Running head: EXPLORING ETHNIC-RACIAL IDENTITY DEVEOPMENT

“I am a Story”

Exploring Ethnic-Racial Identity Development

Emily Lemons

Lewis & Clark College

Author’s Note

This paper was created on December 6, 2017 for SCED 513, section 02 with Dr. Danielle

Torres.
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“I am a Story”

Exploring Ethnic-Racial Identity Development

Introduction

According to the ASCA Mindsets and Behaviors for Student Success: K-12 College- and

Career-Readiness Standards for Every Student, the role of a school counselor is designed to

support all students in developing a mindset of positive identity of the whole self and developing

behaviors that create equitable relationships with other students by developing social skills that

demonstrate empathy and teamwork (American School Counselor Association, 2014). The

concept of “the whole self” is framed by a student’s culture, gender, race, ethnicity, age, social

class, and ability/disability, and these components effect the mental, social/emotional, and

physical health of a student. School counselors must advocate for the students and address the

learning barriers in the school setting regarding the concepts above. However, systemic barriers

in the school culture can make it difficult to adequately address race, ethnicity, and culture, and

other aspects of “the whole self”, resulting in a discrepancy of equitable practices.

In our current education systems, the dominant culture is creating a long-term equity

issue for students. When implicit-biases from educators are unexplored, the identity development

of a student is affected, especially when pertaining on ethnicity and race. To advocate for all

identities’ to be represented and celebrated in education, it is important that conversations around

race, ethnicity, and culture begin at a primary level. In order to integrate these conversations into

classrooms, teacher buy-in will be important. Understanding the influence of contemporary

racism will be important for broaching conversations about racial identity. The equity issues for

Gilbert Heights elementary are influenced by a gap in school wide curriculums; there is a lack of

focus on a positive identity development, specifically a focus of ethnic-racial identity

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development. This issue is being explored by the Equity Team as they see the barrier is

correlated to the dominant culture assimilation in the education system. The purpose of this

action research to is find data that supports Gilbert Height’s equity team as they plan and

implement school wide curriculum exploring ethnic-racial identity as a way to encourage a

positive identity development for all students. For the purpose of this action research topic, a

curriculum will be created to explore ethnic-racial identity development for one 5th grade

classroom. The action research question that will guide this research is: How will guidance

lessons impact the Ethnic-Racial Identity Development of 5th grade students at Gilbert Heights

Elementary?

The following literature reviews explain why it is important for students to begin

developing and exploring their ethnic-racial identity at an early age, how our current education

systems play a role in contemporary racism, and the advocacy role of a school counselor in

addressing this equity issue.

Literature Review

Importance of Ethnic-Racial Identity Development

It is important for student to understand and celebrate their own cultural identity because

it allows them to thrive in a safe school environment. It is important that a school create a sense

of belonging and encourage the concept of personal identity to promote social inclusion among

all students (Chorro, Fernandez, & Corbí, 2017). Research shows that a key factor in developing

an individual’s racial identification is to encourage a sense of “pride in one’s racial and cultural

identity” (Benedetto & Olisky, 2001, p1). A school that creates an environment where ethnic-

racial identity is supported and celebrated, students will develop a positive concept of their

whole self.
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In the journal article A Preliminary Analysis of Associations Among Ethnic–Racial

Socialization, Ethnic Discrimination, and Ethnic Identity Among Urban Sixth Graders, the

research from Deborah Rivas-Drake, Diane Hughes, and Niobe Way (2009) shows that early

exposure to the topic of racial identity increases positive psychological outcomes in children

when they develop a strong ethnic identity construct (Rivas-Drake, Hughes & Way, 2009). Early

exposure within the education system begins as early as kindergarten, and it begins by

introducing the vocabulary that communicate the constructs of identity. Rivas-Drake, Hughes &

Way explain it can be difficult to integrate this perspective in our systems that are run by

dominant culture’s standards. Therefore, the advocacy of a school counselor will need to be

supported school wide.

