From Tatum’s Why Are All the Black Kids Sitting Together in the Cafeteria?
Systemic Advantage/Disadvantage
“…There are at least seven categories of ‘otherness:”
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Race or ethnicity
Gender
Religion
Sexual identity
Socioeconomic status
Age
Physical or mental ability
With each category, there is a group that is dominant (systematically advantaged)
and a group that is subordinate or targeted (systematically disadvantaged)
Mythical Norm
Somewhere, on the edge of consciousness, there is what I call a mythical
norm, which each one of us within our hearts knows “that is not me.” In
america, this norm is usually defined as white, thin, male, young,
heterosexual, christian and financially secure. It is with this mythical norm
that the trappings of power reside within society. Those of us who stand
outside that power often identify with one way in which we are different, and
we assume that to be the primary cause of all oppression, forgetting other
distortions around difference, some of which we ourselves may be practicing.
Audre Lord
Even as I focus on Race and racism in my own writing and teaching, it is
helpful to remind myself and my students of the other distortions around
difference that I (and they) may be practicing. It is an especially useful way of
generating empathy for our mutual learning process. Beverly Tatum pp 2223.
Stages of Identity Development
Subordinate (William Cross)(pp. 54-5)
Dominant (Janet Helms)(pp. 94-5)
Contact
Pre-encounter
Disintegration
Encounter
Reintegration
Immersion/emersion
Pseudo-independent
Internalization
Immersion/emersion
Internalization/commitment
Autonomy
Tatum notes that these stages are more cyclical than linear and that there is no
assured, straight-line development. Progress is not assured or predictable. Trauma
or unfamiliar surroundings can quickly put someone back into a stage he/she may
have felt in the past.
Cross’s Theory of Minority Identity Development
Pre-encounter. Unquestioned acceptance of cultural norm. (“It is better to be
White.”)
Encounter. An event or series of events brings a realization of the personal impact of
being in a targeted group.
Immersion/emersion. Can involve rejecting and retreating from the dominant
culture. Can result in self-segregation, immersing oneself in the targeted culture.
Can be compared to learning another language, eased by being immersed in the
culture where that language is spoken.
Internalization. Positive sense of identity that includes the marginalized and
targeted subordinate part. Prepared to perceive and transcend the disadvantaged
aspect of self.
Internalization/commitment. Able to translate one’s personal sense of identity into
ongoing action and commitment on behalf of the disadvantaged aspect of self.
Helms’ Theory of Majority Identity Development
Contact. Pay little attention to racial identity. “I’m just normal.”
Disintegration. System of privilege and it’s lack become increasingly apparent. Guilt,
shame and anger are often present.
Reintegration. Return to collusion and silence about privilege. Can “blame the
victim.”
Pseudo-independent. Exhibits deeper intellectual understanding. “Guilty white
liberal.” May want to associate w/ people who lack privilege.
Immersion/emersion. Seeking a more positive identity embracing the privileged
status and taking responsibility for it. Understanding one’s sphere of influence. May
emerge as an ally of those who lack privilege. Seeks other similarly privileged
people to address the issue.
Autonomy. Integrating new vision of privilege and confronting and rejecting
privilege daily. Continually open to new information about privilege and new ways
of thinking about it. Self-actualizing. Increasing effectiveness in multi-cultural
settings and interactions.