Ch. 2: Cultural Identity Development Flashcards
(139 cards)
1
Q
A way to conceptualize a person or group of people based on their social categories, identities, and sources of oppression. Furthermore, one’s varying intersecting identities contribute to how they are seen in the world, how they are treated in society, and what advantages and disadvantages they face.
A
Intersectionality
2
Q
Mature ____ ____ development has been associated with healthy psychological functioning (Rogers etal., 2020), an ability to buffer institutional challenges, and an ability to cope with and navigate in-group and out-of-group interactions
A
Racial Identity
3
Q
Which model involves preencounter, The Encounter Stage, Immersion-Emersion, Internalization, Internalization-Commitment?
A
Cross
4
Q
Cross’s view of an pre-existing identity or an identity to be changed. Attitudes include assimilation to white culture & low race salience or self-hatred.
A
Preencounter
5
Q
Cross’s stage that induces identity change.
A
Encounter
6
Q
During the ____ ____ stage, individuals immerse themselves in the symbols and signs of Black culture (Cross) Attitudes of changing and intense themes of pro-black, anti-white involvements.
A
Immersion-Emersion
7
Q
Is marked by self-acceptance and a proactive Black pride infused in daily life while leaving room for an appreciation of other intersections and dimensions of diversity. (Cross) Attitudes of positive adherence to a black cultural identity.
A
Internalization
8
Q
Challenges individuals to integrate their personal sense of Black identity into a way of being and/or a long-lasting commitment to issues that impact the Black community. (Cross)
A
Internalization-Commitment
9
Q
Who’s model includes Conformity, Dissonance, Immersion-Emersion, Internalization, & Integrative Awareness?
A
Helm
10
Q
Helm’s status involves the acceptance of racial characteristics and external self-definition. Individuals negotiating this status (but not yet in it) may feel uncomfortable around other people of color or blame them for societal challenges or social ills.
A
Conformity
11
Q
Helm’s status is confusion about one’s connection to people of color and to White people. The confusion may result from cross-racial interactions that elucidate one’s personal or reference group’s experiences with the use of racism.
A
Dissonance
12
Q
People of color idealize their own racial group while devaluing what is perceived to be White and while expressing resistance to oppressive external forces (Helm)
A
Immersion-Emersion
13
Q
Status is characterized by the ability to use internal criteria for self-definition as well as respond objectively to White people. Flexible and analytic information processing are aligned with this status. (Helm)
A
Internalization
14
Q
Includes an assessment of one’s intersecting identities and the recognition and appreciation of the similarities among oppressed people (e.g., race, ethnicity, gender, ability status, religion, sexual identity, educational status, socioeconomic status, immigration status) (Helm)
A
Integrative Awareness
15
Q
Whose model involves Contact, Disinegration, Reintegration, Pesudoindependence, Immersion-Emersion, Autonomy
A
Helm
16
Q
This status is characterized by satisfaction with the status quo and the acceptance of socially imposed racial characterizations and rules. (Helm)
A
Contact
17
Q
Status is marked by confusion regarding one’s commitment to their own group and being troubled by racial moral dilemmas (Helm)
A
Disintegration
18
Q
Satus involves the idealization and championing of one’s own group and group entitlement (Helm)
A
Reintegration
19
Q
Individuals rationalize the commitment to their own group and tolerance in lieu of acceptance of others and their racial composition (Helm)
A
Peudoindependence
20
Q
Status challenges White people to understand how they have benefited by and contributed to racism (Helm)
A
Immersion-Emersion
21
Q
White people operating in this ego status use internally derived definitions of self, demonstrate positive racial group commitment, and possess the capacity to both acknowledge and relinquish White privilege. (Helm)
A
Autonomy
22
Q
Whose model of cultural identity has pre-exposure, exposure, zealot-defensive, integration?
