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Dissertations / Theses on the topic 'Racial Identity Development Theory'

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Published: 6 July 2021

Last updated: 1 February 2022

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1

Williams, Nicole V. "Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.

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2

Coleman, Maame. "A GROUNDED THEORY ANALYSIS OF BLACK AFRICAN INTERNATIONAL STUDENTS’ RACIAL IDENTITY DEVELOPMENT." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1955.

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This study was designed to explore how Black African international students develop an understanding of their racial identity within the U.S. context. Although there has been considerable previous theoretical and empirical work examining the process of racial identity development (e.g. Cross, 1971; Sellers et al.1998), which has provided foundation for how we continue to understand how U.S. racial minorities develop their racial identities. However, there is a paucity of research on the racial identity development process of non-U.S. born Black people (Hocoy, 1999; Asante, 2012). Even less is known about the role that intersectionality of other identities plays in the racial identity development of non-U.S. Black groups. Thus, this study was intended to provide information about the racial identity development process within the U.S. context of Black African international students at Southern Illinois University Carbondale. Grounded Theory method was implemented in this study to analyze qualitative data from nine individual interviews. Findings highlight the complexity of navigating racial identity in a different cultural context. The final analysis revealed seven axial coding categories that comprised of 22 open-coding categories and subcategories. A Grounded Theory model emerged from the analysis, racial identity development as a flowing river, which depicts how participants developed their racial identity within the U.S. cultural context. These Black African international students’ racial identity development process was characterized by individual understanding of race, race-related incidents and events, constructivist nature of race, and impact of other group identities. At the center of the theoretical structure was the understanding of racial identity development as a journey, rather than a step-by-step process. Participants typically begun the process with the understanding of race within their home country context, and then gradually navigated how to adjust to the U.S. context of what it means to be Black. The process was like traveling down a flowing river, littered with rocks and ripples, and African identity served as a safe vessel in which to navigate the river’s flow. The study’s conclusions have implications for mental health providers in college counseling centers, international student office personnel, and researchers. Prior to providing services to Black African international students, stakeholders are encouraged to be mindful of the personal and cultural needs of individual students, as well as where they might be in their racial identity development journey.

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Pettis, Shardé B. M. A. "Is Knowledge of (Normative) Racial Identity Development Necessary?: White Transracial Adoptive Parents' Intentions to Promote Black Adoptees’ Racial Identity." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1617055421189483.

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Ashlee, Aeriel A. "Neither, Nor, Both, Between: Understanding Transracial Asian American Adoptees' Racialized Experiences in College Using Border Theory." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981659086.

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Oesterle, Heidi. "International adoption : cultural socialization and identity development." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1672.

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6

Samuels, Amy Jo. "Negotiating Race-Related Tensions: How White Educational Leaders Recognize, Confront, and Dialogue about Race and Racism." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4760.

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Despite exposure of educational disparities for students of color, as well as the notion that educational training rarely discusses race and racism, there continues to be a lack of discourse on race, racism, and anti-racism in educational leadership. Subsequently, it is important to challenge deficit thinking and encourage further examination of the deeply-rooted foundation of oppression. The study explored personal narratives of white educational leaders who oppose racial inequity to heighten awareness about conceptualizations of race, racism, and anti-racism. The research involved interviewing educational leaders in three groups: 1) aspiring, 2) currently-practicing, and 3) recently-retired. Eight participants were selected to engage in two semi-structured interviews about their experiences aligned with the following research questions: 1) How do white educational leaders frame the impact of race and racism? and 2) How do white educational leaders describe their perceptions and experiences recognizing, confronting, and dialoguing with others about race and racism? The findings revealed commonalties about the subtle nature of racism, as well as how to confront racism through thoughts and actions. While participants considered dialogue beneficial in their own awareness of race and racism, the lack of venues to dialogue were emphasized. The findings suggest implications for further contextualizing negotiations of race-related tensions and framing the impact of race and racism, particularly in relation to creating purposeful spaces and relationships to encourage such dialogue. Additionally, interpretation of the findings adds insight to further conceptualizing racial identity models and anti-racism.

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Carlovici, Corina. "Analyzing Freedom Writers : An analysis of the depiction of race in the film Freedom Writers and how using such films adds to student knowledge, values and attitudes." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104494.

