This monograph is focused on educating faculty and administrators about the developmental issues faced by students from different racial, ethnic, or other social groupings as they attempt to define themselves during the college years and the ways this information can enhance campus classrooms, programs, and policies. Although there is a growing body of work on how various racial, ethnic, gender and other social groups develop their identity, there has been limited synthesis or application of this literature to the practice of professionals in higher education. The authors have higher education administrative backgrounds, so their recommendations are grounded in experience, and each also has a solid record of scholarship in identity development. The combined scholarly and administrative experience of the three authors enhances the contribution of this book.
Cuprins
Foreword ix
Why Should Higher Education Be Concerned with the Identity Development of Diverse Students? 1
Development of Identity 2
Definitions 6
Organization 8
Theoretical Frameworks of Identity Development Theory:Foundational Theories 9
Foundational Theories of Identity Development 9
Evaluation of Foundational Theories 14
Dominant Cultures, Oppression, and Other Societal Issues Affecting the Identity Development of Diverse Populations17
Cultural and Societal Issues That Impact Identity Development18
Theory of Oppression 19
The Social Oppression Matrix 21
Social Identity Development Theory 23
How Oppression Impacts Privileged Groups 25
White Identity Theories 27
Conclusion 31
Theoretical Frameworks of Diverse Identity Development Theories: A View Through a Different Lens 33
Multigroup Ethnic and Racial Identity Models 33
Racial and Ethnic Identity Theories Pertaining to African American Students 39
Racial and Ethnic Identity Theories Pertaining to Native American Students 49
Acculturation to the Majority Culture 52
Racial and Ethnic Identity Theories Pertaining to Latino and Latina Students 53
Racial and Ethnic Identity Theories Pertaining to Asian American Students 59
Multiracial Identity 64
Conclusion 66
Multiple Identities: Acknowledging the Interrelationship Among Roles 67
Integrating Multiple Layers of Identity Development 69
Sexual Orientation Identity Formation 73
Women and Gender Identity 76
Implications 78
Integration of Identity Development Theory into Practice79
Campus Culture 80
Implications for Administrators 82
Implications for Faculty Members 86
Conclusions and Future Implications 99
Appendix A. Case Study: Defining Academic Diversity at Reflective College 101
Considerations in Addressing This Issue 103
References 107
Index 119
Despre autor
Vasti Torres is a professor in the Center for the Study of Higher and Postsecondary Education – CSHPE – and an associate faculty member of Latina/o Studies at University of Michigan. Mary F. Howard-Hamilton is a Professor of Higher Education at Indiana State University. She previously served as a higher education administrator for 15 years, working at five institutions.
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