Understanding how early exposure to ethnic-racial identity development for students will

need to be addressed by a school counselor as well. In the journal article, The Racial/Ethnic

Composition of Elementary Schools and Young Children’s Academic and Socioemotional

Functioning, professors Aprile D. Benner and Robert Crosnoe (2011) from the University of

Texas at Austin created a study to show the correlation between racial/ethnic diversity and the

development of socioemotional and academics in elementary students. Benner and Crosnoe

describe that ever since the ruling of Brown vs. Board of Education in 1954, the importance of

representation of racial diversity in the education system is associated with student outcomes

(Benner & Crosnoe, 2011). These outcomes create positive interracial attitudes for young

children and are a result of integration of racial identity development in schools (Benner &

Crosnoe, 2011). The article brings up the concept of concept of “disequilibrium” by child

development theorist Jean Piaget (1983) and emphasizes the importance of children working

through everyday contradictions as it expands their intellectual capacity and exposes their
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worldview to more diverse perspectives (Benner & Crosnoe, 2011). Therefore, it is important to

create opportunities that educate a child on how to express positive ethnic-racial identities within

a school’s climate and culture. Lack of a positive ethnic-racial identity development in education

systems can further perpetuate the assimilation of the dominant culture. This assimilation does

not generate a positive portrayal of the importance of ethnic-racial identity development for all

students; this is a form of contemporary racism.

Contemporary Racism in Education

When educators disregard the prominence of race, the result can function as a buffer that

disguises hidden biases (Patton & Day-Vines, 2005). Throughout history, the dominant culture

has positioned racial power over marginalized populations. Within education today, it is perilous

to break down these barriers of the dominant culture. This assimilation deemphasizes the

importance of ethnic-racial identity development for K-12 students. It is the responsibility of

educators to acknowledge how their personal and cultural values impact their cultural

responsiveness in their individual teaching practices (White, Zion, Kozleski, & Fulton, 2005).

Educators are often white and come from middle class backgrounds, which makes them a part of

the dominant culture (White, Zion, Kozleski, and Fulton, 2005). Because their culture fits within

the prevailing values, opinions, assumptions, belief systems, behavior, and expectations within

education, these educators are often unaware of their implicit biases (White, Zion, Kozleski, and

Fulton, 2005).

In the journal article Cultural Identity and Education: A Critical Race Perspective,

associate professor Theodorea Regina Berry and public-school teacher Matthew Reese Candis

(2013) reveal potential cultural gaps between educators of the dominant culture and students and
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how implicit biases of dominant culture worsen culturally responsive practices within the school

setting (Berry & Candis, 2013). Although the article’s topic focuses on racial identity, Berry and

Candis also recognize how culture, gender, race, ethnicity, age, social class, and ability/disability

influence the development of a positive identity for students (Berry & Candis, 2013). The article

goes on to discuss the importance of defining terms like cultural identity, cultural experience,

and critical race theory. These definitions impact the effectiveness of educating staff, students,

and community members within a school community (Berry & Candis, 2013).

These topics are critical because they targeting the root of contemporary racism in

education. Berry and Candis’ research shows that when this root is ignored, it greatly impacts the

identity development, socioemotional growth, and academic learning experiences of students. In

order to expose this root, the article supports that a school counselor will need to partner with

staff in teaching students the vocabulary of their cultural identity and experience.

The Role of a School Counselor in Cultural Humility & Broaching

It is important that a school counselor understands their role when entering into topics

about ethnicity and race with staff and students. This requires a level of Cultural Humility, which

holds space for a professional expertise yet simultaneously leaves room for thoughts of what

could be missing from what is being presented or asked of an individual—what is missing from

the whole picture (Owens et al., 2016). When a school counselor is being culturally humble,

they look for moments and find opportunity to address the cultural heritage of a student rather

than ignoring it (Owens et al., 2016).

In the journal article Broaching the subjects of race, ethnicity, and culture during the

counseling process, authors Norma L. Day-Vines, Susannah M. Wood, Tim Grothaus, Laurie

Craigen, Angela Holman, Kylie Dotson-Blake, and Marcy J. Douglass (2007) discuss that it is
EXPLORING ETHNIC-RACIAL IDENTITY DEVEOPMENT 7

the counselor's responsibility to consider how race and other sociopolitical factors impact and

influence a student’s experience in the counseling office and in the school building (Day‐Vines

et al., 2007). They argue that if a school counselor does not consider the race and representation

issues that minority group members experience, it will be difficult to recognize the racism that is

embedded in these encounters (Day-Vines et al., 2007). Day‐Vines et al. describe the

discrepancy between predominantly white counselors and the diverse student population which,

“creates the potential for cultural schisms during the counseling process, especially given that

counseling professionals often rely on theories, ideologies, and techniques that are not always

congruent with the client’s worldview” (Day-Vines et al., 2007, p401). The article places

responsibility on the school/school counselor to educate themselves and reflect on their practice.

In the school setting, it is essential that school counselors are able to define and teach ethnic-

racial identity vocabulary to students and staff. Disarming racial labels and understanding the

daily barriers that prevent a student from developing a healthy sense of student’s ethnic-racial

identity is what encompasses equitable practices.