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The aim of this thesis is to analyze how the film Freedom Writers, released in 2007 anddirected by Richard LaGravenese, reflects on the topic of racism. The analysis is based on twoof the key tenets of Critical Race Theory, “Whiteness as Property” and “Commitment to SocialJustice”, which are used as analytical tools. Furthermore, the analysis also includes RacialIdentity Development Theory, which represents different stages of development as people beginto define themselves in relation to others. This thesis further evaluates pedagogical implicationsin connection to the analysis of Freedom Writers and Critical Race Theory. The results showthat racism is depicted in Freedom Writers through the concept of Whiteness as Property, andthe differences between white characters and characters of color are significant due to theirdifferent views on social justice. In addition, the results show that Freedom Writers may serveas a thought-provoking resource to use in the Swedish EFL classroom to create awareness aboutand discuss the importance of aspects such as racism, empowerment, and social justice in theworld and with regard to the students’ own knowledge.

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8

Geiger, Karen Audrey. "Cross-Race Relationships as Sites of Transformation: Navigating the Protective Shell and the Insular Bubble." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1289853182.

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9

Stachowicz, Tamara L. "Melungeon Portraits: Lived Experience and Identity." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1382444721.

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10

Martinez, Lorraine J. "Affective correlates of white racial identity development /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9070.

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11

Glisan, Mary Hornback. "White students' racial attitudes and racial identity development in a liberal arts environment." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618897.

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The purpose of this study was to document the racial attitudes and racial identity development scores of White students in a liberal arts environment. of particular interest was gender differences, classification differences, and Greek/nonGreek affiliation differences. Furthermore, an effort was made to predict the racial attitude and racial identity development scores using self-report biographical variables.;The College of William and Mary, a public liberal arts university was the institution studied for this project. A stratified random sample was obtained of all White students attending the College. Participants completed the White Racial Identity Attitude Survey (WRIAS), the Racial Attitude and Opinion Scale (ATTW), and a personal data sheet.;It was hypothesized that there would be a significant difference in scores between those with a Greek affiliation and those without a Greek affiliation, males and females, and freshmen and seniors. More specifically, Greeks, males and freshmen would score higher on the ATTW and lower on the WRIAS than would nonGreeks, females, and seniors, respectively. This would signify more negative attitudes toward Blacks and a less healthy racial identity.;The results indicated five of the six hypothesis to be supported to a certain extent. Even though the total population reported positive racial attitudes, Greek males and freshmen may need to be provided with additional educational opportunities concerning race to bring them closer to the same level as the other groups.;It was also concluded that colleges need to address the issue of race and racism. High scores on the lowest stage of the racial identity development model indicated that respondents were naive about the topic of race in general.

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Hinrichs, Diane. "Comparing spiritual development theory to homosexual identity development theory." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1298.

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Blackwell, Tierra N. "Assessment of Childhood Racial-Ethnic Identity." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343308831.

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Owens, Ruth M. MD. "Visual Pleasure and Racial Ambiguity." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2520.

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I struggle to present work that reflects a psychological expressivity which at the same time conveys intellectual concepts that are of concern to me. It seems that the fluidity of an image can communicate a certain pathos, and correspond to the fluid nature of one’s identity. Drippy paint, distorted bodies, and vertiginous video clips can give an indication about what a body feels like from within. Depictions of these bodily feelings help to communicate ideas about what it means to be alive in general, and a mixed race woman, in particular.

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Weeks, Cheri. "Ecosystemic determinants of and Predictive Relations to Racial Identity." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/56646.

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This investigation examined the role that racial concordance, defined as the percentage of African Americans in one's environment, play in the relation between racial socialization and racial identity. African American (n=-160) students evaluated their perception of parental socialization, racial concordance, and racial identity. As hypothesized, racial socialization significantly predicted racial identity. As well, racially concordant environments moderated the relation between racial socialization and racial identity. Minority and cultural socialization were the best predictors of racial identity. Conclusions emphasize the importance of proactive racial socialization and supportive environments. Future research and mental health implications are also examined.
Ph. D.

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Doan, De Van. "Racial identity development and leadership development among Asian American students in ethnic-identity based organizations : a case study." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/828.

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This thesis explored how involvement in Asian ethnic-identity based organizations affected stud~nts' racial identity development and leadership development. There were five Asian ethnic-identity based organizations in this study; each organization served as a case and together created a collective case study. Participants for this study were the Asian American students in the five organizations. The conceptual framework included Input- Environment Outcome model, Student Involvement theory, Asian American Identity Development model, and Leadership Identity Development model. Involvement in Asian ethnic-identity based organizations contributed to a more positive perception of one's racial/ethnic identity. Students had greater cultural exploration and commitment to their ethnic identity. Involvement positively contributed to development of leadership identity specifically greater leadership self-efficacy and the ability to collaborate. The study provided insights into how the practice of leadership was affected by organizational structure and membership level. Ethnic-identity based organizations were the venues where students found an inclusive, supportive and encouraging community that fostered racial identity development. Eventually, these students assumed leadership responsibilities to spread cultural awareness and developed other student leaders to sustain their community. Discussed were the implications for practice and future research.

