Showing papers on "Ethnic identity development published in 2002"
TL;DR: The Project Transformative Educational Achievement Model (TEAM) as discussed by the authors is an instructional initiative designed to increase the number of students from underrepresented minorities at Indiana University who enter a teacher education program (P-12), complete their baccalaureate degree, and obtain teaching licensure in Indiana.
Abstract: Project Transformative Educational Achievement Model (TEAM) is an instructional initiative designed to increase the number of students from underrepresented minorities at Indiana University who enter a teacher education program (P–12), complete their baccalaureate degree, and obtain teaching licensure in Indiana. A conceptual framework based on theories of campus climate and integrated pluralism, ethnic identity development, and teaching for social justice guides program development and inquiry. Longitudinal research since 1996 has identified four main themes that help explain the Project TEAM experience (a) creating community among students of color to mediate an alienating campus climate at a predominantly White university, (b) strengthening ethnic identity and an understanding of and ability to deal with racism, (c) working for social justice through multi-cultural education, and (d) professional development and commitment to teaching as a profession. This article provides an overview of program develo...
49 citations
01 Apr 2002
TL;DR: In this article, the authors present the argument that ethnic identity is an important component of personality, with developmental trajectories and sequellae that vary according to context, and present a conceptual model that specifies mechanisms whereby group membership contributes to personality development.
Abstract: Environmental contributions to personality development are often overlooked, perhaps because of a tendency to focus on internal dispositions. Departing from this position, Kurt Lewin (1939) asserted that context permeates all aspects of development, including personality. His work was instrumental to the realization that race and ethnicity shape and define many psychological environments, and that ethnic identity is contextually constructed. The degree to which ethnicity influences personality development depends upon the degree to which ethnic groups are a salient feature of the environment: the more prominent ethnicity is in the environment, the more central ethnic identity will be to self-concepts. In this chapter, we present the argument that ethnic identity is an important component of personality, with developmental trajectories and sequellae that vary according to context. This thesis will be developed across four sections. First, we present a conceptual model that specifies mechanisms whereby group membership contributes to personality development. Lewin's (1939) field theory will serve as the framework for our discussion of group membership and ethnic identity. Second, we review the literature on ethnic identity development, paying particular attention to environmental factors that contribute to variations in developmental trajectories. Third, we discuss research that describes associations between ethnic identity and individual adjustment. There is evidence that ethnic identity promotes self-esteem, academic achievement, and psychosocial adjustment, especially among minority culture youth. Finally, we will summarize new findings that describe the correlates of adolescent ethnic identity.
3 citations