1 RACIAL IDENTITY DEVELOPMENT AND SCHOOLING, Module 2 Facilitator: _______________________ A project of the Minnesota Department of Education, Division.

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RACIAL IDENTITY RACIAL IDENTITY DEVELOPMENT AND DEVELOPMENT AND

SCHOOLING, SCHOOLING, Module 2Module 2

Facilitator: _______________________Facilitator: _______________________

A project of the Minnesota Department of Education, A project of the Minnesota Department of Education, Division of Special Education and the Office of Division of Special Education and the Office of Continuing Professional Studies, College of Education Continuing Professional Studies, College of Education and Human Development, University of Minnesotaand Human Development, University of Minnesota

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AgendaAgenda

Module 1 ReviewModule 1 Review

Learning Objectives for Learning Objectives for Module 2Module 2

Content and ActivitiesContent and Activities

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Module 1 LearningsModule 1 Learnings

Share personal/professional Share personal/professional experiences of experiences of “disproportionality” in your “disproportionality” in your buildings (or other relevant buildings (or other relevant contexts)contexts)

Share your working definition of Share your working definition of Culturally Responsive Pedagogy Culturally Responsive Pedagogy with a partnerwith a partner

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ACTIVITYACTIVITY

What do you visualize when you What do you visualize when you think of a culturally responsive think of a culturally responsive classroom?classroom?

Make a list and relate it to the Make a list and relate it to the continuumcontinuum

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Module 2 Module 2 Learning Objectives Learning Objectives

At the end of the session, At the end of the session, participants should be able to: participants should be able to:

Give an overview of Racial Give an overview of Racial Identity development theoryIdentity development theory

Describe the stages of Anglo-Describe the stages of Anglo-American Identity developmentAmerican Identity development

Describe the stages of African-Describe the stages of African-American Identity DevelopmentAmerican Identity Development

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Understand the influence of Understand the influence of factors related to Anglo-American factors related to Anglo-American heritage, values and beliefs on heritage, values and beliefs on schooling and achievementschooling and achievement

Understand the influence of Understand the influence of factors related to African-American factors related to African-American heritage, values and beliefs on heritage, values and beliefs on schooling and achievementschooling and achievement

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Racial Identity Racial Identity DevelopmentDevelopment

Race is viewed as a socially and Race is viewed as a socially and psychologically constructed processpsychologically constructed process

“…“…a sense of group or collective identity a sense of group or collective identity based on one’s perception that he or she based on one’s perception that he or she shares a common racial heritage with a shares a common racial heritage with a particular racial group.”particular racial group.”

(Helms, 1990)(Helms, 1990)

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Turn to your partner:Turn to your partner:

Omi and Winant (1993) contend Omi and Winant (1993) contend that our social reality is highly that our social reality is highly racialized.racialized.

Share your interpretation of this Share your interpretation of this assertion with you partner. Do our assertion with you partner. Do our schools reflect this social reality? schools reflect this social reality? What evidence would you use to What evidence would you use to support or refute this statement?support or refute this statement?

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““We Can’t Teach What We Can’t Teach What We Don’t Know”We Don’t Know”

Gary Howard (1999) Gary Howard (1999) suggests that it is critical for suggests that it is critical for White teachers to become White teachers to become self-reflective about their self-reflective about their White Identity in order to be White Identity in order to be effective White educators in effective White educators in a multicultural society…a multicultural society…

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On being WhiteOn being White

Giroux (1997b) suggests that Giroux (1997b) suggests that it is still possible for Whites to it is still possible for Whites to exercise the privilege of exercise the privilege of choice regarding whether or choice regarding whether or not they will attend to their not they will attend to their own identity as racial beingsown identity as racial beings

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““Whites living in western nations Whites living in western nations exist in the ironic and exist in the ironic and contradictory state of being contradictory state of being blind to their own racial identity, blind to their own racial identity, on the one hand, while asserting on the one hand, while asserting the inherent superiority of the inherent superiority of Whiteness, on the other.”Whiteness, on the other.”

(Howard, 1999)(Howard, 1999)

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SOCIAL POSITIONALITYSOCIAL POSITIONALITY

In-Group vs. Out-GroupIn-Group vs. Out-Group

Dominance vs. Dominance vs. subordinationsubordination

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Subjective: How I see myself; How Subjective: How I see myself; How others see meothers see me

Objective: quantitative and Objective: quantitative and observableobservable

(income, education level, job title (income, education level, job title …)…)

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SOCIAL DOMINANCE SOCIAL DOMINANCE THEORYTHEORY

Sidanius & Pratto, 1993Sidanius & Pratto, 1993

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Social Dominance Social Dominance Theory Theory (Sidanius & Pratto, 1993)(Sidanius & Pratto, 1993)

Humans are predisposed to form social Humans are predisposed to form social hierarchies, with unequal power hierarchies, with unequal power structures in place among groupsstructures in place among groups

This hierarchy is in place for all groups, This hierarchy is in place for all groups, starting with youthstarting with youth

Social hierarchy is a survival strategySocial hierarchy is a survival strategy– Individuals develop beliefs that support Individuals develop beliefs that support

and rationalize their place in the hierarchyand rationalize their place in the hierarchy

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Rate Your Relationships Rate Your Relationships activity activity

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Discussion question: Discussion question:

WWhat implications hat implications does this have on does this have on relationships with relationships with students and families?students and families?

