·   Racial Identity Models Read pages 70-86, where the texts describes the various racial identity models and discuss your own identity and what influences impacted how you see yourself in relation to these models and your stage of personal cultural development.  What biases and prejudices do you have yet to address or confront in order to elevate your level of professional practice and multicultural competency?  Write your response in 250-300 words, supporting your comments with two references  Family & Culture Refer to readings on pages 115 – 124 to analyze and determine the most culturally competent manner in which you might respond to a family of a different culture as a human service professional.  Think of what “family” means to you and how it might be different from clients you might encounter.  Discuss these topics in 250-300 words as well as any issues that might enhance or impede your effectiveness related to similarities and/or differences.  Support your comments with two references  HHS320 Instructor Guidance  Week 2 Overview Image retrieved from http://www.slideshare.net/leerosetta/nais-pocc-2011-identity-development-workshop Welcome to Week Two! This week we will evaluate some of the cultural, racial, and ethnic identity development theories—beginning with a historical look back at some of the early theories before moving forward in time to review some of the contemporary models. We will also evaluate how individual development in its complexity impacts interactions with others both similar and different from one’s self. In Chapter 4, you will likely find it helpful to focus your reading on the identity models that allow you to examine them in relation to your own self-identity. This information will be utilized as you share your insights in this week’s written assignment and discussions. Refer to Table 4.1 Stage of Various Cultural Identity Models (p.71) for a helpful conceptual overview of the cultural models being presented throughout the chapter. Another tip: Narrative 3.1: The Story of Timothy (p.91-2) is a great example for your assignment due this week. In Chapter 6, focus your attention on analyzing the diverse cultural family structures and explore Exercise 6.3 Assessing my Family Background and Experience (p.124) for further understanding of your own self-concept development and community connections. While it is no surprise that people have multiple identities as in the images below,  Image retrieved from https://yzoedesign.wordpress.com/tag/multiple-identities/  Image adapted from http://edtheory.blogspot.com/2015/02/applying-intersectionality-theory-to.html why do you think some struggle with the concept of individuals having multiple ethnic identities? Nishime (2012) provides a case study of the term “Cablinasian” and links historical and contemporary narratives of multiethnicity. She argues that “Cablinasian” is a method of critique and explores the possibilities of an alternative and contestator ...

1. ·
Racial Identity Models
Read pages 70-86, where the texts describes the various racial
identity models and discuss your own identity and what
influences impacted how you see yourself in relation to these
models and your stage of personal cultural development. What
biases and prejudices do you have yet to address or confront in
order to elevate your level of professional practice and
multicultural competency? Write your response in 250-300
words, supporting your comments with two references
Family & Culture
Refer to readings on pages 115 – 124 to analyze and determine
the most culturally competent manner in which you might
respond to a family of a different culture as a human service
professional. Think of what “family” means to you and how it
might be different from clients you might encounter. Discuss
these topics in 250-300 words as well as any issues that might
enhance or impede your effectiveness related to similarities
and/or differences. Support your comments with two
references
HHS320 Instructor Guidance
Week 2 Overview
Image retrieved from http://www.slideshare.net/leerosetta/nais-
pocc-2011-identity-development-workshop

2. Welcome to Week Two!
This week we will evaluate some of the cultural, racial, and
ethnic identity development theories—beginning with a
historical look back at some of the early theories before moving
forward in time to review some of the contemporary models. We
will also evaluate how individual development in its complexity
impacts interactions with others both similar and different from
one’s self.
In Chapter 4, you will likely find it helpful to focus your
reading on the identity models that allow you to examine them
in relation to your own self-identity. This information will be
utilized as you share your insights in this week’s written
assignment and discussions. Refer to Table 4.1 Stage of Various
Cultural Identity Models (p.71) for a helpful conceptual
overview of the cultural models being presented throughout the
chapter. Another tip: Narrative 3.1: The Story of Timothy (p.91-
2) is a great example for your assignment due this week.
In Chapter 6, focus your attention on analyzing the diverse
cultural family structures and explore Exercise 6.3 Assessing
my Family Background and Experience (p.124) for further
understanding of your own self-concept development and
community connections.
While it is no surprise that people have multiple identities as in
the images below,
Image retrieved from
https://yzoedesign.wordpress.com/tag/multiple-identities/
Image adapted from
http://edtheory.blogspot.com/2015/02/applying-
intersectionality-theory-to.html