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Powell, Anne-Elizabeth C. "Racial Identity Development of Transracial Adoptees During College| A Narrative Inquiry." Thesis, Azusa Pacific University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288533.

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This narrative inquiry study focused on the research question: How do lived experiences during college contribute to racial identity formation of Black or biracial students who were adopted domestically by White parents? The purpose of the study was to better understand the racial identity development of transracial adoptees (TRA) during the college years. Data consisted of over 35 hours of interviews conducted with five TRA college juniors and seniors using a series of three interview protocols. The first interview focused on childhood and hometown experiences, the second on life experiences during the college years, and the third interview focused on the meaning participants made from the first two sets of questions. Three principle themes emerged from the data, as well as a variety of sub-themes. The first theme was labeled Difference, with sub-themes of Fitting in, Navigating Black Societal Norms, and Common Experiences. The second theme, Racism, included sub-themes labeled Racist Encounters, Color-blindness/Parental Education, and Preparation Against Racism. The final theme was labeled Resilience, and included the sub-themes Connectedness, Faith, and Counseling. Analysis of interview data revealed three main supports that participants perceived to be instrumental in their racial identity development during college: study abroad experiences, mentors, and diversity/ethnic studies courses. Implications for practice include adding adoption-related items to admissions questionnaires, situating supports for TRA students within a specific office such as Multi-Cultural Centers or Wellness Centers, and adding training in adoption issues for on-campus counselors and student affairs professionals.

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Daniels, Smith Anisi. "A Study of the Relationship Between Racial and Religious Identities." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524615640339724.

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Paulk, Stephanie Jeanne. "Exploring the Role of Context on Racially Responsive Supervision: The Racial Identity Social Interaction Model." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107894.

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Thesis advisor: Janet E. Helms
Supervision may be an ideal format for training psychologists to be racially and culturally responsive because supervisors can tailor interventions to fit supervisees’ individual developmental needs. Nevertheless, over 30 years ago, counseling psychology researchers began identifying harmful effects of racially and culturally unresponsive supervision from the perspectives of supervisees. Missing from the literature has been empirical evidence from the perspectives of supervisors themselves. Moreover, research has failed to explore the influence of context (i.e., mental health sites) on supervision that addresses race and culture. The present study explored supervisors’ perspectives and experiences as they pertained to (a) providing racially and culturally responsive supervision, (b) the racial climate of their mental health work environments, and (c) influences of their institutional racial climates on their supervision practices as they pertained to race and culture. Interviews with psychologists, who identified as Black (n = 4) and White (n = 4), were analyzed using directed content analysis guided by the Racial Identity Social Interaction Model. Core domains and themes from the analysis drew connections between the supervisors’ perceptions of the racial climate of their institution and the challenges of supervising on race and culture. Findings from the study highlight the ways in which supervisors in mental health settings attempt to protect their supervisees in environments in which they often feel unprotected. Limitations and implications of the study for supervision theory, research, and practice are discussed
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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20

Williams, Franklyn. "AN INVESTIGATION OF THE RELATIONSHIP BETWEEN RACIAL IDENTITY DEVELOPME." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2562.

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The purpose of this study was to investigate the relationship between racial identity development and career thoughts for Black seniors at an urban high school. The available population was 557 Black senior students at a high school in Orange County, Florida. With respect to this population, socioeconomic status, influences on career interest, parental level of education, parental occupations, post-secondary intentions, and plans to take the SAT or ACT were some of the specific demographic variables that were analyzed. Results from a variety of simple regression analyses revealed significant positive relationships between Black seniors' perceptions of their racial identity development and their career thoughts. By way of simple regression analysis, the five variables (domains) of the Black Racial Identity Attitude Scale were analyzed in relation to the three variables (domains) of the Career Thoughts Inventory and demographic variables. With the exception of the internalization stage of Black racial identity development, statistically significant relationships were found between each of the stages of Black racial identity development (preencounter, encounter, and immersion /emersion) and the measures of the Career Thoughts Inventory (decision making confusion, external conflict, commitment anxiety). Results of the data suggest that individuals in the preencounter, encounter, and immersion /emersion stages of Black racial identity development will have moderate to high scores with respect to decision making confusion, external conflict, commitment anxiety, and negative career thoughts overall. In other words, the less developed one's racial identity, the greater the likelihood of a higher degree of negative thoughts about career and career choice. As well, the results, for the most part, supported the proposed hypotheses. This initial investigation should be replicated using a large sample size and other statistical analyses in order to ascertain more and in order to more accurately determine the nature of the relationship between racial identity development and career development for Blacks.
Ph.D.
Department of Child, Family and Community Sciences
Education
Counselor Education

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Sass, Theresa L. "Racial Identity Development of White Parents of Transracial Adoptees: A Narrative Approach." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3679.

