Who Am I The Ethnic Identity Development of Adolescents.Report as inadecuate




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During the past 20 years, much has been written on the ethnic/racial identity development of adults. Recently, attention toward adolescents' ethnic identity development has increased; to explicate this new research, a model of ethnic identity development proposed by Phinney (1989) is explored here. The model classifies adolescents into one of four ethnic identity statuses: (1) diffused identity (little or no exploration of one's identity); (2) foreclosed identity (having adopted the attitudes and beliefs about one's ethnic group without any self-exploration); (3) moratorium (an exploration period where adolescents express a keen interest in learning more about their culture); and (4) achieved identity (an ultimate outcome where individuals who possess an achieved identity have experienced a period of exploration and have developed a sense of confidence and pride in his or her ethnic group). Some of the implications of these stages for school counselors include: the need to educate teachers and other school personnel about the impact of ethnic identity on the personal development of minority students; and they must help create a school climate that welcomes diversity and empowers students to explore their ethnic heritage. Such education is important, it is argued, since research indicates a connection linking ethnic identity development to student's academic achievement, interpersonal relationships, and self-esteem. (Contains 21 references.) (RJM)

Descriptors: Adolescent Attitudes, Adolescent Development, Adolescents, Cultural Awareness, Developmental Stages, Ethnicity, Pupil Personnel Services, Racial Identification, School Counselors, Secondary Education, Self Concept, Student Development











Author: Holcomb-McCoy, Cheryl C.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8859&id=ED412432



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