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Race definedRace defined

What is race?What is race?

It is “a group of people sharing It is “a group of people sharing the same culture, history, the same culture, history, language, etc.” language, etc.” (Oxford American dictionary, 2001)(Oxford American dictionary, 2001)

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Racism defined…Racism defined…

Ask your partner to share their Ask your partner to share their definition of racism…definition of racism…

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Racism is…Racism is…

The belief that one The belief that one race is superior to race is superior to others.others.

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Ethnicity Defined…Ethnicity Defined…

Ask your partner to define Ask your partner to define ethnicityethnicity

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Ethnicity is…Ethnicity is…

A sense of peoplehood A sense of peoplehood based on national origin.based on national origin.

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NOTE: NOTE:

One theory does One theory does not fit allnot fit all

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Althen’s (1988) Guide Althen’s (1988) Guide for Foreignersfor Foreigners (Anglo) American values and (Anglo) American values and

assumptions identified as:assumptions identified as:

Individualism and Individualism and privacyprivacy

EqualityEqualityInformalityInformality

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The future, change and The future, change and progressprogress

Goodness of humanityGoodness of humanity

TimeTime

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Achievement, action, Achievement, action, work, and work, and materialismmaterialism

Directness and Directness and AssertivenessAssertiveness

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Lynch & Hanson (1999)Lynch & Hanson (1999)

““The emphasis on education The emphasis on education and the futuristic, change-and the futuristic, change-oriented outlook held by oriented outlook held by many Anglo-European many Anglo-European Americans has led to the view Americans has led to the view of individuals as ‘masters of of individuals as ‘masters of their own fate.’”their own fate.’”

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““Typically, adversity is seen Typically, adversity is seen as something that can be as something that can be overcome with enough overcome with enough work, resources, and/or work, resources, and/or ingenuity.”ingenuity.”

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Contrasting Beliefs, Contrasting Beliefs, Values and PracticesValues and Practices

SMALL GROUP ACTIVITY SMALL GROUP ACTIVITY (handout)(handout)

Discussion: Discussion: Do these descriptions Do these descriptions apply to all U.S.-Americans?apply to all U.S.-Americans?

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Since its founding, the Since its founding, the United States has United States has

been multiracial and been multiracial and multiethnic.multiethnic.

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Ethnic Groups in the Ethnic Groups in the U.S.U.S.

Differed among one another:Differed among one another:

Reasons for coming to this countryReasons for coming to this country– Voluntary reasonsVoluntary reasons– Involuntary reasonsInvoluntary reasons

Expectations regarding life here Expectations regarding life here

Conditions encountered upon arrivalConditions encountered upon arrival

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AFRICAN-AMERICAN AFRICAN-AMERICAN HERITAGEHERITAGE

Originate from the continent of AfricaOriginate from the continent of Africa Represent many Central and West Represent many Central and West

African tribes:African tribes:

- Ashantis- Ashantis - Ibos- Ibos - - YorubasYorubas

- Bantu- Bantu - Krus- Krus

- Efiks- Efiks - Mandingo- Mandingo

- Hausas- Hausas - Sengalese- Sengalese

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Influential Historical Influential Historical TrendsTrends

1717thth Century Century

Majority of population brought Majority of population brought over as slaves over as slaves

10 million estimated brought to 10 million estimated brought to the Americas between 15the Americas between 15thth and and 1919thth centuries (4 million to North centuries (4 million to North America) America)

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Some Africans came to America as Some Africans came to America as indentured servants (as early as indentured servants (as early as 1619)1619)

Economy heavily dependent on Economy heavily dependent on slave labor:slave labor:– Plantation system in the southPlantation system in the south– Mercantile system in New EnglandMercantile system in New England

Rum, sugar, molassesRum, sugar, molassestobacco, hemp, fishing, railroading …tobacco, hemp, fishing, railroading …

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The Road to FreedomThe Road to Freedom

African-American slaves and free African-American slaves and free men fought in the Revolution and men fought in the Revolution and Civil WarCivil War

Some won freedom after enlisting Some won freedom after enlisting and servingand serving

African-American soldiers paid at African-American soldiers paid at lower rateslower rates

