Throughout the semester, the course has taught me a lot about myself and those around me. I have learned that based on Cross’ racial identity model I am in stage 5. It was new to me to find out there was model based on racial identity. Stage 5 means that I able to talk to anyone in and outside of my racial group. Which would mean that I would not have to seek counseling to correct an issue because there isn't one.
Tatum uses the theoretical perspective of both symbolic interaction and conflict theory in this book. The symbolic interaction in this book looks at the social interaction between racial identities, how we see ourselves and how others see us. Furthermore, it manifests itself in the stereotypes and prejudices that are perpetuated in our society; stereotypes help to reinforce negative images and ideals that we have about different races. An example in her book Dr. Tatum explains that one of her white male student once responded in his journal “is not my fault that blacks do not write books” (1445).
In this interview, C.P. Ellis illustrates his racist transformation after interacting with African-Americans. Although, there is not a simple answer to what causes prejudice, three of Parrillo’s theories that have an immense influence on becoming prejudice are socialization, economic competition and social norms. A theory presented by Parrillo, is the theory of the socialization process where individuals are heavily molded by the beliefs of those around them, resulting in the individual carrying on prejudiced beliefs. Parrillo defines, “in the socialization process individuals acquire the values, attitudes,
Revealing Finny’s Character Through the Setting John Knowles’ fictional novel, A Separate Peace, centers around the story of Gene Forrester and his friend Finny, two teenage boys enrolled in a private boarding school during the early 1940s. While the actions and events in the text allow the reader to gain an understanding of the characters, the setting itself provides a great deal of insight about each character’s personality, especially Finny’s. In numerous ways, Knowles uses the setting of his novel to help reveal various aspects of Finny’s character, such as his natural leadership abilities, his peerless athleticism, and his innate charisma. Throughout the text, Finny constantly displays his natural authority and leadership skills.
Not being able to know one’s identity during adolescence can lead to do drugs, commit theft, fail school, and be blind on what to do with their life. This is what James McBride had to go through during his adolescence. Growing up in a black community with a white mother can be very confusing and stressful. He employs rhetorical devices throughout his text in order to develop his epiphany regarding his mother’s life and by, extension, his own. Through the use of appeals and tone James McBride reveals the importance of education and religion, but above all else McBride mostly focuses on finding his identity, trying to understand race as he was growing up, and shows how his mother played an important role in his life
The model I chose to apply to myself is the Hardiman White Racial Identity. The five stages of development are: 1. Naiveté or lack of social consciousness, 2. Acceptance, 3. Resistance, 4.
Inevitable Loss of Innocence In A Separate Peace, John Knowles highlights the life of the boys at boarding school when they lose their innocence. Gene, Leper and Finny are some of the boys who have to face the reality of the world. The boys live lives of convenience up until this school year, but now they are going through changes and are now expected to take on more responsibility as young adults. They are now being pushed to make decisions that will affect themselves and others for the rest of their lives.
A Corrupt Friendship “Inside each of us, there is the seed of both good and evil. It is a constant struggle as to which one will win. And one cannot exist without the other.” (Burdon 1). In the novel, A Separate Peace, Gene looks back on his high school years in 1942.
Robert Peace seemed like the typical stereotype of a poor black kid at the start of the book. He lived in the projects with multiple family members, and his dad wasn’t in his life because he was in jail. The interesting part about Robert is that he was so intelligent and got a full scholarship to Yale University. He manages to get a Yale education for free but ends up selling drugs. While reading about Robert Peace life, I forgot that he was going to die because of how good he was doing in school and knowing that he was going to die made the book more interesting.
How can African American youth, yearning to find their true selves, do so under popular culture’s influence, conflicting religious beliefs and a fluctuating gender experience? Initially, further exploration and research into the unique gender and racial experiences of African American youth is necessary. This research is best conducted through surveys, questionnaires and face to face interviews. According to Denise Isom, after interviewing 5th, 6th and 7th grade African American children, she revealed their identity crisis: “They spoke of a deeply racialized reality, a gendered social world, and operated from a sense of self that was multifaceted and shifting” (Isom, 2012, p. 127-137). The research further demonstrated that this age group has a high level of confusion requiring the use of different “faces” around other people.
The Racial/Cultural Identity Development Model by Sue & Sue (2012), is an active example to understand clients’ attitudes and behaviors toward themselves and their culture as well as the culture of others. According to West-Olatunji, Frazier, Guy, Smith, Clay & Breaux (2007), “This model poses the following questions (Sue & Sue, 2003): (a) With whom do you identify and why? (b) What culturally diverse attitudes and beliefs do you accept or reject and why? (c) What dominant cultural attitudes and beliefs do you accept or reject and why? and (d) How do your current attitudes and beliefs affect your interaction with other culturally diverse clients and people of the dominant culture?
Etymologically the word ‘identity’ is derived from the Latin word ‘idem’, meaning the ‘sameness and continuity’. The Oxford English Dictionary (OED) gives two meanings of ‘identity’ – 1. The quality or condition of being the same in substance, composition, nature, properties, or in particular qualities under consideration, absolute or essential sameness; 2. The condition or fact that a person or thing is itself and not something else. The person recognises himself as the same and not someone else across time and place.
As a child, ballet was not just an extracurricular activity, it was my identity. I started homeschooling after the fourth grade to devote my young life to this passion, trading a traditional grade-school education for a daily schedule replete with private lessons, technique classes, and extended rehearsals. My days started early and ended late but I adored every moment. As I progressed in the discipline, I would move around the country—from Aspen to Boston to D.C.—enrolling in prestigious full-time academies to train with world-renowned masters of the art. From age six to sixteen, ballet was all I wanted, it was all I knew.
Rupert Brown (2000), in his Journal, “Social Identity Theory: past achievements, current problems and future challenges” focused on how Social Identity Theory has influenced the study of intergroup behavior while trying to define various factors such as in-groups favoritism and how they relate to out-groups due to their differences in positions and status. The author further identifies five issues which, according to him, have been problematic to Social Identity Theory and he states them as “the relationship between group identification and in-group bias, the self-esteem hypothesis, positive-negative asymmetry in intergroup discrimination, the effects of intergroup similarity and the choice of identity strategies by low-status groups” (Brown