1
Multicultural Competence: Identity, College Adjustment and Student Success
Multicultural
Competence – adapted
(1998) from Sue et al
(1982)
Awareness
 Awareness of own
values, beliefs,
attitudes and biases
regarding self
 Awareness of own
values, beliefs,
attitudes, and biases
regarding others
 Awareness that
other perspectives
exist and are valid
 Awareness of
identity development
(i.e., race, gender,
sexual orientation,
disability, etc.)
 Awareness of
political and social
issues and/or concerns
 Awareness of the
importance of
individual, group and
community power &
empowerment

Obtain
information
relevant to
self (i.e.,
family history,
identity, etc.)
Erikson’s Theory of
Psychosocial Development
*SCC population
•
Infant
Trust vs. Mistrust
• Toddler
Autonomy vs.
Shame and Doubt
Preschooler
Initiative vs. Guilt
 School-Age Child
(6 – 11 yrs)
Industry vs.
Inferiority
 Adolescent
(12 – 18 yrs) = 5%*
Identity vs. Role
Confusion
Develop sense of self &
personal identity -Integrating many
aspects of roles as
(child, sibling, student,
athlete, worker, etc.)
into a self-image under
role model and peer
pressure.
0 – 18 = 5% approx*
18– 24 = over 50% approx*
25- 39 = 30% approx*
40+ = over 10% approx*
Racial/Cultural Identity
Development Model
(R/CID)—Atkinson, Morten &
Majority/White Identity
Development (M/WID)—
Sue (1993)
Helms (1990; Helm & Carter.
1990)
Stage 1: Conformity
 Lack of exploration or
interest of individual
race/ethnicity
 Naïveté about
racial/ethnic differences

 Strong desire to assimilate
into the dominate culture
 Attitudes toward the
dominant group are positive
 Internalization of the
values and norms of the
dominant group
 Negative, self deprecating
attitudes toward self and
group members
Status 1: Contact
 Complete denial of racial
identity
 No conscious identity of
being white
 Lack of exploration or
interest of individual or group
race
 Naïveté about racial/
differences
 Internalization of the
values and norms of the
dominant group
 Satisfaction and comfort
w/racial status quo
 Lack awareness of racial
inequality
Feelings-- all is well
Stage 2: Dissonance
 Begin to develop
conscious race/ethnic identity
 Begins to question their
Conformity or pro-White
attitude/behavior
Feelings – all is well
Status 2: Disintegration
 Realization that racial
differences exist
 Recognition of Whites
and institutions that
perpetuate racism
Life & College Adjustments &
Experiences – Impact Retention
& Student Success
Life Experiences
 High Gas prices
 High Food prices
 Limited Transportation
 Physical/mental health
concerns
 War
 Death of loved one
 Childcare
 Divorce
 Abuse
 Financial issues
 Full/Part-time employment
 Language & cultural
adjustments
 1st generation College
student
 Pregnancy
 Returning to school after
years in the workforce
 Homelessness
 Returning to school after
incarceration, drug use, etc.
 Loss of employment
 Families view of education




Isolation
Limited to space to express
self
Language & cultural
concerns
Cultural Adjustment –
international & domestic
2
Knowledge




Obtain
information
relevant to others
(i.e., gender, race,
disability, etc.)
Obtain
information
related to social
issues/concerns
relevant to self
and others
Gather
information about
political, religious,
educational and
economic
structures
Obtain
information
regarding the
strengths and
power of groups
and communities
Developmental Stages
 Young Adult
(19 – 40 yrs) = 80%+*
Intimacy vs. Isolation
Form intimate
relationships; make
personal commitments
to others
 Middle-Age Adult
(40 – 64 yrs) = over
10%*
Generativity vs.
Stagnation
Creating or nurturing
things that produce
feelings of
accomplishment or
usefulness
Seeks satisfaction
through productivity in
career, family, and
community & civic
interests.
 Older Adult
(65 yrs– death)
Integrity vs. Despair
Reflect on life
accomplishments and
disappointments, deal
with losses;
and begin to confront
death
R/CID (cont)
M/WID –(cont)
Stage 2: Dissonance
 Alternate between selfand-group appreciation and
depreciating attitudes and
behaviors
Status 2: Disintegration
 Reality of white privilege
 Question status quo
Feelings: anxiety, anger,
conflict, guilt
Feelings: Conflict, distrust,
anger
Adjustments & Experiences
Campus Experiences








(Transition: Something
Happens)
(Transition: Something
Happens)