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……the promise of the promise of

governmentgovernment The American RevolutionThe American Revolution

The Emancipation ProclamationThe Emancipation Proclamation

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A Dream unfulfilledA Dream unfulfilled

Freed African-Americans viewed Freed African-Americans viewed as a threat to the White way of as a threat to the White way of lifelife

Produced years of contradictory Produced years of contradictory social forcessocial forces

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The Reconstruction EraThe Reconstruction Era

1867-18771867-1877- African-American - African-American

Representatives Representatives in legislaturein legislature- Employed as civil servants- Employed as civil servants- Served as judges- Served as judges- Freedmen’s Bureau (1865-- Freedmen’s Bureau (1865-

1870)1870)provided medical and provided medical and educational assistanceeducational assistance

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Post Civil War Post Civil War DiscontentDiscontent Klu Klux Klan (1866- ) Klu Klux Klan (1866- )

institutionalized lynching; institutionalized lynching; committed to conducting atrocitiescommitted to conducting atrocities

The Black Codes (1865-1866) The Black Codes (1865-1866) provided years of provided years of disenfranchisement of African-disenfranchisement of African-AmericansAmericans

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SEGREGATIONSEGREGATION

Plessy vs. Ferguson Plessy vs. Ferguson (1865-1866) (1865-1866)

U.S. Supreme Court wrote doctrine of U.S. Supreme Court wrote doctrine of racial separation and classification.racial separation and classification.

Gave states the power to create Gave states the power to create “separate but equal” “separate but equal” accommodations and institutions for accommodations and institutions for different races.different races.

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The Migration NorthThe Migration North

1890’s to WWII many African-1890’s to WWII many African-Americans moved from the South Americans moved from the South to the North.to the North.

Competed with European Competed with European immigrants in crowded cities for immigrants in crowded cities for jobs, housing…jobs, housing…

White American society viewed as White American society viewed as a separate group – little a separate group – little assistance was givenassistance was given

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The Growth of the The Growth of the GhettoGhetto Prejudice in the North Prejudice in the North

perpetuated the growth of slum perpetuated the growth of slum living conditions for African-living conditions for African-AmericansAmericans

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The 20The 20thth Century Century

Jim Crow MythJim Crow Myth

Black-White relationships based on:Black-White relationships based on:- Skin color- Skin color- Belief in genetic White superiority- Belief in genetic White superiorityand Black inferiorityand Black inferiority

For more info: For more info: www.nps.gov/malu/documents/jim_crow_laws.htwww.nps.gov/malu/documents/jim_crow_laws.htmm

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Removing Voting Removing Voting RightsRights States implemented “Grandfather States implemented “Grandfather

Clauses” to disqualify African-Clauses” to disqualify African-Americans:Americans:

– Literacy testsLiteracy tests– White primariesWhite primaries– Poll taxesPoll taxes– Loopholes provided for WhitesLoopholes provided for Whites

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The Impact of WarThe Impact of War

WWIIWWII

- The Military officially - The Military officially desegregateddesegregated

Brown vs. Board of EducationBrown vs. Board of Education

- Eradicated “separate but equal” - Eradicated “separate but equal” in in educationeducation

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Moving into the 21Moving into the 21stst CenturyCentury

Progress but still many challengesProgress but still many challenges Among those born in America, increasing Among those born in America, increasing

diversity in educational and economic levelsdiversity in educational and economic levels– High levels of poverty (24.4% of all African-High levels of poverty (24.4% of all African-

Americans Americans (U.S. Census, 2004(U.S. Census, 2004))– Lower academic achievement compared to other Lower academic achievement compared to other

groupsgroups Increasing diversity of groupsIncreasing diversity of groups

– Born in AmericaBorn in America– Born in CaribbeanBorn in Caribbean– Born in AfricaBorn in Africa– Immigration from Africa to U.S. in 20Immigration from Africa to U.S. in 20thth/21/21stst century century

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African-American African-American Culture 101Culture 101

ReligionReligion– Early Tribal PracticesEarly Tribal Practices

Supreme God created the EarthSupreme God created the Earth Life force present in all thingsLife force present in all things Worship of ancestors and spirits of natureWorship of ancestors and spirits of nature

– ConditionsConditions Slaves not allowed to practice their religionSlaves not allowed to practice their religion Slaves were allowed to hear Gospel from Slaves were allowed to hear Gospel from

Ephesians 6:5 (obedience)Ephesians 6:5 (obedience) Slaves sang openly as a means of Slaves sang openly as a means of

communicating with Godcommunicating with God Slaves not allowed to practice their languageSlaves not allowed to practice their language

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Religious Organization Religious Organization and Leadershipand Leadership

1787: First organized church “Free 1787: First organized church “Free African Society”African Society”

African Methodist Episcopal ChurchAfrican Methodist Episcopal Church

African Methodist Episcopal Zion African Methodist Episcopal Zion ChurchChurch

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DiscussionDiscussion

What role does religion play in our What role does religion play in our students’ lives? students’ lives?

