Asian American Identity Development Model
1. The Ethnic Awareness Stage begins around the ages of 3-4 when the child’s family members serve as the significant ethnic group model. Positive or neutral attitudes toward one’s own ethnic origin are formed depending on the amount of ethnic exposure conveyed by the caretakers.
2. The White Identification stage begins when children enter school where peers and the surroundings become powerful forces in conveying racial prejudice, which negatively impacts their self-esteem and identity. The realization of “differentness” from such interactions leads to self-blame and a desire to escape their own racial heritage by identifying with White society.
3. The Awakening to Social Political Consciousness stage means the adoption of a new perspective, often correlated with increased political awareness. Kim believes that the civil rights and women’s movements and other significant political events often precipitate this new awakening. The primary result is an abandoning of identification with White society and a consequent understanding of oppression and oppressed groups.
4. The Redirection stage means a reconnection or renewed connection with one’s Asian American heritage and culture. This is often followed by a realization of White oppression as the culprit for the negative experiences of youth. Anger against White racism may become a defining theme with concomitment increases of Asian American self and group pride.
5. The incorporation stage represents the highest form of identity evolution. It encompasses the development of a positive and comfortable identity as Asian American and consequent respect for other racial/cultural heritages. Identification for or against White culture is no longer an important issue.
Kim J. (1981) The process of Asian American identity development from Sue, et al. (1998). Multicultural Counseling Competencies: Individual and Organizational Development. Sage Productions. Thousand Oaks, CA.
Latino/a American Identity Development Models
1. Casual: During this period messages, injunctions from the environment or significant others, or both either affirm, ignore, negate, or denigrate the ethnic heritage of the person. Affirmation of one’s ethnic identity is lacking and the person may experience traumatic or humiliating experiences related to ethnicity. There is a failure to identify with Latino culture.
2. Cognitive: As a result of negative/distorted messages, three erroneous belief systems about Chicano/Latino heritage becomes incorporated into mental sets: (a)association of ethnic group membership with poverty and prejudice, (b) assimilation to White society is the only means of escape, and (c) assimilation is the only possible road to success.
3. Consequence: Fragmentation of ethnic identity becomes very noticeable and evident. He person feels ashamed, embarrassed by ethnic markers such as name, accent, skin color, cultural customs, and so on. The unwanted self-image leads to estrangement, and rejection of Chicano/Latino heritage.
4. Working Through: Two major dynamics distinguish this stage. First, the person becomes increasingly unable to cope with the psychological distress of ethnic identity conflict. Second, the person can no longer be a “pretender” by identifying with an alien ethnic identity. The person is propelled to reclaim and reintegrate disowned ethnic identity fragments. Ethnic consciousness increases.
5. Successful Resolution: This last stage is exemplified by greater acceptance of his or her culture and ethnicity. There is an improvement in self-esteem and a sense that ethnic identity represents a positive and success-promoting resource.
Ruiz (1990) from Sue, et al. (1998). Multicultural Counseling Competencies: Individual and Organizational Development. Sage Productions. Thousand Oaks,
