Rowe, Bennett, and Atkinson's White Racial Consciousness Model Written by Tom Hurtado

Summary of Theory

Rowe, Bennett, and Atkinson had 4 concerns with Helm’s White Racial Identity Theory. First, they felt identity does not occur in parallel with Whites but develops differently for all groups.  Second, Helm’s concept of linear identity progression was problematic.  Third, Helm’s theory was misnamed because the focus was racial awareness not identity development.  Finally, Helm’s theoretical basis was limited to a Black and White framework.

Proposing an alternative White racial consciousness model, Rowe et. al focus on understanding Whiteness and the resulting implications on other racial groups.  Various attitudes are explored in two categories: unachieved and achieved racial consciousness.  The authors propose that using attitude types increases understanding of development processes and improves assessment. 

Unachieved racial consciousness consists of three attitude types.  The avoidant type dismisses race.  The dependent type relies on others to formulate racial opinions. Lastly, the dissonant type is in a state of confusion about race.

Achieved white racial consciousness consists of four attitude types.  The dominative manifests racial superiority.  The conflictive objects to outright racism but opposes any action used to minimize acts of discrimination.  Third, the reactive type acknowledges that other groups have been the recipients of injustice in society and responds to these inequities.  Lastly, the integrative type uses an understanding approach to the intricacies of racial issues while fostering practical social change.

Rowe et. al emphasize mobility between attitude types includes dissonance and resolve.  They also claim the model is not linear but an ongoing process occurring experience by experience never reaching self-actualization.  

Application to Higher Education

As discussed by Mueller and Pope, there is a lack of diversity in higher education administration and a need for student affairs professionals to do more than intellectualize racial issues.  White racial consciousness promotes commitment to an internal and ongoing process of racial/ethnic awareness.   At the heart of this discussion is developing the ability to incorporate an internal process of awareness in conjunction with external efforts.  By committing to this process, we can better assess and improve our interactions with each student as well as enhance their development process. 

Annotated Bibliography

Mueller, J. A., & Pope, R. L. (2001, March). The relationship between multicultural competence and white racial consciousness among student affairs practitioners. Journal of College Student Development , 42(2), 133-144.

Mueller and Pope conducted research to find a correlation between multicultural awareness and White racial consciousness.  The authors used two self-reported measures to assess multicultural competence and white racial consciousness.  534 White student affairs practitioners with various backgrounds from 60 institutions across the US were sampled.  The data indicates that there is a correlation between White racial consciousness attitude types and multicultural awareness.  The authors concluded that although there is a lack of diversity in the student affairs profession, increasing multicultural awareness framed in White racial consciousness can make professional s more effective. 

References

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory research and practice (2^nd ed., pp. 252-270). San Francisco: Jossey-Bass.

Mueller, J. A., & Pope, R. L. (2001, March). The relationship between multicultural competence and white racial consciousness among student affairs practitioners. Journal of College Student Development , 42(2), 133-144.

Rowe, W., Bennett, S. K., & Atkinson, D. R. (1994, January). White racial identity models: a critique and alternative proposal. The Counseling Psychologist , 22(1), 129-146.

Ferdman and Gallegos Model of Latino Identity Development Written by Kathleen Covington

 Theory Overview

Ferdman and Gallegos (2001) Latino identity development and discuss (a) how Latino is used as an umbrella term to identify similar looking cultural groups and people of mixed heritage and (b) suggest Latinos develop orientations or lenses based on experiences with social institutions including the family, education system, peer groups and U.S. cultural racial constructs etc. These lenses include:

(a) Latino Integrated, understanding of racial constructs and ability to challenge them,

(b) Latino Identified, acceptance of the races Latino and White and identification with Latino,

(c) Subgroup Identified, identification of multiple Latino races and identification with a regional subgroup,

(d) Latino as Other, identification as a generic Latino due to mixed heritage,

(e) Undifferentiated, colorblindness, adherence to dominant culture, and tendency to attribute failure to the individual rather then racial constructs, and

(f) White Identified, acceptance of White and Latino races and identification with  White and rejection of Latino.

This theory does not discuss whether a person may have elements of multiple orientations, movement between orientations or the influence of other key external variables such as threats, violence, the use of the term Latino or language ability. We also do not know the strengths associated with each orientation, how orientations influence institutional participation or one’s role within the institution or broad indicators distinguishing people of different orientations. Ferdman and Gallagos do recognize the need to findout “what factors lead to each orientation [and h]ow the specific socialization contexts or life experiences relate to individual orientations.” They also address the need to validate their model through research.