3. why do you think some struggle with the concept of individuals
having multiple ethnic identities? Nishime (2012) provides a
case study of the term “Cablinasian” and links historical and
contemporary narratives of multiethnicity. She argues that
“Cablinasian” is a method of critique and explores the
possibilities of an alternative and contestatory language of
multiethnic nomenclature. Ready or not, we live in an “i”
world: iTunes, iPhone, iPad, iPod, iCloud, iMessage, iFit,
iHeartRadio, iStation, iWatch. We reject other’s programming
and create our own playlists to listen to what we want when we
want. Human being are reclaiming the right to reinvent
themselves when a previous career or identity no longer suits
them, and they are claiming the right to name themselves rather
than accept names others give to them or impose on them.
Humans are putting the “I” back in “Identity”. What are the
implications of this on your current and/or future profession?
An Example of Self-Reflection on One’s Identity Development
As you think about how you might answer Discussion 1, you
might find it helpful to review
Rosetta Eun Ryong Lee's slideshow (Links to an external site.)
"I Learned Who I Was When...Identity Development" at
http://www.slideshare.net/leerosetta/nais-pocc-2011-identity-
development-workshop.
Family: A Chinese Perspective
As you reflect on the readings, consider your concept of
“family.” What does family mean to you? Do all of your
friends, acquaintances, coworkers, and neighbors have the same
concept of family? The video
Home and Family (Links to an external site.)
, available in the AU Library Films on Demand database,
demonstrates the nuances of the Chinese language through

4. talking about family. This brief, 15-minute program illustrates
practical techniques for talking about home life and family
connections in Chinese. Cultural topics include: young people
in Beijing and their opinions about traditional values, festivities
at a country wedding, socializing at family gatherings, and the
influence of Western trends on Chinese families and
relationships (Sprent, 2004).
The Importance of Understanding Identity as a Multiculturally
Competent Human Services Professional
This week as you read through the various identity models
(pp.70-80), you might find yourself reflecting on what stages
and models seems to apply best to you and how this information
might influence your human services profession. However, even
more important than labeling yourself in a particular stage,
reflect on your changes over time and through different
experiences.
Ethnicity and self-concept development
is a lifelong process (multicultural lifework), and there may be
many cultural issues involved when referring to your own self-
assessment or your clients’ stage within these models. This is
where
self-consciousness and identity
are helpful towards this development. Schmidt (2006) states
“self-consciousness gives the person an identity from which to
behave” (p.90). This awareness provides further understanding
of yourself on how you developed your own thoughts, beliefs,
and attitudes. It also provides a way to understand other
cultures and develop cultural sensitivities. It is essential to have
an awareness of diverse family cultures as this can be beneficial
to your human services profession. We are all born into
families; however, those particular circumstances and
experiences we face are what influence our identity and belief
systems. As our textbook author noted, “Cultural and ethnic
beliefs are influential factors in family processes and

5. subsequently in a person’s self-concept development” (Schmidt,
2006, p.112).
Another Perspective: Aversive Racism/Aversive “XYZ”-ism
Aversive racism is a specific type of contemporary racism held
by people who (a) endorse egalitarian values and beliefs, (b)
believe themselves to be unprejudiced, but (c) unconsciously
hold negative beliefs about other groups, and (d) subtly
discriminate in ways that are ambiguous and indirect and that
can be rationalized as something other than racial
discrimination (Dovidio & Gaertner, 2008). After reviewing
evidence of bias in health care delivery, Dovidio, Penner,
Albrecht, Norton, Gaertner, and Shelton (2008) make a strong
case for aversive racism's likely role in health care disparities.
It should be noted that aversive racism is not considered
pathological or intentionally malevolent. Placing people into
known groups is learned through socialization experiences, and
exposure to non-affirming cultural messages occurs in a variety
of social contexts. Social cues for aversive racism exist in many
forms routinely encountered in daily life (Gaertner & Dovidio,
2005). While racism was the major focus for the original
research, the model can be applied to any “–ism” (e.g., aversive
sexism, aversive homophobia, aversive ageism) and to any
context in which there is intergroup contact. Extending the work
of previous researchers, Rodenborg and Boisen (2013) review
two social psychology theories, aversive racism and intergroup
contact, as they consider the likelihood of social worker
prejudice. They also offer strategies for improvement that have
implications for those in helping professions.
Cultural, Racial, & Ethnic Identity Models
(Highlights from the Required Readings)
In working with clients in human service settings, we will often

