Kiah Case Study

The second stage of Black racial identity development refers to the encounter stage. This depicts the juncture in life when a black American experiences a traumatic event/circumstance that causes him/her to reconsider their overall beliefs on racism. Dr. Cross asserts that this event/circumstance usually heightens an individual’s racial awareness and additionally, triggers major conflicts with their earlier viewpoints under the pre-encounter context. This causes one to reassess his/her own identity and develop an awareness of the Black experience.

When I was young I didn’t really realize the impact of being African-American until high school. I went to a predominately white school for elementary and middle school. I was just like any other youth. I had my group of friends who were white; I was active in school activities and clubs. I was a student athlete and I got along well with my teachers. Everyone saw me as an upbeat person with a bubbly personality. Surprisingly, race was never brought up it wasn’t an issue for me during that period of my life. However, as I got older I realize there was a difference. As an adult I could really see the prejudice in others. I recall working a on a special project for the

Just as family does, education plays a major role in the shaping and development of your identity throughout your childhood and adolescence, during primary and secondary school. Although completely unaware, the teachers, bullies and friends at school are influencing the decisions made and ultimately are part of the personality that defines who you are. Sandra Laing, although having a coloured appearance, was for a short time allowed to attend an all-white school; because at first, legally Sandra was white. However after many beatings, bullying and downright humiliation, Sandra was expelled from the school, because, as her parents were told, “Sandra does not belong here”. Little did they know this action turned out to define the way Sandra accepted white people into her difficult life. Point being that, no matter how insignificant situations, experiences or environments may seem; the interpretations, memories and influences can last a whole life long. This fact plays out not only in the school yard, but also later in life in work places and in relationships.

Racial identity is one of the biggest themes that John Singleton explored in the film “Higher Learning” Most of the characters were in search for tangible answers to this exact question.Character like Ice cube couldn’t graduate from Columbus University because he couldn’t find an answer that could totally satisfy him. Omar Epps who play the character known as Malik dealt with his internal struggles of being a Black man in college. From the way he saw himself, how he perceived others viewed him, and how he saw the system work against him. Malik struggled internally with doing the right thing

81% of Black adults reported that they have experienced at least one incident of day-to-day discrimination. And Adolescence is a stage in which to examine the impact of racial discrimination on the psychological part of African Americans (Racial Identity Matters). Which can cause a person to be scared expectably if someone has already confined in themselves of their race. "My siblings had already instilled the notion of black pride in me. I would have preferred that Mommy were black. Now, as a grown man, I feel privileged to have come from two worlds" (McBride 103). It was easier to accept the black

One of Beverly Tatum’s most popular works, Why Are All the Black Kids Sitting Together in the Cafeteria?, outlines racial identity development and shows us what it means to be Black in today’s society. Tatum uses reasonable examples of her experience both as a parent and as a college professor. She is able to get readers to think in ways that might not be comfortable but are necessary and compelling. Recognizing understanding and embracing

Since being out of there his eyes opened to how his friends have encountered discrimination based on their race. For instance, he got pulled over for a speeding ticket and his Hispanic friend did as well and although he got away with just a warning, his friend got a ticket and was treated more rudely. He does believe that being white has created advantages for him, but also realizes that Racism still exist even though he has never experienced it. He grew up experiencing the double standard in his family of guys being able to do things before girls because they were guys, for instance he was able to go out more and date way before his sister was. Another example of the double standard, is his sister and him were expected to wait till marriage to have sex and although he did not, his parent were not that upset as they would have been had his sister not waited. Education and going to school is something he views as just an experience and kind of a waste, because he thinks people with connections have more advantages. His view on work is that it is different for everyone, everyone wants something different and should not all be held to the same standard of accomplishment. The fact the women get paid less is something he does not agree with, even though he is a

Let 's start from the beginning, I was a high school freshman who had been around the same people my whole life. Some might call it out of the norm for someone of my skin color. Although it was a public school in the suburbs of Houston it was infamous of being the “white school.” The school had just opened and there were only sophomores

