Using Table 6.1, describe Cross’ (2001) model for Racial Identity Formation. Describe the stage you would classify children in your classroom and why.

Question

What will be an ideal response?

Answer 1

Ans: Answers to this question will vary but should include elements of the following: Children in my classroom appear to be in the stage of pre-encounter, encounter, immersion, internalization, and internalization/commitment with the appropriate descriptions for each. For example, in pre-encounter stage children learn about the dominant culture and that it is held as the determinant of success. Children are educated with a Eurocentric world perspective and are unaware of its impact on their own self-image. In encounter stage, children experience being called a derogatory name or being excluded by another cultural group, leading to questioning the value of their own culture and identity. In the immersion stage, children enjoy learning about their own racial or ethnic identities, which may lead to becoming involved in racial or ethnically focused organizations. In the internalization stage, eventually, young people begin being more comfortable with their racial and ethnic identity, thereby feeling less antipathy toward the dominant White culture. Young people may begin working on developing positive relationships between different cultural groups. And in the internalization/commitment stage, students develop a positive, secure self-identity and become committed to helping others reach the same stage.