Student Development Theory
Student affairs practitioners use theories to help understand and respond to the process of student development. with the knowledge of many different thoeries, practitioners are able to begin to understand the challenges that different student populations face. As a practitioner, theories allow us to "put student behavior in context rather than simply being perplexed by it" (Evans, Forney, Guido, Patton, & Renn, 2010, p.23). While working with First Generation Mexican American students, it is important to be familiar with theories that can apply to their life experiences. Theories that can be used while working with this subpopulation include the Critical Race Theory, the Model of Latino/a Identity Development theory, the Theory of Transition, and theories within the Model of Ethnic Identity Development (Evans, et.al., 2010). Each theory can be used to understand Mexican American students and give an insight on how to engage the students while they make their way through the college experience and self-discovery.
Critical Race Theory
The Critical Race Theory is a model of looking at race, racism, and power through everyday interactions. The CRT includes concepts of education, language, income, privilege, opportunity, community, and support while looking at how racism is imbedded within each and how the current power structures perpetuate the problem. Using the CRT, practitioners are able to empower communities of color to use their voices to challenge the current power structures and create equity on college campuses.
The Critical Race Theory is a model of looking at race, racism, and power through everyday interactions. The CRT includes concepts of education, language, income, privilege, opportunity, community, and support while looking at how racism is imbedded within each and how the current power structures perpetuate the problem. Using the CRT, practitioners are able to empower communities of color to use their voices to challenge the current power structures and create equity on college campuses.
Model of Latino/a Identity Development
The Model of Latino/a Identity Development theory was created by Ferdman and Gallegos who offer an explanation for how Latino/a student's experience race and racism. While Latino's experience cultural and ethnic differences, racism based on skin color can be seen as placing less value on darker skinned Latino's. While Latino's come from many different places and have a variety of skin colors, it is difficult to place them in set categories (Evans, et.al., 2010). Ferdman and Gallegos created a model of orientations that Latino/a student's may see themselves within the system of racial identity in the United States.
The first orientation is called latino integrate. Students in this orientation understand the racial system of the U.S. and are willing to work towards changing it. Latino identified is the second orientation and is when the students solely identify as being Latino/a and reject the fluid racial system of the U.S. The next orientation is the subgroup identified orientation. Here, students retreat even further into their specific subgroup within the Latino/a community and may view other subgroups as inferior. Latino as other is when students assume the identity of Latino/a but in a generic sense and just as a part of the Latino/a community as a whole. Undifferential/denial orientation students begin to adopt the thought of color blindness and dismiss acts of racism. Finally, white identified students reject their Latino/a ethnic identity and assume the lifestyle as non-Latino/a.
The Model of Latino/a Identity Development theory was created by Ferdman and Gallegos who offer an explanation for how Latino/a student's experience race and racism. While Latino's experience cultural and ethnic differences, racism based on skin color can be seen as placing less value on darker skinned Latino's. While Latino's come from many different places and have a variety of skin colors, it is difficult to place them in set categories (Evans, et.al., 2010). Ferdman and Gallegos created a model of orientations that Latino/a student's may see themselves within the system of racial identity in the United States.
The first orientation is called latino integrate. Students in this orientation understand the racial system of the U.S. and are willing to work towards changing it. Latino identified is the second orientation and is when the students solely identify as being Latino/a and reject the fluid racial system of the U.S. The next orientation is the subgroup identified orientation. Here, students retreat even further into their specific subgroup within the Latino/a community and may view other subgroups as inferior. Latino as other is when students assume the identity of Latino/a but in a generic sense and just as a part of the Latino/a community as a whole. Undifferential/denial orientation students begin to adopt the thought of color blindness and dismiss acts of racism. Finally, white identified students reject their Latino/a ethnic identity and assume the lifestyle as non-Latino/a.
Theory of Transition
For First-Generation Mexican-American students, Schlossberg's Theory of Transition can be useful in understanding how this population experience and moves through transitions that have previously not been experienced by anyone in their family. Schlossberg's theory "provides insights into factors related to [particular] transitions, the individual, and the enviornment that are likely to determine the degree of impact a given transition will have at a particular time" (Evans, et.al., 2010, p.213). Within the theory, Schlossberg explains what a transition is, the transition process, and different factos that impact transitions. Schlossberg assigns four factors that influence how students manage transitions. Known as "the 4 S's," they can be used to identify a students effectiveness for coping with changes.
For First-Generation Mexican-American students, Schlossberg's Theory of Transition can be useful in understanding how this population experience and moves through transitions that have previously not been experienced by anyone in their family. Schlossberg's theory "provides insights into factors related to [particular] transitions, the individual, and the enviornment that are likely to determine the degree of impact a given transition will have at a particular time" (Evans, et.al., 2010, p.213). Within the theory, Schlossberg explains what a transition is, the transition process, and different factos that impact transitions. Schlossberg assigns four factors that influence how students manage transitions. Known as "the 4 S's," they can be used to identify a students effectiveness for coping with changes.