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Thesis advisor: Pratyusha Tummala-Narra
The purpose of this research is to learn about the racial identity development of White transracially adoptive parents through narratives about their adoption and parenting experiences. White racial identity development has rarely been explored within the context of transracial adoption, and existing research on transracial adoption tends to focus on the experiences of the adoptees. The present research attempts to address the need for more literature in psychology and other social sciences on the experiences of White parents adopting transracially. This research uses qualitative methodology, specifically narrative inquiry and conventional content analysis, to gather data from participants' (N=12) personal stories about their racial identity. This approach is inductive, naturalistic, and exploratory, focusing on participants' meaning making rather than causation, and fitting for an under-researched subject area (Denzin and Lincoln, 2005; Riessman, 2003). Narratives encourage the participants to talk about uncomfortable issues, which is critical, because literature indicates that White people experience discomfort when talking about their race (Altman, 2006; Foldy, 2005). As theoretical frameworks, White racial identity theory (Helms, 1990; 1995) and critical race theory help describe how parents cope with racial issues and racism from a psychosocial perspective. Issues examined include how institutional and cultural racism affects parents' experiences before and after parenting, what historical, social, and personal factors influence the parents' cognitive, affective and behavioral responses to racial stimuli, and how transformations take place in the racial identity development of the participants. Findings demonstrate that for the majority of participants, transracial adoption was a catalyst for increased awareness of White racial privilege and racism, and therefore for participants' racial identity development. This research contributes to theory, research, and practice. Participants' stories provide an understanding of the complex nature of racial identity development, and offer insight about how to better support transracially adoptive parents and their families. Implications for research, practice, and policy are discussed
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology

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Mauricio-Piza?a, Lydiamada. "Exploring Parents' Role in the Racial Identity Development in Mixed Race Children." Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813852.

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This study explores the role of interracial parents in the development of racial identity in their mixed race children by examining how conversations surrounding race in a mixed race family relate to the ways children in that family racially identify. In addition, the study explores how parents’ understandings and perceptions of their own racial identity and their child’s racial identity affect the way their child feels about race. Semi-structured interviews were conducted on self-identified interracial parents and their mixed race children between the ages of 4 to 9 years old based on themes regarding mixed race identity including family’s identity, racial awareness of the child, dual socialization, and sociocultural factors. This study found that parents early experiences growing up, phenotypic expression of parent and child, current political climate, stereotypes and influence of schools had related to the ways in which parents discussed race with their children. More research must be done on mixed race identity, particularly outside of Black/White dichotomies.

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23

Lotte, Nicole M. "Identity Development for the Multiracial Individual." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/747.

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Multiracial individuals undergo challenging life experiences as they develop their identity. The existing research on multiracial individuals primarily focused on specific periods of life or sampled particular multiracial mixtures. Instead, this thesis attempts to consolidate the preceding research to provide a comprehensive and encompassing analysis of identity development for multiracial individuals in reference to life stages: childhood, adolescence, and adulthood. By compiling research to address multiracial individuals’ identity formation, mixed-race individuals can learn about the benefits of identifying with multiple races as well as the dangers posed by society and its perceptions of racial classifications. This thesis also acted as a personal memoir analyzing significant life experiences of an Asian /White individual growing up in the United States.

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Woodward, Joan M. "Racial Disproportionality as Experienced by Educators of Color: Perceptions of the Impact of Their Racial/Ethnic Identity on Their Work with Students." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108000.

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Thesis advisor: Lauri Johnson
Research has indicated that hiring and retaining educators of color can positively impact students of color, as educators of color have the capacity to be social justice change agents (Villegas & Davis, 2007), serve as strong role models for students of color (Ingersoll & May, 2011), promote culturally responsive curriculum (Ladson-Billings & Tate, 1995), and positively impact student achievement (Ahmad & Boser, 2014; Dee, 2004). However, there is a significant gap in the existing research on how educators of color perceive the impact of their racial/ethnic identity on their work in the classroom. This qualitative case study sought to answer how educators of color perceive the impact of their racial and/or ethnic identity on their relationships with students, their instructional practices, and the reduction of cultural bias in their school. It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. Data was collected through semi-structured face-to-face interviews and the administration of the Multigroup Ethnic Identity Measure protocol with educators of color in the Cityside Public School District. Data was examined through the lens of Critical Race Theory (CRT), specifically the tenets of permanence of racism, critique of liberalism, and counter storytelling. Findings support that the majority of the participants interviewed have a strong sense of belonging to their racial and/or ethnic group. Moreover, educators of color perceive that they serve as positive role models, provide students of color with culturally responsive pedagogy, and offer counter narratives that combat stereotyping
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Spikes, Antonio L. "CLASSROOM RACIAL POLITICS, FACEWORK, AND FACE THREAT: THE IDENTITY MANAGEMENT PRACTICES OF BLACK MALE TEACHERS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1708.

