Counseling Psychology and Pedagogy Master Program PSD 437

1. CULTURE AND IDENTITY

2. CULTURE
(FRISBY, 1992)
 A pattern of living, customs, traditions, values,
attitudes.
 A significant artistic/humanitarian/scientific
achievement of the group.
 A “race consciousness” -guide individual
identification.

3.  Refers to superficial differences between macro
and micro groups (clothing, music, speech, ect).
 Refers to outer appearance (“culturally different”).

4. WHAT IS CULTURE?
 Some people regard the term “culture” as having
“refinement”, “social etiquette” or “appropriate
manners”.
 Social scientists use “culture” to mean the
patterns of learned behaviour that are shared
and transmitted among members of society in
an ongoing social heritage.

5.  Some perceived attributes of culture:
 Mateship,
 Loyalty,
 Easy going nature,
 Honesty,
 Sports loving.
 Culture may also be thought of as the way of life
for a social group with values, norms and
institutions

6. THE IMPORTANCE OF IDENTITY
WHO AM I?
I am…
I am…
I am…
I am…I am…
Multiple
Identities
I am…

7. DEFINITION OF IDENTITY:
“THE REFLECTIVE SELF-CONCEPTION OR SELF-
IMAGE THAT WE EACH DERIVE FROM OUR
FAMILY, GENDER, CULTURAL, ETHNIC, AND
INDIVIDUAL SOCIALIZATION PROCESS” (TING-
TOOMEY).

8. TWO LEVELS OF IDENTITY (HALL):
1- PERSONAL (WHAT MAKES US UNIQUE)
2-CULTURAL, COMMUNAL OR SOCIAL (LARGE-
SCALE COMMUNITIES SUCH AS NATIONALITY,
ETHNICITY, GENDER, RELIGIOUS OR POLITICAL
AFFILIATION)

9. CULTURE AND IDENTITY
GLOBALIZATION & CULTURE
 Influences of globalization on traditional,
languages and cultures;
 Cultural imperialism;
 Resistance to globalization among cultures;
 Migration and population movements;
 Diasporic communities;
 Global virtual communities;
 Negotiation among cultures;

10.  Globalization and religion;
 Comparative religion study;
 The growing role of Global Islam;
 Transformation of the international
workforce;
 The local in a globalized world –
“glocalization”;
 The globalization of sport (Olympics, Super
Bowl, and World Cup ect)
 Transformation of the university and
education

11. CULTURE AND IDENTITY
HOW ARE INDIVIDUAL UNDERSTANDINGS OF IDENTITY INFLUENCED
BY GLOBALIZATION?
 Changing nature of race and ethnicity in a
globalized world;
 Technology, global interactions and identity;
 Identity and citizenship in the context of
globalization;

12.  Influences of immigration and migration
on identity and culture;
 Youth culture and advances in technology
 Technology, games and identity
 Changing identity pathways

13. TYPES OF SOCIAL IDENTITIES
1- RACIAL IDENTITY – A SOCIALLY CONSTRUCTED IDEA BASED
ON THE RACE
2- ETHNIC IDENTITY – DERIVED FROM A SENSE OF SHARED
HERITAGE, HISTORY, TRADITIONS, VALUES, AREA OF ORIGIN,
AND SOMETIMES LANGUAGE
3- GENDER IDENTITY – HOW A PARTICULAR CULTURE
DIFFERENTIATES MASCULINE AND FEMININE SOCIAL ROLES
4- NATIONAL IDENTITY – THE NATION/COUNTRY ONE WAS
BORN INTO ( OR A SENSE OF PLACE)

14. Identity models:
 RACIAL IDENTITY: reactions to societal dynamics
of “racial” oppression based on physical
characteristics assumed to be racial or genetic in
nature.
 ETHNIC IDENTITY: if acquisition or maintenance of
cultural characteristics (eg language, religion) are
defining principles.

15. CULTURAL IDENTITY: captures change, uncertainty
and ambiguity;
 incorporates diversity and pluralism
 there are a number of different „selves‟ at different
levels and their true psychological integration will
lead to better psychological functioning
 Incorporates any factor that may account for
“differential” patterns of learned or shared
behaviour

16. ACCULTURATION
Those phenomena which result when
groups of individuals with different
cultures come into continuous first hand
contact; subsequent changes in both
groups (Redfield et al, 1936)

17. ACCULTURATION
ShantiRaman
Phinney 1990, based on Berry et al 1986

18. RACIAL/CULTURAL IDENTITY
DEVELOPMENT MODEL
ATKINSON, MORTEN, & SUE (1989)
 Conformity: dominant cultural values
 Dissonance: question identity
 Resistance & Immersion: appreciate group and reject
dominant culture
 Introspection: differentiate individual views
 Integrative Awareness: self & other appreciation