6. need to assess clients in terms of their psychological &
emotional development. In order to fully assess this
development, we must take into account clients’ cultural and
ethnic identities. Having stage theories of ethnic and cultural
identity development to draw upon in making our assessments
with clients is a good starting point for making cultural
conceptualizations. Schmidt makes an excellent point that
“equally important is the understanding theoretical models
might offer about your own cultural identity” (Schmidt, 2006, p.
69). In this week’s article by Gastelaars & Haar (2006), they
discuss how social workers “use their clients' "culture" as one
of the many methodological tools that are available, to open up
a dialogue between themselves and their clients,” and this is
often the case in clinical and human services work.
Another interesting aspect of African American identity that
many authors have explored—and is discussed in your text—is
that of
Code Switching
. Think of it as being bicultural (and sometimes bilingual), and
it is a skill that enables African Americans to move between
two or more communities (Schmidt, 2006). Living in a
multicultural world, it is increasingly clear that the ability to
travel among different cultural arenas can be an advantage for
work, education, shopping, special events, tourism, holidays,
etc. even if one continues to live within a predominantly
homogenous community.
Another important concept in racial identity is that of
Bridging
, which occurs when individuals form strong relationships, even
intimate ones, with others outside of their predominant identity
groups. In these instances, “they are able to bridge differences
in establishing deep friendships and loving unions,” (Schmidt,
2006, p.73). Bridging can help lead to improved and more
peaceful relations between groups.

7. Bonding
describes when people form strong ties with a particular group
and identify with their own group(s) to emphasize a sense of
cultural uniqueness and richness, (Schmidt, 2006). In many
ways, Bonding is what happens when people begin to identify
with movements that celebrate their identity like heritage
movements and celebrations or even PLAG.
Then we have the concept of
Individualism
. Individualism refers to how people establish a self-identity
that extends beyond a single aspect of their identity and how
they create a uniquely personal identity that includes aspect of
previous identity developmental stages (Schmidt, 2006).
Schmidt continues to explain many unique aspects of other
various identity theories in Chapter 4, such as those covering
“White Identity”
(avoidant, dependent, dissonant, dominative, conflictive,
reactive, integrative) and
“Asian Identity”
(assimilation vs. ethnic identity), and
Biracial Identity
amongst others.
Schmidt (2006) defines ethic identity as
“the process of associating, connecting, and linking with a
particular cultural group. The ethnicity of a group is the mixture
and fusion of countless traits, beliefs, behaviors, languages, and
traditions that distinguish it from other groups. Clearly, not all
members of a particular ethnic group embrace the same beliefs,
display the same characteristics, or behave in identical ways.
Every ethnic group consists of individuals, who form subgroups
within the larger culture, and these subgroups sometimes differ

8. in the emphasis and importance they assign to various aspects
of the group,” (p. 86-87).
Multiple Identities:
Theorist such as Robinson (2005) note that people experience a
convergence of social statuses with other identity factors such
as gender, ethnicity, cultural identity, sexual orientation,
socioeconomic status, physical ability, etc. Reynolds and Pope
(1991) proposed a theory around multiple identities called
Multidimensional Identity Model (MIM)
which delineates a person based on two identity dimensions that
each consist of two aspects (Schmidt, 2006, p. 88).
Family, Culture, & Self-Concept Development
Image retrieved from http://mojoeducation.com/shop/families-
around-the-world-puzzle/
Family Structure
Image (Links to an external site.)
retrieved from
http://www.amazon.com/dp/1593850204/ref=rdr_ext_tmb
A fun and informative book to increase awareness and
knowledge of how culture and family interact is
Ethnic and Family Therapy (Links to an external site.)
edited by McGoldrick, Giordano, & Garcia-Preto (2005).
Sections are devoted to several ethnic groups within each of the
following categories: American Indian and Pacific Islander
Families, Families of African Origin, Latino Families, Asian
Families, Asian Indian and Pakistani Families, Middle Eastern
Families, Families of European Origin, Jewish Families, and
Slavic Families.