A
Ponterotto
23
Q
White counselor trainees who are unfamiliar with multicultural issues are comfortable with the status quo (Ponterotto)
A
Pre-exposure
24
Q
trainees become aware of racism and other issues pertaining to diversity. (Ponterotto)
A
Exposure
25
White counselor trainees may become pro-minority and anti-White (Ponterotto)
Zealot-Defensive
26
a balanced perspective is achieved as White counselors in training can process their emotions and make meaning of their learning and growing levels of cultural awareness (Ponterotto)
Integration
27
Researchers suggest that ____ _____ take shape in adolescence and are necessary for the development of a healthy self-concept and cultural socialization
Cultural Identities
28
____ Model of Ethnic Identity. Can be applied to all racial groups
Phinney
29
Phinney (1996) described ___ ___ as the self-perceived significance of membership in an ethnic group and the attitudes and feelings that are associated with that group
Ethnic Identity
30
leads adolescents to either take on ethnic identities of significant family members without exploration or internalize stereotyped identities that pervade the dominant culture, media, and popular culture (Phinney)
First Stage
31
marked by an exploration of identity and a subsequent differentiation of the culture of origin from the dominant culture
Second Stage (Phinney)
32
involves emotional experiences and a rapid sense of personal and cultural awareness as adolescents begin to shape a personal understanding of who they are as cultural beings (Phinney)
Moratorium
33
individuals gain increased acceptance of their identity in ways that are healthy and allow for a full appreciation of multiculturalism. (Phinney)
Final Stage
34
is the propensity for immigrants to adopt the cultural norms of their receiving country.
Assimilation
35
Whose model involves personal identity, choice group categorization, enmeshment/Denial, Appreciation, Integration?
Poston Biracial Identity Development
36
is the propensity for immigrants to adopt the cultural norms of their receiving country. (Poston Biracial)
Personal Identity
37
individuals are forced to choose an ethnic or a racial identity because of peer, situational, community, or physical appearance factors (Poston Biracial)
Choice Group Categorization
38
individuals may feel guilt, disloyalty, and self-hatred rooted in choices made during the previous stage of development (Poston Biracial)
Enmeshment/Denial
39
multiple heritages are explored as individuals engage in activities and traditions and learn about the histories and worldviews of their previously ignored racial or cultural group (Poston Biracial)
Appreciation
40
the final stage of Poston’s model, individuals experience a sense of wholeness as they learn to integrate their multiple cultural identities in personally meaningful ways (Poston Biracial)
Integration
41
In the model, children from birth through _ years of age recognize similarities and differences in skin color and hair texture
5
42
In the ___ to ___ stage, biracial children may be forced to classify themselves, often with a monoracial label or a descriptive term that identifies skin color.
Kerwin Model, Entry to School
43
youths become increasingly aware of group membership and the social meanings ascribed to skin color, race, hair texture, language, and culture (Kerwin)
Preadolesence (Kerwin)
44
developmental (e.g., the need to belong, intolerance toward difference) and societal factors pressure biracial youths to choose a specific cultural group identity (Kerwin)
Adolescence Stage (Kerwin)
45
continuing to embrace a single-culture identity; however, the expanding sense of self that is experienced during this period of growth often results in the capability and desire to integrate one’s multiple heritages (Kerwin)
College/Young Adult (Kerwin)
46
stage is characterized by further exploration of one’s race and culture and by increased flexibility in one’s interpersonal relations and understanding of self (Kerwin)
Adulthood (Kerwin)
47
Whose model is phase neutrality, awareness, acceptance, Experimentation, Transition, Recognition of Identity?
