ERIC Number: ED412432
Record Type: RIE
Publication Date: 1997
Who Am I? The Ethnic Identity Development of Adolescents.
Holcomb-McCoy, Cheryl C.
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)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American School Counselor Association (Nashville, TN, June 29-July 1, 1997).