19. CROSS-CULTURAL AWARENESS DEVELOPMENT
MODEL
CHRISTENSEN (1989)
 Unawareness: avoid personal responsibility
 Transition: begin to acknowledge Whiteness
 Conscious Awareness: over-identification
 Consolidated Awareness: acceptance of Whiteness
 Transcendent Awareness: appreciation of diversity &
commitment to societal change

20. BIRACIAL IDENTITY DEVELOPMENT MODEL
POSTON (1990)
 Personal Identity: within family group
 Choice of Group Categorization: compelled to
choose a specific group
 Enmeshment/Denial: struggle w/ rejection of part of
self
 Appreciation: exploration of heritage(s)
 Integration: value multicultural identity

21. “GENERIC” STAGES OF CULTURAL
IDENTITY DEVELOPMENT MODELS
 Stage one: Lack of awareness of the importance
of culture
 Intermediate Stages: Psychological discomfort,
self-examination, over-identification with own
culture
 Final Stage: Self-acceptance and appreciation of
culture

22. OTHER DIMENSIONS OF MINORITY
IDENTITY DEVELOPMENT
 Feminist identity development model (Downing and
Roush, 1985)
 Minority ethnicity and sexual orientation identity
development (Morales, 1992)

23. CULTURE.....COMPLEX!
 Change is constant
 Difference is the norm
 Context is central

24. RELATIONSHIP BETWEEN CULTURE, MODERATOR
VARIABLES
Dominant
Culture
Influences
Nondominant
Cultural
Influences
Acculturation Enculturation
Ethnic/Racial
Identity
Psychological
functioning
Moderator
Variables
Moderator
Variables

25. MODERATOR VARIABLES
 Type of acculturating group (voluntary or forced);
 Social characteristics;
 Oppression and legal constraints;
 Racism, prejudice and discrimination;
 Cultural characteristics;
 Language used and fluency;
 Individual characteristics;

26.  How Might Social and Personal Identities Influence
Behavior and Achievement?
 Through Their Influence of Individuals‟
 Expectancies/ Ability Self-Concepts
 Values and Goals

27. Personal
Experiences
Subcultural
Beliefs,
Images,
Stereotypes
Societal Beliefs,
Images,
Ideology,
Stereotypes
• Personal Identities
Self-concepts
Self-schema
Future possible
selves
Values
Goals, Aspirations
• Social Identities
Salience
Content
Perception of
barriers
and opportunities
linked to category
membership
Expectations
Personal
Efficacy
Perceived
Value
of Specific
Activities
Behavior
Patterns &
Choices

28. SOCIAL GROUP MEMBERSHIP CAN AFFECT THE
WAYS IN WHICH PEOPLE RESPOND TO YOU
Experiences related to daily
experiences of discrimination and
racism (Boykin; Cross; Essed; Feagin;
Jackson; Spencer; Thorne)

29. SOCIAL GROUP MEMBERSHIP CAN AFFECT THE
OPPORTUNITIES AND BARRIERS YOU ARE LIKELY
TO CONFRONT
 More pervasive structural forms of racism and inequality
(Boykin; Cross; Jackson; McLoyd; Ogbu; Omi & Winant)

30. GROUP MEMBERSHIP CAN AFFECT SELF PROCESSES
LINKED TO STEREOTYPES AND STEREOTYPING
 Incorporating stereotypes into one‟s personal
identity can lead to stereotypic perceptions of one’s
skills and opportunities and stereotypic goals and
aspirations (Ashmore; Crocker; Deaux; Eccles;
Ruble)
 Stereotypes about future discrimination can lead
to oppositional identity formation (Fordham &
Ogbu)

31. GROUP MEMBERSHIP AND IDENTITY FORMATION
 Social group salience can influence social identity formation
(Aboud; Cooper; Cross; Garcia-Cole; McGuire; Phinney; Omi &
Winant; Sellers; Thorne)
 Social identities can influence goals and aspirations, as well as
behavioral style and friendship networks, which, in turn can
influence behavior (Chavous; Cross; Eccles; Gurin; Fordham &
Ogbu; Fuligni; Kao; Mickelson; Moje; O‟Connor; Oyserman;
Rotherman & Phinney; Spencer; Sellers; Taylor; Thorne; Ruble)
 Social identities can help adolescents make meaning of
experiences of racism and discrimination (Boykin; Cross; Deaux;
Phelan; Phinney; Sellers; Spencer)