Henriksen
48
in this phase young children are unaware of race or issues related to culture (Henrikson)
Phase Neutrality
49
During this second phase, children begin to recognize differences that they have when compared to their peers but they lack understanding related to those differences (Henrikson)
Awareness
50
they develop an understanding that they have more than one ethnic identity. (Henrikson)
Acceptance
51
is described as a time when people with multiple heritages experience challenges related to fitting in and they often search for a racial group to belong to (Henrikson)
Experimentation
52
described as a phase of turmoil and decisions (Henrikson)
Transition
53
It is in this phase that the whole self is fully integrated and the varying intersections of identity are considered (Henrikson)
Recognition of Identity
54
describes five types of gender identity attitudes for White males that are flexible and responsive to situations and experiences
The Key Model
55
describes attitudes that have little awareness of race: race is ignored, denied, or minimized. Traditional or typical gender roles are valued. (Key)
Noncontact Type
56
holds attitudes that blame women and people of color for any personal discomfort related to the failure to achieve, progress, or obtain privilege (Key)
Claustrophobic Type
57
reevaluates his belief system because of a precipitating event that creates internal dissonance (Key)
Conscious
58
more fully recognizes the implications of sexism and racism and his role in their perpetuation (key)
Empirical Type
59
has an understanding of diversity and the rewards of interacting with others in a holistic way. (key)
Optimal Type
60
Passive Acceptance, Revelation, Embeddedness-Emanation, Synthesis, Active Commitment
Downing & Roush
61
stage involves the acceptance of traditional or stereotyped gender roles together with a denial or lack of awareness of prejudice and discrimination against women (Roush)
Passive Acceptance
62
stage involves a crisis or series of crises that leads to self-examination of roles and ideas, and dualistic thinking that affirms women and denigrates men (Roush)
Revelation
63
leads to associations with women who are supportive and affirming and, over time, adopt more flexible thinking regarding men (Roush)
Embeddedness-Emanation
64
characterized by a positive identity that integrates personal and feminist identities (Roush)
Synthesis
65
focuses on action toward meaningful societal change and the identification of personal goals of empowerment.
Active Commitment (Roush)
66
Unexamined Female Identity, Crisis, Moratorium/Exploration, Achieved Female Identity
Hoffman
67
General discomfort and/or anxiety with assigned gender; preference for, and involvement in, activities or behaviors typically ascribed to the opposite gender (Devor)
Anxiety
68
Expressed doubts about assigned gender that are typically met by social and psychological pressure from significant others to conform to assigned gender (Devor)
Identity Confusion
69
Attempts to navigate social expectations and needs for identity expression; comparison of inner feelings with various types and degrees of opposite gender expression (Devor)
Identity Comparisons
70
Initial awareness of transsexualism or transgender identity, typically through accidental exposure or contact with information or people (Devor)
Discovery of Trans
71
Internal and external questioning of transsexual or transgender identity for oneself (Devor)
Identity confusion about being trans.
72
Multifaceted comparisons between oneself and others who share the individual’s assigned gender, on the one hand, and those who identify as transgender, on the other; disengagement from assigned gender (Devor)
Identity comparisons about trans.
73
Gradual acceptance of transsexual or transgender identity; transgender or transsexual identity becomes the dominant identity expression (Devor)
Tolerance of Trans Identity
74
Reality testing of identity, often through intimate and emotional relationships; seeking of additional information about transsexualism and transgenderism from others who identify as transgender (Devor)
Delay before acceptance of identity
75
Full acceptance of transsexual or transgender identity; disclosure to members of extended family, business associates, friends, lovers, and casual acquaintances (Devor)
Acceptance of Identity
76
Exploration of steps that must be taken for the process of transition, including saving money for sex reassignment surgery, meeting with psychologists and physicians, and undergoing hormone treatment (Devor)
Delay before transition
77
Often challenging, yet fulfilling, stage of gender and sex reassignment; may experience grief or sadness related to loss of former identity while feeling joy and deep satisfaction over transition (Devor)
Transition
78
Typically a long period of months or years toward full acceptance of posttransition identity; marked by new lived experiences and a relinquishing of former anxieties and self-doubts (Devor)
Acceptance of Post-Transition Identities
79
Full integration into society as posttransition gendered individual; may include some level of stigma management; often includes an integration, acceptance, and appreciation of former gender identity (Devor)
Integration
80
Sense of pride in transgender or transsexual identity; commitment to transgender and transsexual identity advocacy (Devor)
Pride
81
is the human desire to be authentically seen and validated by significant others in one’s environment.