Use in Higher Education

This theory can be used to understand student socialization, how aspirations are constructed and why students have diverse goals. Advisors can use it to offer suggestions for student development opportunities including classes, clubs and student groups, possible positive experiences, and avenues to raise social justice awareness, social consciousness and social change. It can also be used to develop and assess policy and programs including diversity programs, intercultural understanding initiatives, inclusionary community building, fraternity and sorority management, development of safe spaces and anti-discrimination initiatives. Practitioners can recognize the need for safe inclusionary communities which embrace diversity or intercultural interaction make efforts to eliminate discrimination or offensive terminology including inappropriate racial constructs.

Annotated Bibliography Entry

Evans, Forney, Giudo, Patton and Renn (1985).  Student  development in college:

Theory research and practice. San Francisco: Jossey-Bass.

Evans, Forney, Giudo, Patton and Renn (1985) sought to determine if Latino frats can influence the creation of positive Latino identities. They collected ethnographic data to identify common agents of socialization. Those identified were families, school, peers, government policies, gender and language constructs etc. These contribute to positive or negative identity formation through a) exposure to social agents, b) positive or negative third party perception of race and ethnicity and c) individual assessment of third party perception. They do not mention how perceptions are cognitively developed and concluded that Latino frats provide an environment for cultural celebration, exposure to language, positive ethnic and racial experiences and, thus, cultural appreciation. Positive experience was also influenced by attendance at a Hispanic Serving Institution, the test population was all male, there were only seven frat members and though participants identified their identity orientations according to Ferdman and Gallegos, no real attempt was made to connect experiences with these orientations. Ultimately, Evans and Guardia support the belief that positive or negative racial or ethnic experiences with agents of socialization can affirm or disaffirm ethnic or racial identities. They also found students identified with multiple lenses.

References

Evans, Forney, Giudo, Patton and Renn (1985).  Student  development in college:

Theory research and practice. San Francisco: Jossey-Bass.

Ferdman, B. M., & Gallegos, P. I. (2001). Racial identity development and Latinos in the

United States. In C. L. Wijeyesinghe & B. W. Jackson, III (Eds.), New perspectives on Racial Identity Development: A theoretical and practical anthology (pp. 32-66). New York: New York University Press.

Guardia, J., & Evans, N. (2008). Factors influencing the ethnic identity development of

Latino fraternity members at a Hispanic Serving Institution. Journal of College Student Development, 49(3), 163-181. Retrieved from ERIC database.

Student Development Theory In Practice

Over the first four weeks of the term, our class has been able to understand student development theories in practice through agencies and practitioners at the University of Utah as well as colleagues across the U.S.  Here are some highlights.

Tony Gonzales, the Director of the First Scholars Program, shared with us information on his program that is focused on engaging first generation students to facilitate accomplishing their academic goals.  The First Scholars Program provides 20 students with a scholarship that covers tuition, room, and board for their first year as well as continued financial resources beyond their first year if they meet renewal criteria.  In addition, Tony serves as an academic advisor for these students to facilitate their success.  He shared some initial experiences he has had with these students as well as his use of Astin’s I-E-O Model and Theory of Involvement as well as Tinto’s later theories on retention.

Dr. Gwen Fears, Director of Orientation and Leadership, discussed the components of her department that focus on orienting new students, connecting to parents, and facilitating student leadership.  She explained her model of program development, which involves theory, best practice, and listening to the student experience.  These three components result in programming that is holistic in facilitating student development.  For orientation, she has drawn on Kolb’s Learning Theory, the Myers-Briggs Type Indicator, Chickering’s Seven Vectors, Holland’s Theory of Vocation Choice, and Perry’s Theory of Intellectual and Ethical Development. 

As the class discussed Chickering’s Seven Vectors, we reflected on the Professional Development Seminar from Nichols College in Dudley, MA.  This seminar teaches professional skills to college students through a number of courses that are offered to students during the entire college degree.  The Seven Vectors are used to organize the content by year.  For example, Developing Competence, in the First Year course focuses on time management and introduces the personal portfolio.  By the senior year, students are using their portfolios, developing resumes, and engaging in a senior project.  Nichols has identified areas of competency for students based on academic year of their degree progression.

Recently, the class focused on the Theory of Self-Authorship by Marcia Baxter Magolda.  An example from colleagues at Brigham Young University in Provo, UT demonstrated how academic advisors could use this theory to facilitate development of self-authorship by students.  In her presentation at the 2010 National Academic Advising Conference, Gale Larson explained that conversations that encourage a student to reflect on his/her experiences through dialogue with an advisor will build self-authorship.  This technique is important for students as they make decisions on majors, careers, and extra-curricular activities.

Examples of applying theory to practice through guest speakers and materials from higher education colleagues are contributing to a deeper understanding of college student development.  And, here’s a photo of our group that includes Dr. Fears.