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The purpose of this dissertation is to improve the racial conditions of USAmerican education and to highlight how racial politics influence the facework practices of Black male teachers, their perceptions of and responses to face threats, and how the classroom, as a context, shapes perceptions and issues of face, facework, and face threat. I utilized identity management theory to examine how Black male teachers construct facework and face threat within the classroom. Additionally, I used semi-structured respondent interviewing and grounded theory as my method and analytical method (respectively) to complete my study. Using key concepts, such as positive face, negative face, face threat, and identity freezing, I concluded that perceptions of racism and racial stereotypes that are sometimes contingent on their gender identity impact how they constructed positive and negative face. Additionally, racism and racial stereotypes shaped which facework strategies the interview participants utilized, what they considered face threatening situations, how they responded to face threatening situations, and what they considered identity freezing situations. Overall, their constructions of facework and face threat were utilized to avoid stereotypes that depicted them as angry and incompetent. Considering the positive potential of this study, I concluded with how this research can help administrators and colleagues to improve the education system for Black male teachers.

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Fasching-Varner, Kenneth James. "Black, white, or whatever: Examining racial identity and profession with white pre-service teachers." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1254778739.

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Jones, Iona Mahima. "Unfinished business : the development of racial(ised) identity in people of mixed parentage." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/50770/.

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In a society concerned with 'racial' purity and anxious to protect 'racial' boundaries people of mixed parentage are presumed to experience pressure, internal and external, to be aware of 'racial' differences and their own perceived ambiguous position. Some commentators believe that people of mixed parentage 'do not fit' into society If only they would pretend to be 'like the rest of us' then everyone would be happy There are few, if any, representations of coherent identities. The main concern of my research is to discover the factors which influence the development of racial(ised) identity in people of mixed parentage. An understanding of personal and social identity is an important part of my research I investigate how people of mixed parentage express their racial(ised) identity and question whether racial(ised) identity formation is ever really finished.

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Estera, Annabelle Lina. "Locating Identity: Narratives of Ethnic and Racial Identity Experiences of Asian American Student Leaders of Ethnic Student Organizations." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366299979.

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Woods, Taniesha A. Kurtz-Costes Beth. "Racial socialization, racial identity, and achievement in the context of perceived discrimination understanding the development of African American middle school youth /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,365.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology (Developmental Psychology)." Discipline: Psychology; Department/School: Psychology.

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Russell, Maraki. "The Development of Racial Understanding as Told by Black People in America : A Narrative Analysis Regarding Colorblindness, Blackness, and Identity." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109126.

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Thesis advisor: Sara Moorman
Thesis advisor: Eve Spangler
This research project explores the narratives of how and when young Black people came to understand their race, as well as the implications of it. In order to expand upon the existing studies regarding racial realization and provide specific stories of such instances, qualitative interviews with nine Black people (ages 18-22) were conducted. The upbringings of these young Black people were analyzed in depth in order to provide insight to different types of racial socialization. It was found that both colorblind upbringings and non-colorblind upbringings that center individuals rather than systems of oppression are not helpful in the racial identity formation of young Black people. They both result in the perpetuation of the idea that racially marginalized people should modify their behavior. Additionally, this project exposes some of the reasons why racial realization is often a jarring experience for Black people in America, and in turn, expose some of the ways it can be less so
Thesis (BA) — Boston College, 2021
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Sociology

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Haggins, Kristee Lynn. "An Investigation of Optimal Theory Applied to Identity Development." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391682899.

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Brock, Cathy R. "The relationship of racial and religious identity development to multicultural competence among white counselor trainees /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1216741301&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006.
"Department of Educational Psychology and Special Education." Includes bibliographical references (leaves 194-222). Also available online.

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Jernigan, Maryam M. "Using a Sankofa Intervention to Influence Black Girls' Racial Identity Development and School-related Experiences." Thesis, Boston College, 2009. http://hdl.handle.net/2345/646.

