Phinney's Model on Ethnic Identity Development

References:

• Bernal, M.E., & Knight, G.P. (Eds.). (1993). Ethnic identity: Formation and transmission among hispanics and other minorities. Albany: State University of New York Press.
• Campbell, C.G. (2017). Navigating my blackness: An afro-caribbean international student experience. Vermont Connection, 3842-2850.
• Fisher, S., Reynolds, J.L., Hsu, W.W., Barnes, J., & Tyler, K (2014). Examining multiracial youth in context: Ethnic identity development and mental health outcomes. Journal of Youth & Adolescence, 42(10), 1699-1699.
• Patton, L.D., Renn, K.A., Guido, F..M. & Quaye, S.J. (2016). Student development in college: Theory, research, and practice (3rd Ed.). San Francisco: Jossey-Bass.
• Phinney, J.S. (1989). Stages of ethnic identity development in minority group adolescents. Journal of Early Adolescence, 9(34), 34-39.
• Roberts, R.E., Phinney, J.S., Masse, L.C., Chen, Y.R., Roberts, C.R. & Romero, A. (1999). The structure of ethnic identity of young adolescents from diverse ethnocultural groups. Journal of Early Adolescence, 19(3), 301-322.

Overview

Definitions:

• Definitions
• About Jean Phinney
• About Ethnic Identity Development
• Phinney's Model of Ethnic Identity Development
• Critiques of the model
• Recommendations for future research
• Studies conducted

• Race: grouping of people related by common descent
• Ethnicity: a person's cultural background or where you come from

Example:

Ariel

• Race: African American
• Ethnicity: Grenadian/American

Studies Conducted

Learning Outcomes

About Jean Phinney

1.) Examining multiracial youth in context: Ethnic identity development and mental health outcomes Fisher et al., 2014

• This study explores the relationship between ethnic identity and mental health outcomes for multiracial adolescents.

2.) Navigating my blackness: An afro-caribbean international student experience Campbell, 2017

• This study focuses on the fluidity or racial and ethnic identity development of an Afro-Caribbean international student.

1.) Will be able to identify the three stages of this model

2.) Will see critiques and future direction for this model

3.) Will understand how this model has been used on research

• Jean Phinney is a Professor Emeritus at California State University, Los Angeles
• She is a development psychologist who has been doing research for over 20 years.
• Most of her research has focused on identity formation. She focuses specifically on ethnic and cultural identity among minority and immigrant youth.
• Jean developed the Model of Ethnic Identity Development in 1993.

Recommendations for Future Research

Phinney's Model of Ethnic Identity Development

Ethnic Identity Development

• As higher education increases in diversity with minority students, more research needs to be conducted so faculty/staff are aware of how to ethnicity enhances the students development.
• As diversity increases, more research needs to be done to provide educational practices, workshops, and resources for the minority students on campuses.
• Include intentionality for future research so faculty/staff are aware of the ethnic identity with social identities like race, class, gender, social-economic class, etc.

Ariel D. Adams

Stony Brook University

HEA 502 - Theory Review Presentation

• "Ethnic identity is the identity that develops as a function of one's ethnic group membership and is conceptualized as a component of one's overall identity varying in its salience across individuals" (Patton, Renn, Guido, & Quaye, 2016).
• Having a positive ethnic identity is important for a healthy psychological self-esteem for students

Critiques of model

• This model talks just generally about ethnic identity development and is not specific on how to help the various minority groups.
• Phinney does not consider gender as a factor when she conducted her research.
• There is a lack of a longitudinal study.
• There is a lack of research regarding intentionality.
• There is a lack of research on students of mixed ethnic backgrounds.
• The research only focuses on specific age group of minority students
• The research only uses American born minority students

Phinney's Model of Ethnic Identity Development

• This is one of the earliest theories that talks about ethnic identity development in a general way.
• Phinney believes that this is important for minority adolescents to develop a positive self concept.
• The model is based on on the combination of Erikson and Marcia Identity Development Theories.

Stage 1: Unexamined Ethnic Identity (Diffusion-Foreclosure)

Stage 3: Ethnic Identity Achievement

• Students receive a healthy identity.
• Students resolve their ethnic identity conflicts, accept their minority culture and ultimately are open to other cultures.
• The anger, embarrassment, and guilt that students felt in stage 2 is now turned into a confident demeanor

• Students have not explored their own feelings and/or attitudes regarding their own ethnicity.
• Ethnicity can be seen as a nonissue for these students which can lead to diffusion or foreclosure
• Diffusion: neither exploring nor committing to the identity
• Foreclosure: attitudes about ethnicity from childhood leading the individuals to commit to an ethnicity with no exploration
• This stage is about the disinterest in ethnicity.

Stage 2: Ethnic Identity Search/Moratorium

• Students begin to become aware of ethnic identity issues as they face various situations during their exploration phase.
• During this exploration phase, the situations students may encounter could be harsh (i.e. discrimination, harassment) or gradual (i.e. less dramatic incident).
• Students during this phase takes the time to talk to actively learn more about their ethnic identity (i.e. talking with family and friends, reading more books, learning cultural customs etc.). Students are exploring but not yet committed to accepting the identity.
• Students also face a lot of emotions and anger towards the dominant group and have guilt or feel embarrassed because of their past.