Overview- under construction!
Ethnic Identity Formation
According to researchers, Ethnic Identity (EI) is considered a multidimensional construct, which includes ethnic group behaviors, knowledge and awareness of cultural beliefs, and traditions of one’s ethnic group. (Iwamoto and Liu.2010) In J Pheeny's work on stages of Ethnic Identity Development, she categorized three stages of EID: 1)
Racial Identity
For people of color in the US, developing a health identity and psychological well-being remains a constant challenge in the face of persistent discrimination.
Researchers have “postulated that Asian American experience unique forms of race-related stress which includes a)socio-historical racism b)general racism c) perpetual foreigner racism.
Racial Identity Theory (RIT)
For people of color in the US, developing a health identity and psychological well-being remains a constant challenge in the face of persistent discrimination (Helms. 1995)
The RIT model is a dynamic and interactive process consisting of the following racial-identity-formation statuses:
- CONFORMITY
- DISSONANCE
- IMMERSION-EMERSION
- INTERNALIZATION
Gender Identity
Immigration and Immigrant Identity
The Presidential Task Force developed a report based on the most recent research that addresses the psychological factors related to the experience of immigration. View executive summary here
Cultural Identity > link here
Cultural Identity Theory> link here
Psychology of Immigration>. link here
Social trust and civic engagement-->
Filipino Psychology
Phinney's model of ethnic identity developmentJean Phinney’s model of ethnic identity development is a multidimensional model, with theoretical underpinnings of both Erikson and Marcia.[2][17] In line with Erikson's identity formation, Phinney focuses on the adolescent, acknowledging significant changes during this time period, including greater abilities in cognition to contemplate ethnic identity, as well as a broader exposure outside of their own community, a greater focus on one's social life, and an increased concern for physical appearance.[17]
Phinney's Three Stage Progression:
Phinney's Three Stage Progression:
- Unexamined Ethnic Identity – Prior to adolescence, children either give ethnicity little thought (related to Marcia's diffuse status) or are assumed to have derived their ethnic identity from others, rather than engaging in personal examination. This is related to Marcia's foreclosed identity status. Knowledge of one's ethnicity is "absorbed", which reflects the process of socialization.
- Ethnic Identity Search- During the onset of adolescence, there is a questioning of accepted views of ethnicity and a greater understanding of ethnicity in a more abstract sense. Typically this stage is in characterized as being initiated by a significant experience that creates heightened awareness of ethnicity, such as discrimination. Engagement in some form of exploration includes an interest in learning more about one's culture and actively involving oneself in activities such as talking with others about ethnicity, reading books on the subject, and thinking about both the current and future effects of one's ethnicity.[17] This stage is related to Erikson's ‘Identity versus Role-confusion’, and Marcia's moratorium.
- Ethnic Identity Achievement- This stage is characterized by clarity about one’s ethnic identity. The achievement phase includes a secure, confident, and stable sense of self. Achievement also is characterized as a realistic assessment of one's in-group(s) in a larger social context. In essence, the individual has internalized their ethnicity.This stage is related to Erikson's achieved identity, and identity achievement of Marcia. Identity achievement is also related to social identity theory in that this acceptance replaces one's negative ethnic self-image.[17] Although achievement represents the highest level of ethnic identity development, it should be noted that Phinney believes reexamination can occur depending on experiences over time.[3]
Wikipedia:
Ethnic identity development or ethnic-racial identity (ERI) development includes the identity formation in an individual's self-categorization in, and psychological attachment to, (an) ethnic group(s). Ethnic identity is characterized as part of one’s overarching self-concept and identification. It is distinct from the development of ethnic group identities.
With some few exceptions, ethnic and racial identity development is associated positively with good psychological outcomes, psychosocial outcomes (e.g., better self-beliefs, less depressive symptoms), academic outcomes (e.g., better engagement in school), and health outcomes (e.g., less risk of risky sexual behavior or drug use).
Development of ethnic identity begins during adolescence[1] but is described as a process of the construction of identity over time[2] due to a combination of experience and actions of the individual[3] and includes gaining knowledge and understanding of in-group(s), as well as a sense of belonging to (an) ethnic group(s). It is important to note that given the vastly different histories of various racial groups, particularly in the United States, that ethnic and racial identity development looks very different between different groups, especially when looking at minority (e.g., Black American) compared to majority (e.g., White American) group comparisons.[4]
Ethnic identity development or ethnic-racial identity (ERI) development includes the identity formation in an individual's self-categorization in, and psychological attachment to, (an) ethnic group(s). Ethnic identity is characterized as part of one’s overarching self-concept and identification. It is distinct from the development of ethnic group identities.
With some few exceptions, ethnic and racial identity development is associated positively with good psychological outcomes, psychosocial outcomes (e.g., better self-beliefs, less depressive symptoms), academic outcomes (e.g., better engagement in school), and health outcomes (e.g., less risk of risky sexual behavior or drug use).
Development of ethnic identity begins during adolescence[1] but is described as a process of the construction of identity over time[2] due to a combination of experience and actions of the individual[3] and includes gaining knowledge and understanding of in-group(s), as well as a sense of belonging to (an) ethnic group(s). It is important to note that given the vastly different histories of various racial groups, particularly in the United States, that ethnic and racial identity development looks very different between different groups, especially when looking at minority (e.g., Black American) compared to majority (e.g., White American) group comparisons.[4]
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