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Thesis advisor: Janet E. Helms
Abstract Theorists contend that Black girls are mistreated in a manner consistent with racial and gender stereotypes, each of which is equally salient and negatively evaluated by society. Yet, very few empirical studies have investigated the question of how the girls are able to understand and integrate the racial and gender aspects of their identity and withstand the multiple forms of negativity (e.g. gender marginalization and racial oppression) to which they are exposed. The present study examined the socialization experiences of a sample of Black girls (N=14) enrolled in the 9th grade in a predominantly White high school setting. The girls participated in a semi-structured 25-week mentoring intervention intended to provide positive racial and gender socialization experiences. Pre-post interviews investigated the following themes: (a) the girls' perceptions of their experiences, (b) the relationship of these experiences to the girls' racial identity, and (c) the impact of the school-based intervention on Black girls' racial identity, self-concepts, and perceptions of their academic experiences. Participants completed self-report measures that assessed their racial identity, identification with school, and school-related experiences prior to and following the intervention, and a subgroup were interviewed before and after the intervention. "Regular" attendees (RA) were those who attended nearly all of the sessions, whereas "Non-regular" attendees (NRA) did not. Quantitative findings indicated that both RA and NRA participants reported an increase in positive perceptions of teachers. RAs also increased their level of school engagement and belief that their school experiences would have an impact on their future success, whereas NRAs did not. RAs' levels of Immersion racial identity (Black oriented) increased, whereas NRAs' Conformity (White oriented) increased. Qualitative findings suggested that participants who attended the intervention regularly developed a more sophisticated understanding of the ways that racial dynamics impacted their perceptions of school experiences. Methodological limitations, theoretical considerations, implications for future research and the development of race-gender focused educational interventions, and practice, are discussed
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology

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Douyon, Christina Marie. "Black in America but not Black American: A Qualitative Study of the Identity Development of Black Caribbean Immigrants." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108836.

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Thesis advisor: Janet E. Helms
Black Caribbean Immigrants (BCIs) migrating to the US face the particularly difficult challenge of managing their racial and ethnic identities in relation to the subordinate African American (AA) culture and racial group as well as the dominant White American (WA) culture and racial group. Formal theories of acculturation have not focused on the adaptation of Black immigrants to both a low-status racial group (e.g., Blacks) and ethnic culture (e.g., African American) in the US. The acculturation literature usually has evaded the topic of race and the racial literature has not addressed Black immigration or ethnicity. Furthermore, when investigations of acculturation of BCIs have occurred, consumer habits, behaviors, and cultural expressions have been used as proxies for racial and ethnic identity. Moreover, virtually no research has investigated the BCI-AA acculturation experience from the perspective of BCIs. Hypotheses derived from an integration of Berry’s (1997) theory of acculturation and Ferguson et al.’s (2012) tridimensional model of minority-status ethnicity were that BCIs’ acculturation involves the intersection of two dimensions: (a) joining or not joining AA culture versus maintaining one’s own ethnic culture and (b) Black racial integration versus separation. When responses to each dimension are assessed, four possible acculturation outcomes were proposed: (a) Separation, (b) Integration, (c) Assimilation, and (d) Marginalization. The sample for the present study was Black Caribbean immigrants from the English and French speaking West Indies. I used narrative theory and analysis of participants’ interviews to assess the fit of participants’ stories about their ethnic/racial identity and acculturation process to the model. Findings indicated that maintenance of their ethnic culture rather than joining AA culture was more important for most of the interviewees than their Black racial identity (i.e., Separation)
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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Mavridi, Konstantina. "Social enhancement strategies in women's career development : identity dynamics and social representations." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/2162/.

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Dykema, Stephanie A. Dykema. "RELATIONSHIPS AMONG BLACK WOMEN’S WELLNESS, GENDERED-RACIAL IDENTITY, AND MENTAL HEALTH SYMPTOMS." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron149677485274691.

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Humphries, Zachary J. "Racial Bias in Professional Sports: From a Media and Fan Perspective." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1421234904.

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Rickles, Michael L. Jr. "EXPLORING RACIAL DIFFERENCES IN INDIVIDUAL AND STRUCTURAL ATTRIBUTIONS, SELF-EVALUATIONS AND PERCEPTIONS OF INCOME FAIRNESS." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365669591.

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Bradshaw, C. A. "Development of an identity-based theory of substance-using behaviour." Thesis, Swansea University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636142.

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The incidence of illicit drug use in the UK has increased dramatically over the last twenty years, to the extent that some researchers are now discussing the phenomenon in terms of a ‘normalisation’ of drug use. Boundaries of age, gender, class and ethnicity, which once typified drug users in the UK no longer apply. As well as the rise in numbers of people using drugs and the frequency with which drugs are used, drug-use habits have changed considerably. Polydrug use is now commonplace, with users of single illicit substances now in the minority. Traditional perspectives equating drug use with drug abuse are becoming increasingly inappropriate in the current drugs climate and updated theories of recreational drug use are necessary for advancement in the field. The research was initially aimed at undertaking a qualitative exploration of the self-reported alcohol and illicit drug-use practices of a small sample of users, with the intention of developing a model of drug use based on the attitudes held by the group towards their practices. The model that emerged from the data emphasised the importance of identity, context and experience of use in drug use progression, with particular emphasis on identity, and was accordingly labelled the ICE model of drug use. Subsequent studies were aimed at empirically testing the assumptions of the ICE model, with primary focus on the identity factor, in samples of alcohol and illicit drug users. The results concerning the use of alcohol and ecstasy provided reasonable support for certain assumptions of the model; however, data from cannabis users failed to provide adequate support as hypothesised. It was concluded that the model should be adjusted accordingly to accommodate the contrary findings concerning cannabis use.