Witnessing
82
is the concept that expands one’s sense of belonging by recognizing possibilities for transgender identity that are manifest in others
Mirroring
83
Awareness, Seeking Info/Reaching Out, Disclosure to others, Exploration (Identity & Self-labeling), Exploration (Transition Issues/Possible Body Modification), Acceptance
Lev
84
a stage in which people often feel distress about their assigned gender identity (Lev)
Awareness
85
which is marked by a reaching out for information about the transgender community (lev)
Seeking info/Reaching Out
86
a stage characterized by the disclosure of gender identity beliefs and feelings to partners, close family members, friends, and significant others; (Lev)
Disclosure to others
87
which involves the exploration of various transgender identities and expressions (lev)
Exploration - Identity & Self Labeling
88
a stage marked by the exploration of options for transition, including body modification and various physical presentations (Lev)
Exploration - Transition Issues/Body Mod.
89
the final stage of the model, which includes true synthesis and integration of a transgender identity. (Lev)
Acceptance
90
Conscious Awareness, Identity Comparison, Identity Tolerance, Identity Acceptance, Identity Pride, Synthesis Stage
Cass Homosexual Identity Formation
91
is marked by a realization that gay, lesbian, or bisexual identity is possible. Individuals in this stage may feel alienated as they wrestle with this inner realization (Cass)
Conscious Awareness
92
begins as individuals leave the first stage of development and start to tentatively commit to a gay/lesbian identity. (Cass)
Identity Comparison
93
individuals seek out sexual minorities to help alleviate feelings of alienation and enhance self-awareness (Cass)
Identity Tolerance
94
individuals begin to establish a sense of normalcy as issues of incongruence between one’s view of self and others’ views (or perceptions of others’ views) are resolved. (Cass)
Identity Acceptance
95
is characterized by a strong commitment to homosexual identity and activism that may not yet be fully integrated with the person’s total self-identity. (Cass)
Identity Pride
96
one’s homosexual identity is fully integrated with other dimensions of self-identity. (Cass)
Synthesis
97
Pre-Coming out, Coming Out Stage, Exploration Stage, First Relationships, Integration
Coleman's Coming out Model
98
individuals may not be fully conscious of a same sex attraction, but are likely aware of a sense of feeling different from their heterosexual peers (Coleman)
Pre-Coming Out
99
acknowledge their same-sex attractions and disclose their sexual orientation to others (Coleman)
Coming Out
100
is marked by individuals’ initial involvement in same-sex relationships and an emerging sense of position and place within the gay community (Coleman)
Exploration Stage
101
individuals deepen interpersonal commitments and place value on meaningful relationships with same-sex partners. (Coleman)
First Relationships
102
individuals merge their public and private selves as they continue to understand their sexual orientation. (Coleman)
Integration
103
Sensitization, Identity Confusion, Identity Assumption, Commitment
Troiden's model of Sexual Identity
104
Awareness, Exploration, Deepening, Internalization & Synthesis
Inclusive Model of Lesbian/Gay Identity Formation
105
which is marked by an awareness of feeling different at the individual level and the awareness of different sexual orientations at the group level (L/G)
Awareness
106
yields strong, often erotic same-sex feelings at the individual level and assessment about feelings and attitudes at the group level. (L/G)
Exploration Phase
107
During this phase, individuals commit to personal choices regarding intimacy and sexuality while committing to the lesbian and gay community at the group level (L/G)
Deepening Commitment
108
During this phase, the individual process moves toward internalization of same-sex love while the group process moves toward synthesis of membership within the same-sex culture into one’s total self-identity (L/G)
Internalization & Synthesis
109
is a personally meaningful and often internal and private experience of the transcendent that is grounded in one’s beliefs and values and connected to one’s worldview and identity
Spirituality
110
religions are predominantly polytheistic, the belief of many Gods, and are common in areas such as China, India, Southeast Asia, and Japan. Hinduism, Buddhism, Jainism, Sikhism, Taoism, Shintoism, and Confucianism