Credibility is a key part of ethos so that you are able to understand the actual situation instead some type of foggy interpretation. He knows the current atmosphere so he’s able to speak from a place that white heterosexual males couldn’t while putting him in a position to connect with people going through similar struggles. This may even attract the actual University attention, being able to see the University graduate point of view, the fact that he’s a graduate instead of transferring to a different school carries a lot more weight basically saying, that he didn't have academic issues and that he has struggled all the way through. He actually begins to build his credibility from the very beginning with his title “I’m a black UChicago graduate. Safe spaces got me through college,” this would make it very clear he knows what happens within the college and that makes it very hard for the University to disregard his credibility because he’s not on the outside looking in, he's on the inside looking around. Cameron also stated “I would know. During my four years as an undergraduate at UChicago from 2011 to 2015,” he directly states he would know through those four years which gives a timespan in which he had a chance to experience everything so the credibility is still there. He goes further to establish this in “As a first-generation black student, I needed safe spaces like the Office of Multicultural Student Affairs.” Him stating he’s a “first generation,” builds more credibility amongst that demographic because many black students can sympathize with him due to the fact they are also one of the first in their family going to college, meaning he would be going through many of the same trials and tribulations.“I even slept there during a particularly brutal finals week,” this appeals to college students in general past or present, this shows us that he’s just a

I grew up in a family where my father was a doctor and my mother a homemaker, both immigrants from Pakistan hoping to achieve the American dream. Growing up in a white-dominant community and attending a high school with predominantly, white students and teachers, I was restricted in my growth and freedom. I was treated differently by my friends, peers and faculty members as I tried to acclimate to the American culture. My low social status, identity as a student in my high school was due to my race and gender. My race, defined by my phenotypic traits, compelled my peers and teachers to treat me differently, because of association with an inferior race. Despite being born in America, my foreign looks and association with another country, led me to be captured by the chains of racial profiling. My family, my low-social status in a White-dominated institution and my membership in primary groups were all pivotal aspects that have allowed me to attend UC Davis, where I plan to combat the low expectations of my Pakistani race.

Topics such as pregnancy, rape, race, and parenting are rarely discussed within the school system, contributing to black girls mental, emotional, and physical insecurity (Crenshaw, 2015). In many cases, African-American female students that are affected by any of the issues often become "segregated from their peers and stigmatized in a manner that may undermine their attachment to school" (Crenshaw, 2015, p. 39). By providing educational programs that create awareness and consciousness of common issues, and give helpful information on how to solve dangerous circumstances, black girls become more engaged in the curriculum and learn how to cope with the trauma that is encountered outside of the academic setting. These individuals can utilize these educational programs as mean to express their personal experiences, removing any form of internalized trauma that can be detrimental for their academic attainment. By addressing what these individuals encountered within their everyday lives, blacks girls become more focused and involved in their

Imagine, it is the first day of school, and you are the new student, in a new environment, and no one knows who you are or where you come from. You notice how everyone is in his or her separate cliques, the jocks are in one corner but you do not play any sports, the chess club is in the coroner while everyone else is in their own worlds. You wonder where to go, where you would fit in, with whom you will get along with. You want to fit in but you seem to have nothing in common with anyone so you begin to act out to gain attention. You want attention not only in the social circles, but you want attention in your classrooms as well. How can you achieve your goal of being noticed? After reading the article, “The Burden of Acting White”. The concept of acting white comes from the struggle of blacks being qualified as inferior their white counter parts. From trying to keep up in school but at the same time, letting your true colors be shown was almost contradictory to what was going on in the classroom (Thomas). In the African American community, many issues are causing the epidemic of Acting White. Not saying that acting white is an issue; but who is to say how we are acting is wrong? We all have our own identities and it is up to us to help students mold themselves into who they want to become in the world.

Growing up as an African American in Winchester was an experience. It was not unusual for me to be the only student of color in class or a sports team; which bothered me at times, but I learned to accept the issue and figure out a way to fit in. I began to mimic my peers’ behavior; I walked like them, sought out similar clothing brands, I nearly convinced myself I thought like them. I basically created a superficial mask to hide my visible difference. And it worked, but, once I entered my two bedroom apartment on the “bad” side of town. My mask dissipated.

On the white development model I put myself at the last stage, integrative awareness phase. “reaching this level of development is most characterized by (a) understanding the self as a racial/cultural being, (b) being aware of sociopolitical influences regarding racism, (c) appreciating racial/cultural diversity, and (d) becoming more committed to eradicating oppression. (Sue, 122)” I am very aware of the differences and people have aside from whites. I believe I am at this stage because in my community and school I would say we have a wide range of races and cultures that are integrated within. Understanding of what white privilege is I can tell a time that it worked in my favor. A Black male student and I in middle school were being disruptive throughout class. The teacher called the principle and said that two students had to be removed. When the principle arrived he took the boy and said, “she can stay here I am sure she will behave when he is gone”. I was unsure of the situation because I personally knew this principle and thought he was trying to give me another chance, or if it was related to race. During that moment I just thought it was because I knew the principle, now I start to think that it had a correlation with race. I thought more about the development model and people can move up and down on this model depending on events that happen to them personally. As social workers we want to assess the individual to find out where they fall on this model and act as

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