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Kinsey, Lee. "Sexual Identity Development: Findings From an Exploratory Grounded Theory Study." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804926/.

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Counselors and other mental health professionals lack training on healthy sexuality and sexual identity development (SID). To begin to construct a comprehensive model of SID that can be used in counseling and counselor education, I conducted an exploratory study utilizing a grounded theory approach to collect and analyze SID stories from a purposive sample of eight adults from the Dallas-Fort Worth, Texas area: four male and four female; seven White Caucasian-American and one Asian American; and self-identified as two gay, one lesbian, three heterosexual, and two sexually fluid. Participants elucidated a process model of the sexual-self that incorporated biological, psychological, social, cultural, and spiritual factors. Emergent themes included discovering, distinguishing, placing boundaries around, differentiating, and integrating the sexual-self. This preliminary model advanced a more holistic understanding of SID that counselors and other mental health professionals, educators, and researchers may find useful within their respective disciplines.

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Jones, Sidney Jr. "Untold Narratives: The Experiences of Black Teachers in Predominantly White Schools." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479119297578599.

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Arsenault, Chelsea. "HOW WHITE TEACHERS’ IDENTITY DEVELOPMENT TRANSLATES TO CLASSROOM INTERACTIONS WITH MINORITY STUDENTS." UKnowledge, 2018. https://uknowledge.uky.edu/edp_etds/80.

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Historically, research on racial microaggressions has focused on adult populations within clinical as well as work environments. The literature is just beginning to examine microaggressions within the K-12 education system and with younger populations. It is important to assess how racial microaggressions are impacting high school students given that research has indicated that this population is experiencing racial injustices. The perpetration of racial microaggressions is the basis for students’ discriminatory experiences within these institutions. This work has recently become even more necessary given that the high school student population is becoming increasingly racially diverse while our teaching population has remained mostly White. The purpose of this study is to investigate how White educators’ White identity development translates to the racial microaggression commission in the classroom setting. This study took place across three public schools within the South United States. This study included five White educators and 25 of their non-White students. The educators were interviewed and a selection of their non-White students were surveyed. This data was then analyzed using Thematic Analysis (TA). TA was utilized to uncover where White educators were in their White identity development and to assess students’ experiences with racial microaggressions. This study explored White identity development using Helms’ (1990, 1995) White Identity Development model. Findings indicated that White educators were at various levels of their White identity development. The educators ranged from those who endorsed colorblind ideologies to those engaged in racial activism. The findings were structured into six overcharging themes: Adherence to Colorblind Attitudes, Initial Response to Emerging Awareness of Racism, Denigration of POC, Intellectual Understanding of Racism, Desire to Achieve a Nonracist Definition of Whiteness, Positive White Racial Identity. The student participants reported diverse experiences within the school setting. The results were organized into two overarching themes: Positive School Experiences and Negative School Experiences. Recommendations were offered for educator preparation programs, ongoing training for educations, as well as larger systemic alterations.

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Thomas, Shantel I. "African American Adolescent Females: An Investigation of Racial Identity, Skin Color and Self-Concept During Adolescent Development." [Kent, Ohio] : Kent State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1164137225.

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Thesis (Ph.D.)--Kent State University, 2006.
Title from PDF t.p. (viewed Jan. 12, 2007). Advisors: Marty Jencius, Steve Rainey. Keywords: African American adolescent females, Black girls, racial identity, skin color, self-concept, adolescence. Includes bibliographical references (p. 93-108).

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Gomillion, Crystall Sharee. "Racial Identity Development & Perceptions of Scientists of Black College Students in Science and Non-Science Majors." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03152007-125456/.

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The focus of this research was to evaluate if differences exist in the racial identity profiles and perceptions of scientists held by 48 Black college students majoring in science (n = 17) and non-science (n = 31) fields. The study was conducted at a large, pre-dominantly White university located in the south. All participants completed the Cross Racial Identity Scale (CRIS) and Draw-a-Scientist Test (DAST); measures used to assess six subscales of individuals? racial identity development (RID) and 16 stereotypical conceptions of scientists respectively. Fourteen volunteers also completed one-on-one interviews with the researcher to discuss information that would elucidate their responses to survey instruments. Findings from the CRIS revealed that significant differences did not exist in the science majors? and non-science majors? racial identity profiles. Both groups expressed strongest agreement with views reflected in Internalization Multiculturalist Inclusive (IMCI) and Pre-Encounter Miseducation (PM) subscales. Conversely, the science majors and non-science majors exhibited least agreement with attitudes depicted in Immersion ? Emersion Anti-White (IEAW) and Pre-Encounter Self-Hatred (PSH) subscales. Results from the DAST demonstrated that both groups illustrated similar perceptions of scientists as observed by an average of four of the 16 stereotypes expressed in their images.

