Course Description: This course is based upon material published in Harvard University and is available as an open-access article.
Race and ethnicity are a big part of how we, as individuals, build the frame work for our identity. For some especially visible and legally defined minority populations in the United States, racial and ethnic identity are manifested in very conscious ways. This manifestation is triggered most often by two conflicting social and cultural influences.These messages make it clear that people with minority status have a different ethnic make up and one that is less than desirable within mainstream society. This unconscious ethnic identity manifests itself in daily behaviors, attitudes, and ways of doing things. Unlike many minority cultures, there is little conscious instilling of specific ethnic identity through white communities, nor is differential ethnic treatment often identified in the media of white cultures. As will be discussed, everyone benefits from the development of a conscious ethnic identity and benefits as well when multicultural frameworks are used in their learning environments.
This course on racial and ethnic development is designed for social workers, professional counselors, psychologists, nurses, and substance abuse counselors, who do clinical work. This course is appropriate for beginning, intermediate and advanced level practitioners who wish to develop their understanding of adult education can be improved through a better understanding of racial and ethnic identity. The course material includes a literature review of different concepts and developmental and descriptive lenses as well as the limitations to these models presented. It may also be useful for licensed clinicians who require clinical continuing education courses for license renewal.
Authors: Chavez, and Guido DiBrito
Learning Objectives: This course will provide the practitioner with detailed information regarding adult learning through race and ethnicity. Specifically, a professional will:
Describe racial and ethnic identity and the importance of examining these concepts from a multidimensional frame
Identify racial and ethnic identity through developmental and descriptive lenses and highlight the strengths and limitations of the models presented
Recognize implications and share strategies for working with adult learners
Citation: Chavez A. F., and Guido DiBrito F., (1999). Racial and ethnic identity and development. Harvard University. Retrieved from: http://isites.harvard.edu/fs/docs/icb.topic551690.files/Chavez%20and%20Guido%20Debrito.pdf
Reviewed by TM DiDona, PhD 2018 and found to be current. Updated references include:
- Avila, J., Chelvakumar, G., & Ford, N. (2017). Gender and Sexual Minorities Cultural Competency Training for Pediatric Residents. Journal of Adolescent Health, 60(2), S87.
- Betancourt, J. R., Green, A. R., Carrillo, J. E., & Owusu Ananeh-Firempong, I. I. (2016). Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care. Public health reports.
- Bleidorn, W., Arslan, R. C., Denissen, J. J., Rentfrow, P. J., Gebauer, J. E., Potter, J., & Gosling, S. D. (2016). Age and gender differences in self-esteem—A cross-cultural window. Journal of personality and social psychology, 111(3), 396.
- Donaldson, W. V., & Vacha-Haase, T. (2016). Exploring staff clinical knowledge and practice with LGBT residents in long-term care: A grounded theory of cultural competency and training needs. Clinical Gerontologist, 39(5), 389-409.
- Rosenkrantz, D. E., Black, W. W., Abreu, R. L., Aleshire, M. E., & Fallin-Bennett, K. (2017). Health and health care of rural sexual and gender minorities: A systematic review. Stigma and Health, 2(3), 229.
Tan, J. Y., Xu, L. J., Lopez, F. Y., Jia, J. L., Pho, M. T., Kim, K. E., & Chin, M. H. (2016). Shared decision making among clinicians and Asian American and Pacific Islander sexual and gender minorities: An intersectional approach to address a critical care gap. LGBT health, 3(5), 327-334.