WK 5 CPSS32 Racial Identity Development

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Sociology

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Apr 3, 2024

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Running Header: Racial Identity Development 1 Racial Identity Development Julia Jacobo University Of Phoenix CPSS/332 Linda Long March 18, 2024
Racial Identity Development 2 Racial Identity Development Racial identity has always been a topic at some point in life for all. Whether you are a person of color or not, the conversation is discussed about race and if there are negative views and if there are positive views. Race is not something that should now or ever be an issue. If by chance there does come an issue one must know how to handle the situation. Ethnic identity can be hard and it can be tasking to some who are not comfortable or familiar with what is being said. There is positive ethnic identification which one is accepted and their races and experiences are accepted. There is positive speaking and friendship bonds made and one’s attitude shows the positivity. The negative ethnic identification rejects themselves, avoids anything that has to do with race or ethnicity. Wants nothing to do with anyone involved with the race. Then there is ambivalent identification, when one is both positive and negative for the race and ethnicity. There is nothing specific just as in a whole. There are 5 stages of racial identity development. Every person and child are at different levels depending on their level of how much they know about their race and ethnicity. First is the Pre- encounter, this is when the dominant culture is shown. Second stage is the encounter stage. This stage happens in everyday life or it is forced to make happen. One focus’s on the other more so than before. It Is forced by life’s experiences to know the impact of how strong racism is in one’s life and the seriousness that one cannot truly be force to focus on an identity as a member of a group that might possibly be targeted. The third stage is Immersion, one wants to celebrate all things of that ethnic back ground and race. They want to submerge themselves into everything that has to do with that race and ethnicity. One with always actively seek out opportunities to explore the aspects of history to support ones race or ethnicity.
Racial Identity Development 3 Fourth is internalization, one wants to secure their own sense of racial identity. They want to know who they are. They take the time to open up and learn more and understand. One is less defensive and more willing to take the time to establish the friendships and relationships that will be healthy and that will help one expand their learning and understanding and not hinder from growing. One accepts the differences of races and ethnic groups and understands there are differences and none are the same. Lastly the fifth is Internalization and commitment. The ones on the last stage have found ways to interpret their sense of ethnicity and race into a something they are committed to and concerned for which is their own race. At one time one most likely thought their race was the universe itself and that there was nothing more than that. Although going through the stages one realizes that there is more much more. Often people go through the stages which is known to be great but they just seem to go back to an earlier stage because they experience something new. Life is always a process. Just because they made it through one time to the different stages doesn’t’ mean the different stages will not be revisited. As a human service provider letting one process what they are experiencing and helping them talk it out is what one is taught to do. The development and how one thinks starts at a young age and goes in stages throughout the years as the child develops. For the stages of racial identity development as young as 2 years old the children begin observing attitudes and biases about themselves and the different people around them. The know how to show discomfort, fear and even know how to show when they dislike someone whether it’s for a different skin color, because they speak a different language or because they have a visible disability. By the age of four years old the children have their own thoughts about people with different skin tone or gender or language. Children at the age of 4 understand name calling and teasing about someone’s differences. Around the age of five years old children are taking hints from what make up groups and leadership and who makes the decisions in
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