Theory Overview
Jean S. Phinney developed a three stage model of ethnic identity development (1992) based on research with minority adolescents combined with other ego identity and ethnic identity models, especially the works of Marcia and Erickson. Her research involved both junior and high school adolescents who were found to be at one of three levels of ethnic identity development (Phinney, 1992). The first stage, Unexamined Ethnic Identity, is characterized by a lack of exploration. In this stage, individuals may experience diffusion or foreclosure, a lack of interest in ethnicity or a general acceptance of others opinions. The second stage of the model, Ethnic Identity Search/ Moratorium, combines the notions of encounter and exploration. The individual starts to develop their ethnic identity during this stage which is often initiated by a harsh or indirect event. The final stage of the model is Ethnic Identity Achievement. Individuals at this stage have a clear sense of their ethnic identity and are able to successfully navigate their bicultural identity. It is important to note that Phinney developed the three stage model based on her research with adolescents and that college students have a different set of challenges and support that may affect the theory’s applicability.
Use in Higher Education
Higher education can find value in Phinney’s three stage model as it can be used when working with students from a variety of ethnic backgrounds. Higher education can use the model to create an environment that encourages exploration of and commitment to one’s own ethnic identity. Campuses can sponsor activities that support the ethnic identity search stage by providing cultural opportunities, ethnic studies courses, and open dialogues that lend to a supportive environment. Since ethnic identity development is an individual process, student affairs professionals can add opportunities for self-reflection when working with students or planning activities.
Annotated Bibliography
Pizzolato, J.E., Chaudhari, P., Murrell, E.D., Podobnik, S., & Schaeffer, Z. (2008). Ethnic identity, epistemological development, and academic achievement in underrepresented students. Journal of College Student Development, 49, 301-318
The authors utilize both a qualitative and quantitative study to analyze the connection between epistemological development, ethnic identity and academic achievement for minority college students. Utilizing Phinney’s definition of ethnic identity and Baxter-Magolda’s theory of self authorship, the authors interviewed high achieving students from various ethnic backgrounds for the first study. For the quantitative study, the students completed three surveys including the Self Authorship survey, the Multigroup Ethnic Identity Measure, and a demographic survey. The authors found a relationship between academic achievement, epistemological development, and ethnic identity with the combination of the latter two variables explaining college GPA variance almost as well as the combination of SAT scores and high school GPA. The authors recognized the limitations of their study and made recommendations for further studies to include students from various institution types, academically struggling students and a larger sampling with greater ethnic diversity.
References
Evans, N. J., Forney, D. S., Guido, F., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice. 2nd Edition. San Francisco: Jossey-Bass.
Phinney, J. S. (1993). A three-stage model of ethnic identity development in adolescence. In M. E. Bernal & G. P. Knight (Eds.), Ethnic identity: Formation and transmission among Hispanics and other minorities (pp. 61-79). New York: State University of New York Press.
Pizzolato, J.E., Chaudhari, P., Murrell, E.D., Podobnik, S., & Schaeffer, Z. (2008). Ethnic identity, epistemological development, and academic achievement in underrepresented students. Journal of College Student Development, 49, 301-318
Torres, V., Howard-Hamilton, M.F., Cooper, D.L. (2003). Identity development of diverse populations: Implications for teaching and administration in higher education. ASHE-ERIC Higher Education Report: Volume 29, Number 6. San Francisco, CA: Josey-Bass.