9. According to Steigerwald (2003), “The family is the vehicle
that both carries culture forward to the next generation and
teaches values, prejudices, worldviews, and cultural identity”
(p. 213). In Chapter 6, Schmidt explores the various unique and
specific factors that help define the family structure and
cultural identity of African American families, Asian families,
Arab families, Jewish families, Latino/Hispanic families, and
European American families. In the summary of Chapter 6,
Schmidt states, “The ultimate goal is to help clients process
their beliefs and goals within an appropriate cultural context
and make decisions that can bring resolution to the conflict
while maintaining respect for family and culture” (Schmidt, p.
125). Sometimes in our work in the health and human services
field, we will need to merely point out the important influence
of family on a client and help them to gain better awareness of
their family structure and its impact on their own self-concept
and cultural identity. Other times, we may even decide to bring
in family members to interact with the client and us in order to
problem-solve and work through any barriers or issues.
Additional Recommended Readings & Videos
(You are welcome to use any of these in your discussion
postings.)
Adams, M., Bell, L.A., & Griffin, P. (2007).
Teaching for diversity and social justice
(2nd ed.). New York, NY: Routledge.
Arogundade. B. (n.d.). Black history 1997:
He's not black, he's Cablinasian — Tiger Woods declares his
racial independence (Links to an external site.)
. Retrieved from http://www.arogundade.com/what-race-and-
nationality-is-tiger-woods-black-or-cablinasian-his-heritage-
ethnicity-parents-mother-nationality.html

10. (Note: This is not a scholarly source.)
Collins, S., & Arthur, N. (2010). Culture-Infused counselling: A
model for developing multicultural competence.
Counselling Psychology Quarterly
, 23(2), 217-233. doi: 10.1080/09515071003798212
Gastelaars, M. Van, d. H. (2007). Facing culture: The
(de)legitimation of social work.
The International Journal of Sociology and Social Policy
, 27(11/12), 447-459. Retrieved from
http://www.emeraldinsight.com/journal/ijssp
McGoldrick, M., Giordano, J., & Garcia-Preto, N. (Eds.).
(2005).
Ethnicity and family therapy
(3rd ed.). New York, NY: The Guilford Press.
Pendersen, P. B. (1991). Multiculturalism as a generic approach
to counseling.
Journal of Counseling & Development
, 70(1), 6-12. Retrieved from
http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1556-
6676
Sperry, L. (2010). Culture, personality, health, and family
dynamics: Cultural competence in the selection of culturally
sensitive treatments.
Family Journal
, 18(3), 316-320. doi:10.1177/1066480710372129
Gil-González, D., Vives-Cases, C., Borrell, C., Agudelo-Suárez,
A. A., Davó-Blanes, M. C., Miralles, J., & Álvarez-Dardet, C.
(2014). Racism, other discriminations and effects on health.
Journal of Immigrant & Minority Health

11. , 16(2), 301-309. Retrieved from
http://www.springer.com/public+health/journal/10903
Sumter, M. (2006). Domestic violence and diversity: A call for
multicultural services. J
ournal of Health and Human Services Administration
, 29(2), 173-190. Retrieved from
http://www.spaef.com/jhhsa.php
Tate, G. A. (1999). Structured racism, sexism, and elitism: A
hound that “sure can hunt” (The chronicity of oppression).
Journal of Counseling & Development
, 77(1), 18-20. Retrieved from
http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1556-
6676
Woodcock, J., & Tregaskis, C. (2008). Understanding structural
and communication barriers to ordinary family life for families
with disabled children: A combined social work and social
model of disability analysis.
British Journal of Social Work
, 38(1), 55-71. Retrieved from http://bjsw.oxfordjournals.org/
Multimedia
Baker, J. M. (Director), & Baker, J. M., Duddridge, P.
(Producers). (2010).
A film about races: A fresh look at diversity (Links to an
external site.)
[video file]. Retrieved from
https://secure.films.com/OnDemandEmbed.aspx?token=43949&
aid=18596&plt=FOD&loid=0&w=560&h=315&fWidth=580&fH
eight=365