What religious institutions are What religious institutions are important?important?

Are there groups or people that Are there groups or people that we should get to know?we should get to know?

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Religion: The Nation of Religion: The Nation of IslamIslam

Black Muslims (1930s)Black Muslims (1930s)– A religion as well as a social A religion as well as a social

organizationorganization– Elijah Muhammed (prophet)Elijah Muhammed (prophet)– Koran and Christian BibleKoran and Christian Bible– Worship in mosqueWorship in mosque– Malcolm X (1952)Malcolm X (1952)– Louis FarrakhanLouis Farrakhan

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LanguageLanguage

Slaves spoke many African Slaves spoke many African languageslanguages

Most African languages had some Most African languages had some common routescommon routes

Forced to learn Forced to learn pidgin Englishpidgin English African contributions to modern African contributions to modern

English include: goober, gumbo, English include: goober, gumbo, tote, yam, jazztote, yam, jazz

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Contemporary Contemporary LanguageLanguage

Ebonics (ebony + phonics)Ebonics (ebony + phonics) Black EnglishBlack English African-American Vernacular African-American Vernacular

English (AAVE)English (AAVE) African-American language (AAL)African-American language (AAL)

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EbonicsEbonics

Differs from mainstream English in Differs from mainstream English in terms of:terms of:– Syntax, specifically the way verbs are Syntax, specifically the way verbs are

used—built on the syntactical rules of used—built on the syntactical rules of Niger-Congo languagesNiger-Congo languages

– The formation of pluralsThe formation of plurals– The level of ambiguity or double The level of ambiguity or double

entendreentendre (Lynch & Hanson, 1998)(Lynch & Hanson, 1998)

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Language Language controversies…controversies…

1996 Oakland, California school 1996 Oakland, California school board recognized Ebonics as a board recognized Ebonics as a separate languageseparate language

Used ESL approach to teach Used ESL approach to teach mainstream Englishmainstream English

Children taught to “code switch” Children taught to “code switch” as teaching methodology in as teaching methodology in several sitesseveral sites

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FamilyFamily

““My family, my folks, my kin, my My family, my folks, my kin, my people” people”

“…“…family is a group of people who family is a group of people who feel they belong to each other…”feel they belong to each other…”

****************************************************************

--Values are rooted in African traditionsValues are rooted in African traditions

-Family is a source of strength, -Family is a source of strength, resilience and survivalresilience and survival

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Family as a socializerFamily as a socializer

Assists children in developing a Assists children in developing a sense of who they aresense of who they are– African heritageAfrican heritage– History of American experienceHistory of American experience– How the two are blended How the two are blended – African-American consciousness and African-American consciousness and

pridepride

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MarriageMarriage

In West African society = a means to In West African society = a means to link lineages and villageslink lineages and villages

******************************************************************Leigh & Green (1982)Leigh & Green (1982)

The family and kin relationships that The family and kin relationships that resulted were governed by complex resulted were governed by complex rules that guided interactions and rules that guided interactions and ensured that physical necessities and ensured that physical necessities and support were available to allsupport were available to all

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Child RearingChild Rearing

Children must be disciplined and Children must be disciplined and all responsible adults in the all responsible adults in the community take part (economic community take part (economic stress influences)stress influences)

Instill curiosity and caring about Instill curiosity and caring about family relationships and kinshipfamily relationships and kinship

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Child RearingChild Rearing

Setting limits part of Setting limits part of socialization processsocialization process

1)1) Means for child to learn to be Means for child to learn to be sensitivesensitive

2)2) A way to avoid confrontation A way to avoid confrontation outside the home (with authorities)outside the home (with authorities)

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Identity Development Identity Development RevisitedRevisited

Young Adults experience strong desire to Young Adults experience strong desire to learn about own history and culture; learn about own history and culture; surround self with cultural symbolssurround self with cultural symbols

Internalization = Sense of security about Internalization = Sense of security about one’s own raceone’s own race

Very positive sense of racial identity and Very positive sense of racial identity and commitment to issues of African American commitment to issues of African American group as a wholegroup as a whole

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Group DiscussionGroup Discussion

Compare and contrast the Compare and contrast the “identity development” stage “identity development” stage theories related to White and theories related to White and African-American transitions.African-American transitions.

How might teachers benefit from How might teachers benefit from their understanding of racial their understanding of racial identity development?identity development?

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African-American African-American Identity DevelopmentIdentity Development

Identity develops from life Identity develops from life experiencesexperiences

May be suppressed at any stage May be suppressed at any stage before full developmentbefore full development

(Cross, (Cross, 1992)1992)