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SMITH, JACQUELINE R. "THE INFLUENCE OF UPWARDLY MOBILE AFRICAN AMERICAN WOMEN'S RACIAL IDENTITY DEVELOPMENT ON ANTICIPATED SATISFACTION OF COUNSELING SERVICES." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990547863.

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Hubbard, Sultan A. "Social Influences on racial identity, perceived social support, and mental health among Black college students." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5758.

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The first goal for the study was to estimate trait effects and social influences for racial centrality, racial private regard, and racial public regard. The second was to estimate correlational relationships between racial identity, depression, and anxiety symptoms. The study used 110 Black university students (Mage=19.5,SD=4.13) from a southeastern American university. Restricted maximum likelihood estimation was conducted to estimate variance components for all constructs. Racial centrality, racial private regard, and racial public regard consisted of mostly trait effects, although reflecting substantial social influences. Correlational findings indicated that providers who evoked high racial centrality also evoked low depression, low anxiety, and were seen as supportive. Providers who evoked racial private regard also evoked low depression, low anxiety, and were seen as supportive. Socially influenced racial public regard had no statistically significant links to other constructs. Findings suggest socially influenced racial identity holds links to mental health outcomes and social support.

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McElhinney, Rowena. "Professional identity development : a grounded theory study of clinical psychology trainees." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3299.

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This is a constructivist grounded theory study of the impact of the clinical psychology flexible training scheme on the development of professional identity. Professional identity development involves the acquisition of new role behaviours and new views of the self. Research into professional identity development amongst clinical psychology trainees is scarce. Studies involving clinical psychology trainees have mainly focused on their psychological adaptation to the challenges of training. A longitudinal study of the 2003 cohort of the University of Edinburgh Clinical Psychology Training Programme was conducted to identify factors that facilitate and impede professional identity development. A combination of focus groups and individual interviews were used to explore flexible trainees’ experiences during their 4th and 5th years of training and the experiences of 4-year flexible and 3-year trainees in their first-year post-qualification. All interviews were transcribed and coded line-by-line in order to facilitate the development of analytic categories. Six main categories were identified: Perceived Competence, Formal Status, Comparisons of Self with Others, Expectations of Others, Role Conflict and Role Ambiguity. The results suggest that professional identity development involves attaining equilibrium between the formal status of the role and the individual’s perceived competence in that role. Role conflict, role ambiguity, comparisons of self with others and the expectations of others can all create a sense of disequilibrium and impede the individual’s ability to identify with the professional role. It would appear that flexible trainees are better able to identify with the professional role on qualification as they have greater opportunities to develop a sense of competence during their training in comparison with their 3-year peers. However, they also appear to experience greater conflict and ambiguity in their roles as flexible trainees, which has implications for their identity development during training.

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Shalka, Tricia Rosalind. "A Grounded Theory of How Trauma Affects College Student Identity Development." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460933008.

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Mrozek, Lawrence James. "Exploring Respondent Issues in the Collection of Ethnic/Racial Demographics for College Students." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293461598.

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Dunn, Chelsie E. "FROM BLACKER THE BERRY TO DARKER THE FLESH: GENDERED RACIAL MICROAGGRESSIONS, ETHNIC IDENTITY, AND BLACK WOMEN’S SEXUAL BEHAVIORS." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5641.

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Race- and gender-related contextual factors influence Black women’s sexual behaviors, attitudes, and outcomes. Contextual factors of Black women’s sexual behaviors include stereotypes, microaggressions, ethnic identity, and self-concept. Little to no research has examined race- and gender-specific microaggressions (i.e., gendered racial microaggressions; GRM) impact on Black women's sexual health. Responsively, using an intersectional approach, this study hypothesized that ethnic identity’s influence on the relationship between GRM and sexual behavior (i.e., condom use, lifetime sexual partners) is conditional on self-conceptualization moderated effect on ethnic identity and sexual behavior. Participants included 124 unmarried Black women, recruited from mTurk, a southeastern university and community. Moderated moderation analyses revealed the relationship between GRM and number of lifetime sexual partners is conditionally based on one's level of ethnic identity and self-conceptualization. Findings could potentially enhance existing HIV interventions by increasing awareness of GRM and implementing coping strategies to combat GRM’s effect on sexual behaviors.

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