Eastern
111
religions are typically monotheistic, the belief of one God, and are common in the Americas, Europe, Australia, New Zealand, and South Africa
Western
112
Symbiosis, DIfferentiation, Practicing, Rapprochement
Spero's Development of Religious Transformations
113
refers to the time during which a young child relates to God as a protective figure whose sole role is to respond to the child’s needs and wants (Spero)
Symbiosis
114
an adolescent typically begins to take in other viewpoints through acknowledging other religious traditions and drawing comparisons and contrasts with the adolescent’s own personal religious practice (Spero)
Differentiation
115
the third developmental stage, is marked by growing confidence in one’s own religious practice as deeper faith-based belief systems and religious traditions and history are explored (Spero)
Practicing
116
is characterized by the acceptance of oneself in relationship with God on the basis of a sense of individual, human responsibility. (Spero)
Rapprochement
117
Intuitive-Projective, Mythic-Literal, Synethetic-Conventional, Individuative-Reflective, Conjunctive, Universalizing Faith
Folwers Model of Faith Development
118
a stage in which young children become aware of cultural faith taboos and prominent faith figures, guided by significant adult figures (Fowler)
Intuitive–Projective Faith
119
a stage of late childhood that focuses on religious stories, systems, and symbols; (Fowler)
Mythic-Literal Faith
120
an adolescent stage of noncritical evaluation of faith and faith traditions (Fowler)
Synthetic-Conventional Faith
121
a stage that challenges older adolescents and adults to demythologize spirituality and critically evaluate spiritual paths (Fowler)
Individuative–Reflective Faith
122
a stage reached by adults who are able to appreciate cultural and traditional faith systems without being bound by them (Fowler)
Conjunctive Faith
123
a stage of spirituality characterized by transcendent moral and religious actions, words, and quality of life. (Fowler)
Universalizing Faith
124
Egocentric, Dogmatic, Transitional, Reconstructed, Internalized, Transcendent FAITH
Genia's Development of Growth
125
Individuals in this stage of faith development seek relief from anxiety and from fear through the favor of God (Genia)
Egocentric
126
individuals follow religious rules strictly, in order to receive blessings and eternal reward; affiliation with a religious community is typically an important component of this developmental stage (Genia)
Dogmatic
127
the third developmental stage, religious beliefs are examined and introspection is privileged over religious dogma. (Genia)
Transitional
128
individuals wrestle with questions and doubts about religion, yet offer praise and thanksgiving to God as creator and sustainer of all. (Genia)
Reconstructed-Internalized
129
is marked by a spiritual relationship with God that seeks universal truths, alignment with spiritual values, tolerance of religious differences, and a celebration of all life (genia)
Transcendent Faith
130
Pre-awareness, Awakening, Recognition, Integration
Poll & Smith
131
Individuals do not recognize themselves as spiritual beings or have low salience for spiritual experiences (Poll)
Pre-awareness
132
Then, generally, because of a crisis, challenge, or series of personally meaningful events, individuals enter the (Poll)
Awakening Stage
133
he third stage, involves a cognitive and emotional understanding of God that permeates all of life’s existence and experiences. During this stage, individuals begin to develop spiritual themes that shape their faith practices, behaviors, and beliefs. (Poll)
Recognition
134
is marked by internalized notions of God that order perceptions, interactions, relationships, and behaviors (Poll)
Integration
135
Adolescent/Conventional, Young Adult, Tested Adult, Mature Adult
Park's Model of Spiritual Identity
136
a stage of growing self-awareness and openness to multiple perspectives (Parks)
Adolescent/Conventional
137
a stage of probing commitment and the critical choosing of beliefs and values (parks)
YA
138
a stage of further commitment and the “testing” of spiritual choices. This stage is generally reached by those in their early twenties or older (parks)
Tested Adult
139
a stage of demonstrated interdependence and interconnectedness in which the individual is comfortable within the context of strong, personal conviction (parks)
Mature Adult
