Cross and Fhagen-Smith's Model of Black Identity Development Summarized by Margaret (Meg) Larimer

Theory In My Own Words

Cross and Fhagen-Smith explain black identity development as “psychological nigrescence” or “the process of becoming black”.  They state three central concepts that help define black identity:  Personal Identity (PI), Reference Group Orientation (RGO) and Race Salience (salience meaning a state of being).  Cross and Fhagen-Smith recognized three patterns:  Nigrescence Pattern A, where individuals develop their black identity as a result of “formative socialization experiences” usually instilled by parents, family members and their community;  Nigrescence Pattern B develops when an individual has not been able to form a healthy black identity (mentioned in Pattern A) and now must undergo conversion, usually during adulthood; and finally Nigrescence Pattern C which continues black identity development throughout adulthood.  Three identity types will emerge: low race salience, high race salience or internalized racism.

 There are five stages: 1) Pre-Encounter, 2) Encounter, 3) Immersion-Emersion, 4) Internalization and 5) Internalization-Commitment.  An individual reaches Achieved Identity Status when their identity is based on one’s own personal self-concepts and beliefs and not on the beliefs of others.  It is at stage 5 (internalization-commitment) where the individual reaches a point where they can join others in their own community and try to solve struggles within that community as well as protect black history.  Black identity development can continue throughout adulthood.

Uses of Cross and Fhagen-Smith’s Theory in Higher Education

Kijana Crawford and Danielle Smith (2005) performed a study in which they researched the availability in Higher Education of mentors as role models to African American women. Cross and Fhagen-Smith state black identity develops as a result of positive socialization experiences within one’s family and community. Therefore, positive role models are essential for optimal growth.   However, according to Crawford and Smith, role models for African American women are severely lacking in higher education.  Per the study, women in Higher Education who have role models or mentors have increased opportunities to acquire knowledge, collaborate with other professionals, improve job performance and career satisfaction.  This study found that African American women in higher education do not have these role models or mentoring experiences.  It is Crawford and Smith’s belief that the women in the study were not given adequate opportunity to develop or capitalize on their talents.  While these women were well educated, they were not nurtured.  All of the respondents in the study believed they would have had more positive job satisfaction had they had role models and mentors to guide them.

Example Study:

Robinson, J., & Biran, M. (2006).  Discovering self: relationships between African identity and

academic achievement.  Journal of Black Studies, 37 (1), 46-68.

The authors at Miami University used a study of college students and determined a significant correlation between African American identity, specifically their sense of collective identity, and positive academic achievement.  They hypothesized that given the opportunity to develop African American self-consciousness; these students would then have the necessary foundation to achieve academic excellence.  Their study confirmed that women appeared to exert more effort towards academics and were more connected to their communities than African American men.  If students, researchers and scholars were to pair this study to Cross and Fhagen-Smith’s model of black identity development, a foundation could be laid for the justification of making black identity development an important aspect of the college experience.

REFERENCES

Crawford, K., & Smith, D. (2005).  The we and the us: mentoring African American Women.

  Journal of Black Studies, 36 (1), 52-67.

Cross, W. E., & Fhagen-Smith, P. (2001). In C. L. Wijeyesinghe, B. W. Jackson III. (Eds.), New

Perspectives on Racial Identity Development (1^st ed.; pp. 243-268).  New York, NY: New York University Press.

Evans, N.J., Forney, D. S., Guido, F. M., Patten, L. D., & Renn, K.A. (2001).  Student

development in college theory, research, and practice.  San Francisco, CA: Jossey-Bass.

Robinson, J., & Biran, M. (2006).  Discovering self: relationships between African identity and

academic achievement.  Journal of Black Studies, 37 (1), 46-68.