We’re living in a different world such as: “We’re living in a different world [from slavery times]. A different society. We [from slavery times]. A different society. We can’t look back and drag on and judge can’t look back and drag on and judge people form their ancestors” (Perry).people form their ancestors” (Perry).

Learning to feel good about being White in the context Learning to feel good about being White in the context of commitment to a just societyof commitment to a just society

Defining a Positive White IdentityDefining a Positive White Identity

The next stage in White racial identity The next stage in White racial identity development, similar to the racial development, similar to the racial identity development of People of identity development of People of Color, involves immersion into one’s Color, involves immersion into one’s own culture. own culture.

First comes the recognition that one needs to find a more positive self definition. First comes the recognition that one needs to find a more positive self definition.

What is most important at this stage is the understanding that role models here will not be found in What is most important at this stage is the understanding that role models here will not be found in

People of Color but in other White people.People of Color but in other White people.

Learning how to research the lengthy history of White protest against racism is one of the first tools that should be given to White adolescents at this sage of development. This is difficult because not many teachers—White or of color-- are aware of this history. Finding a local White antiracist activist to talk to students is a great help here.

Understanding the role of a Understanding the role of a White AllyWhite Ally

By talking with other White antiracist By talking with other White antiracist activists, White adolescents can activists, White adolescents can understand that the role of the White understand that the role of the White Ally “is not to help victims of racism, Ally “is not to help victims of racism, but to speak up against systems of but to speak up against systems of oppression and to challenge other oppression and to challenge other Whites to do the same” (Tatum). Whites to do the same” (Tatum).

By talking with other White antiracist By talking with other White antiracist activists, White adolescents can activists, White adolescents can understand that the role of the White understand that the role of the White Ally “is not to help victims of racism, Ally “is not to help victims of racism, but to speak up against systems of but to speak up against systems of oppression and to challenge other oppression and to challenge other Whites to do the same” (Tatum). Whites to do the same” (Tatum).

There are behavior that can be There are behavior that can be encouraged at this stage of White encouraged at this stage of White identity development which will not identity development which will not only give relief to the confusion that only give relief to the confusion that many White adolescents will be feeling, many White adolescents will be feeling, but will help the student realize a but will help the student realize a positive White identity based not in positive White identity based not in superiority to People of Color, but in a superiority to People of Color, but in a personal commitment to a just society.personal commitment to a just society.

Participation in White Participation in White consciousness-raising groupsconsciousness-raising groups

Encouraging White student to gather “specifically Encouraging White student to gather “specifically for the purpose of examining one’s own racism” is for the purpose of examining one’s own racism” is a good way to make further progress. a good way to make further progress.

Students here can be joined by White adults who Students here can be joined by White adults who are committed to a similar path. Having such a are committed to a similar path. Having such a group made solely of White students can keep group made solely of White students can keep away some of the hurt that students of Color may away some of the hurt that students of Color may feel if they were present to hear White student’s feel if they were present to hear White student’s stories, feelings and frustrations.stories, feelings and frustrations.

““Listening to those stories and problem-solving Listening to those stories and problem-solving about them is a job that White people can do for about them is a job that White people can do for each other” (Tatum).each other” (Tatum).

Realizing that living as an Antiracist is a Realizing that living as an Antiracist is a Process not an Process not an

AccomplishmentAccomplishment

A major part of the continuation of the A major part of the continuation of the development of a positive White identity is the development of a positive White identity is the realization that racist thoughts and sometimes realization that racist thoughts and sometimes behaviors are liable to resurface. The ideas that behaviors are liable to resurface. The ideas that are inculcated from the dominant mainstream are inculcated from the dominant mainstream American culture are strong, and these ideas American culture are strong, and these ideas don’t disappear because an individual has a new don’t disappear because an individual has a new race-consciousness.race-consciousness.

Knowing that one needs other antiracist White Knowing that one needs other antiracist White people—those with positive White identities—with people—those with positive White identities—with which one can share stories and from whom one which one can share stories and from whom one get honest feedback, makes life much easier. get honest feedback, makes life much easier.

The Multiracial Self (Perry)

Pamela Perry defines the Pamela Perry defines the “multiracial self” as follows:“multiracial self” as follows:

In sum, the multiracial self means that In sum, the multiracial self means that racerace is is premised on an interdependent relationship premised on an interdependent relationship between the self and other that is not only an between the self and other that is not only an external relation, but also—and possibly most external relation, but also—and possibly most significantly—an internal relationship. significantly—an internal relationship.

The self and the other are one and the same. The self and the other are one and the same. And this internal self-other relationship is And this internal self-other relationship is itself multiple. The experience and definition itself multiple. The experience and definition of the racial self shifts, if sometimes of the racial self shifts, if sometimes minutely, depending on the social-discursive minutely, depending on the social-discursive context and hot the internal other is defined context and hot the internal other is defined and dealt with.and dealt with.

“ “Communities of Difference: A critical a Look at Desecrated Spaces Communities of Difference: A critical a Look at Desecrated Spaces Created for and by Youth,” Michelle Fine, Lois Weis, and Linda C. Created for and by Youth,” Michelle Fine, Lois Weis, and Linda C. Powell propose the following framework for creating ‘true’ integration in Powell propose the following framework for creating ‘true’ integration in

schools, which begins” with equal status contact theory, which positsschools, which begins” with equal status contact theory, which posits (1) ‘contact should occur in circumstances that (1) ‘contact should occur in circumstances that

place …groups in equal status,’ place …groups in equal status,’

(2) ‘contact should involve one-on-one (2) ‘contact should involve one-on-one interactions among individual members of the interactions among individual members of the …groups,’…groups,’

(3) ‘members of the …groups should join (3) ‘members of the …groups should join together in an effort to achieve superordinate together in an effort to achieve superordinate goals,’ andgoals,’ and

(4) ‘social norms, defined in part by relevant (4) ‘social norms, defined in part by relevant authorities, should favor intergroup contact.’” authorities, should favor intergroup contact.’” (Perry)(Perry)

To prevent this from happening, they To prevent this from happening, they recommend that the equal status recommend that the equal status contact “be accompanied by three contact “be accompanied by three political and social conditions: political and social conditions:

(1) ‘a sense of community’—namely, of (1) ‘a sense of community’—namely, of shared ideology, identity, and vision;shared ideology, identity, and vision;

(2) ‘a commitment to creative analysis (2) ‘a commitment to creative analysis of difference, power, and privilege’—of difference, power, and privilege’—what [Perry] has described as ‘critical what [Perry] has described as ‘critical multiculturalism; andmulticulturalism; and

(3) ‘and enduring investment in (3) ‘and enduring investment in democratic practice with youth’” democratic practice with youth’” (Perry).(Perry).

The youth themselves need to be The youth themselves need to be active in leadership roles in active in leadership roles in

constructing multiracial constructing multiracial communities communities

Suggested BibliographySuggested Bibliography

Perry, Pamela. Perry, Pamela. Shades of White: White Kids and Racial Shades of White: White Kids and Racial Identities in High SchoolIdentities in High School. Durham, N.C.:. Durham, N.C.:Duke UP, 2002.Duke UP, 2002.

Tatum, Beverly Daniel. Tatum, Beverly Daniel. “Why Are All the Black Kids Sitting “Why Are All the Black Kids Sitting Together in the Cafeteria?”: and Other Conversations About Together in the Cafeteria?”: and Other Conversations About RaceRace. New York: Basic Books, 1997.. New York: Basic Books, 1997.

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