Limited relationships
Identity concerns
Difficulty fitting in
Limited time to use campus
resources
Limited number of people
of color in classroom
Limited number of faculty
& staff of color
Limited “romance”
opportunities
Inappropriate
communication on campus
Difficulty understanding
college system
Difficulty w/classes
Inappropriate instructor
&/or student comments
Incorrect course selection
Pre-college courses
Limited financial resources
Pressure to declare a major
Lack of relationship with
advisor or faculty
Lack of student
relationships
3
Skills







Apply
appropriate
awareness and
knowledge to
a given
situation
Develop
appropriate
skills (i.e.,
intercultural
communicatio
ns, facilitating
discussions;
teaching,
critical
thinking, etc.)
Develop the
ability to
identify and
analyze
institutional
inequality
Develop
appropriate
skills to be an
ally
Engage in
reciprocal
dialog with
diverse groups
of people
Use
appropriate
multicultural
interventions
R/CID (cont)
M/WID –(cont)
Stage 3: Resistance and
Immersion
 Embrace own
racial/ethnic group
completely
 Blind endorsement of
one’s group -culturocentrism
 Accept racism and
oppression as a reality
 Rejection of the
values and norms of
the dominant group
Status 3: Reintegration
 Support internalized
belief that people of
color are inferior and
Whites superior
 Acknowledge the
status quo is what’s
due White people
 Assert that Whites
contributions to
society have earned
them power, privilege
and preferences
 Support stereotypes
of groups of People
of Color
Feelings: Shame, guilt,
Anger, rage, conflict, distrust,
pride
Feelings: Ethnocentrisms,
blame, pride, power,
superiority
(Transition: Something
Happens)
Adjustments & Experiences
Campus Experiences
Students Feelings: Confusion,
anger, blame, frustration,
excitement, pride, superiority,
determination, helplessness,
despair, joy, contentment –you
name it.
4
Skills (cont)
R/CID (cont)
M/WID (cont)

Stage 4: Introspection
 Develop a security in
their racial identity
 Re-direct
anger/negativity
toward “White
system” to
exploration of
individual and group
identity issues
 Conflict between
allegiance to one’s
own racial/ethnic
group
 Acknowledge there is
variation amongst all
groups of people
Status 4: Pseudo
independence
 Begin to
acknowledge racist
identity
 Begin to abandon
racist identity
 Begin to develop a
positive White
identity
 Recognize Blacks
and People of color
are not inferior and
White superior
 Challenge distortions
of Blacks and People
of Color



Develop
inclusive
thinking that
leads to
putting
awareness &
knowledge
into action
Learn ways to
discuss the
politics of the
environment
(i.e., hiring,
enrollment,
student
success, etc.)
Apply
appropriate
skills that
support
empowering
groups and
communities
Feelings: stress, conflict,
confidence, hope/resolve
Feelings: stress, conflict,
shame, blame
(Transition: Something
Happens)
(Transition: Something
Happens)
5
Social Action/
Social Justice






Take action
that incorporates a
social action
framework
Take action
that “challenges”
institutional
inequality (i.e.,
polices,
procedures, laws,
etc.)
Participate in
the politics of the
environment (i.e.,
community
organizations,
schools, etc.) to
make change
Take action
that will benefit
members of a
particular group or
groups
Take action
that supports the
empowerment of
groups and
communities
Take action
that supports
social change and
justice –become
an ally
R/CID (cont)
M/WID (cont)
Stage 5: Integrative
Awareness –Final Stage
 Confident and secure
in racial identity
 Desire to eliminate all
forms of oppression
 High positive regard
toward self and
towards one’s group
 Respect and
appreciation for other
racial/cultural groups
 Integration of social
and personal identity
–gender, religion
class, etc.
 Openness to
constructive elements
of dominant culture
 Commitment to
eliminate oppression
Status 5: Immersion
 Revise thoughts and
images about Blacks
and other People of
Color
 Self exploration of
what it means to be
white or have a white
identity?
 Critical questioning
about race, racism,
power and privilege
 Internalize positive
White identity
 Search for accurate
information and
understanding
Feelings: Respect, trust,
appreciation, pride,
confidence
Feelings: Conflict, some
resolve, respect, appreciation
6
M/WID (cont)
Status 6: Emersion
 Critically think about
new information and
impact on self and
group
 Focus on obtaining
knowledge about self
and other diverse
groups
 Immerse self in
diverse communities
 Immerse self with
other Whites that
support values and
views
Feelings: respect, pride,
confidence, peace, joy
Status 7: Autonomy- Final
Status
 Acknowledge
complexities of race
and identities
 Able to establish
authentic
relationships with
People of Color
 Practice maintaining
transformation
 Commit to
eradicating racism
and other “isms”
 No longer feel the
need to oppress
others
Feelings: Respect,
appreciation, trust, peace