Models of Ethnic Identity Development
While identity is in constant development, ethnic identity is no different. Ethnic identity is formed through interactions with family and community who share a culture, religion, language and a strong kinship (Evans, et.al. 2010). Theories that explain ethnic identity development include Phinney's Model of Ethnic Identity Development and Torres's Model of Hispanic Identity Development.
While identity is in constant development, ethnic identity is no different. Ethnic identity is formed through interactions with family and community who share a culture, religion, language and a strong kinship (Evans, et.al. 2010). Theories that explain ethnic identity development include Phinney's Model of Ethnic Identity Development and Torres's Model of Hispanic Identity Development.
Phinney's Model of Ethnic Identity Development
Phinney uses three stages to look at ethnic identity and the commonalities that are shared by different groups. Within the first stage, unexamined ethnic identity, people have not yet explored their own ethnicity. By not making ones ethnicity a nonissue, giving into sterotypes is a common reaction. Stage two is marked by awareness of issues of one's ethnicity and the curiosity of the historical implications. This stage is often experienced with emotional intensity as the person may experience overt racism that can bring about feelings of anger, embarrassment, or guilt for not being fully aware of one's ethnicity and the issues that come along. Ethnic identity achievement is the third stage and is when a person reaches a point of understanding their ethnic identity and accepts the challenges they may face because of who they are. With the understanding of their own identity, people then are able to open up to understand other cultures and the issues they face (Evans, et.al. 2010).
The implications for using this model with diverse populations include creating an enviornment that encourages exploration of ethnicities and of one's own identity. By adding opportunities for reflection, students can explore their
Phinney uses three stages to look at ethnic identity and the commonalities that are shared by different groups. Within the first stage, unexamined ethnic identity, people have not yet explored their own ethnicity. By not making ones ethnicity a nonissue, giving into sterotypes is a common reaction. Stage two is marked by awareness of issues of one's ethnicity and the curiosity of the historical implications. This stage is often experienced with emotional intensity as the person may experience overt racism that can bring about feelings of anger, embarrassment, or guilt for not being fully aware of one's ethnicity and the issues that come along. Ethnic identity achievement is the third stage and is when a person reaches a point of understanding their ethnic identity and accepts the challenges they may face because of who they are. With the understanding of their own identity, people then are able to open up to understand other cultures and the issues they face (Evans, et.al. 2010).
The implications for using this model with diverse populations include creating an enviornment that encourages exploration of ethnicities and of one's own identity. By adding opportunities for reflection, students can explore their
Torres' Model of Hispanic Identity Development
Vasti Torres created a model of identity development that tracks Hispanic college students through their sophomore year as they are influenced by family, environment and their self-perception of status and where they fit in (Evans, et.al. 2010). During their first year, Torres discusses three influences that deply affects identity development. One Influence is the environment where the student grew up. It is important to understand the impact this has had on their identity up to this point. Family influence is also important to understand as it often labels the students level of acculturation as their parents are labeled. Family influence may also play role in how the students go about making decisions and taking into account their parents or family wishes. Torres explains a final stage within the first year as self-perception and status in society.
When students begin to recognize privilege and deconstruct the stereotypes that come with privilege, students begin to think about their own ethnic identity and conflict that may arise about their culture and relationships within that culture. Torres explains these changes with two processes. The first is cultural dissonance. This process includes students experiencing conflict with what others expect from them and how they make sense of their culture. As students navigate through cultural dissonance, they can either embrace their culture or shy away from it as they no longer identifying with what they perceived their identity to be. The second process involves changes in relationships. Once students pass through cultural dissonance and the outcome is positive, their peer relationships may shift to reflect that change and allow the student to find a community that they find similarities in. If the process of cultural dissonance causes conflict, relationships will become negative (Evans, et.al. 2010).
Vasti Torres created a model of identity development that tracks Hispanic college students through their sophomore year as they are influenced by family, environment and their self-perception of status and where they fit in (Evans, et.al. 2010). During their first year, Torres discusses three influences that deply affects identity development. One Influence is the environment where the student grew up. It is important to understand the impact this has had on their identity up to this point. Family influence is also important to understand as it often labels the students level of acculturation as their parents are labeled. Family influence may also play role in how the students go about making decisions and taking into account their parents or family wishes. Torres explains a final stage within the first year as self-perception and status in society.
When students begin to recognize privilege and deconstruct the stereotypes that come with privilege, students begin to think about their own ethnic identity and conflict that may arise about their culture and relationships within that culture. Torres explains these changes with two processes. The first is cultural dissonance. This process includes students experiencing conflict with what others expect from them and how they make sense of their culture. As students navigate through cultural dissonance, they can either embrace their culture or shy away from it as they no longer identifying with what they perceived their identity to be. The second process involves changes in relationships. Once students pass through cultural dissonance and the outcome is positive, their peer relationships may shift to reflect that change and allow the student to find a community that they find similarities in. If the process of cultural dissonance causes conflict, relationships will become negative (Evans, et.al. 2010).
References
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice (2nd edition). San Francisco, CA: Jossey-Bass