12. Description: An exploration of the notion of race, this program
follows host Paul Duddridge as he pushes aside society’s taboos
to find out what “race” really is. Duddridge organizes a mini-
Olympics based on racial identity to demonstrate the fluidity of
the concept—he notes that Jews and Arabs will be on the same
team—and the participants poke fun at their own tendency to
stereotype. With significant input from sociologists,
anthropologists, and authors including John Baugh (Beyond
Ebonics), Kwame Anthony Appiah (The Ethics of Identity), and
Jon Entine (Abraham's Children: Race, Identity and the DNA of
the Chosen People), the video examines some common
misconceptions about race.
Ruiz, W.R. (Producer). (2007).
Identities: Culture and nationality in Europe today (Links to an
external site.)
[video file]. Retrieved from
https://secure.films.com/OnDemandEmbed.aspx?token=37175&
aid=18596&plt=FOD&loid=0&w=420&h=315&fWidth=440&fH
eight=365
Description: What prevents minority communities from joining
the European mainstream? Is there an appropriate balance
between assimilation and preserving one’s cultural heritage?
This program wrestles with questions of identity—racial,
cultural, and sexual—resulting from the startling new diversity
of European society. Depicting daily life in immigrant
communities on the Continent and in Great Britain, the film
features observations from African, Asian, and Middle Eastern
transplants. Each offers his or her personal take on learning a
new language, eating unfamiliar foods, adapting to foreign
attitudes toward women and gays, and other dilemmas. In
addition, European MP Wolf Klinz puts forward his belief that
immigrants should be required to learn the language of their
adopted country.

13. Preview of the week's assignments and readings
Activity
Due Date
Comments & Tips
Grading Percent
Readings & Other
Required Materials
Racial Identity Models
(Discussion)
Day 3
(1stpost)
Review the Cultural, Racial, and Ethnic Identity Models in
your text to prepare for this discussion.

14. 4
See the course for information about how to access the
required materials.
Textbook: Chapters 4 and 6
Forest-Band & Jenson (2015) article
Gastelaars & Haar (2007) article
Guo & Phillips (2006) article
Family & Culture
(Discussion)
Day 3
(1stpost)
In this post you will analyze and determine the most culturally
competent manner in which you might respond to a family of a
different culture as a human service professional.
4

15. The Story of
(Insert Your Name)
(Assignment)
Day 7
This assignment allows you to practice writing a culture-based
history. If for some reason, you would prefer not to write
about yourself, you may write about a fictitious character as
long as you address all components in the assignment
instructions.
10
References
California Newsreel [Screen name]. (2014, April 24).
Race—The Power of an Illusion
(Links to an external site.)
. [Video file]. Retrieved from
https://www.youtube.com/watch?v=Y8MS6zubIaQ
Dovidio, J.F., & Gaertner, S.L. (2008). New directions in
aversive racism research: Persistence and pervasiveness. In C
.Willis-Esqueda (Ed.),
Motivational aspects of prejudice and racism
(pp. 43-67). New York, NY: Springer Science+Business Media,
LLC.
Dovidio, J.F., Penner, L.A., Albrecht, T.L, Norton, W.E.,
Gaeriner, S.L., & Shelton, J.N. (2008).

16. Disparities and distrust: The implications of psychological
processes for understanding racial disparities in health and
health care (Links to an external site.)
.
Social Science & Medicine
, 67(3), 478-486. Retrieved from
http://www.journals.elsevier.com/social-science-and-medicine/
Gaertner, S.L., & Dovidio, J.F. (2005).
Understanding and addressing contemporary racism: From
aversive racism to the common ingroup identity model (Links to
an external site.)
.
Journal of Social Issues
, 61(3), 615-639. Retrieved from
http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1540-
4560
Nishime, L. (2012).
The case for Cablinasian: Multiracial naming from Plessy to
Tiger Woods (Links to an external site.)
.
Communication Theory
, 22(1), 92–111. Retrieved from
http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1468-
2885
Rodenborg, N.A., & Boisen, L.A. (2013).
Aversive racism and intergroup contact theories: Cultural
competence in a segregated world (Links to an external site.)
.
Journal of Social Work Education
, 49(4), 564-579. Retrieved from
http://www.tandfonline.com/toc/uswe20/current
Sprent, M. (Director & Producer). (2004).

17. Home and Family (Links to an external site.)
[Video file]. Retrieved from
https://secure.films.com/OnDemandEmbed.aspx?token=43455&
aid=18596&plt=FOD&loid=0&w=420&h=315&fWidth=440&fH
eight=365
Lee, R.E.R. (2011).
I Learned Who I Was When...Identity Development (Links to an
external site.)
. Retrieved from http://www.slideshare.net/leerosetta/nais-pocc-
2011-identity-development-workshop
Schmidt, J. J. (2006). Social and cultural foundations of
counseling and human services:
Multiple influences on self-concept development
. Boston, MA: Pearson