School Profile

According to the report card from the Oregon Department of Education (2016), the

Gilbert Heights Elementary student demographics include a total enrollment of 616 K-5th grade

students, in which 1% of the students were American Indian/Alaskan Native; 2% Native

Hawaiian/Pacific Islander; 7% Multi-Racial; 11% Black/African American; 19% Asian; 22%

Hispanic/Latino; and 39% White (ODE, 2016). Over half (73%) the student population is

economically disadvantaged, 86.2% are regular attenders, 16.4% are mobile students, 44% are

English language learners while 24 different languages are spoken (ODE, 2016). School

characteristics include a teaching staff of 29, 9 with bachelors, 20 with masters, and the median
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class size is 26 students compared to the state median number of 24 (ODE, 2016). Community

data shows that the population of the Powellhurst-Gilbert neighborhood was 25,756 in 2015

(city-data.com, 2015). The neighborhood’s average home price was $388, 477

(Point2homes.com, 2014), average household income was $49, 935 and the median amount for

rent was $847 (City-Data.com, 2015).

Due to the multicultural demographic of the school population, one equity issue at this

school involves creating a school culture that promotes positive ethnic-racial identity

development. For students, normalizing and destigmatizing race talks will need to take place in

classrooms. Talking about ethnic-racial identity early and often will influence a child’s positive

identity development of their concept of “the whole self” in the future. For staff, examining

implicit biases and educating and informing through professional development trainings will

help to create a more inclusive culture that promotes positive identity development. The

following articles show evidence as to why ethnic-racial identity development through guidance

lessons for elementary students is important.

Proposed Solutions

The proposed solutions to strengthen support for ethnic-racial identity development at

Gilbert Heights elementary will be school counseling guidance lessons. The lesson series will be

adapted from two existing curriculums: Children’s Emerging Identities: RACE by Kelly J. Cutler

(2016), and Circle of Voices, prepared by Kaiser Permanente’s Educational Theatre Program and

Oregon Children’s Theater (2016). Cutler’s lessons focus on acquiring ethnic-racial identity

vocabulary, address the development of belonging to an individuals’ ethnic-racial identity, and

creating a classroom community where students can build a sense of safety and comfortability to

participate in conversations about race. The Circle of Voices lessons focus on the development of
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empathy and understanding. Students will explore their differences, similarities, and

contributions of cultures, and reflect on their discoveries through an art project reflection.

The target group will be 1st and 5th graders, and the lessons will be taught in four

classrooms. Two classrooms will be co-taught with teachers who understand this equity issue in

the school. After co-teaching, lessons will be taught by school counselor to classrooms where the

two other teachers need support addressing this equity issue. The proposed length will be 6

guidance lessons running for 30 minutes each. The intervention outcome goals are for students to

create an identity statement, to gain ethnic-racial identity vocabulary, and to create an art project

reflecting on race, ethnicity, and culture.

Data (Gathering and Analyzing) Methods Plan

Collection Method Information Target Population Procedures

Gathered
Similarities and 1st and 5th grade Students will create an
differences of how students in two identity statement:
students see their classrooms, number of
Qualitative Data identity students: “I identify as (race) and
1st- 26 students my skin color is (color
5th- 28 students name), and here is my
story.”
Application and 1st and 5th grade I will create a
Knowledge and learning of ethnic-racial students in one vocabulary quiz
Learning Outcome vocabulary classroom, number of
Data students:
1st- 26 students
5th- 28 students
Questionnaire/Survey Answers in regards to 1st and 5th grade teacher I will create pre/post
comfort, belonging, and in two classrooms and surveys using Google
affirmation with the 10 students (at random) Forms. I will send
topic of Ethnic-Racial from each classroom forms to teachers
Identity Development before and after the
at GH series of lessons
Interview Teacher 1st and 5th grade teacher I will ask participating
feedback/responses in two classrooms teachers
after the lessons series reflection/feedback
is completed questions about the
lesson series
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References

American School Counselor Association (2014). ASCA mindsets & behaviors for student

success: K-12 college- and career-readiness standards for every student. Alexandria,

VA: Author.

Benedetto, A. E., & Olisky, T. (2001). Biracial youth: the role of the school counselor in racial
identity development. New Haven, CT: Southern Connecticut State University.
Benner, A. D., & Crosnoe, R. (2011). The racial/ethnic composition of elementary schools and

young children’s academic and socioemotional functioning. American Educational

Research Journal, 48 (3), 621-646. Doi: 10.3102/0002831210384838

Berry, T. R., & Candis, M. R. (2013). Cultural identity and education: a critical race perspective.

Educational Foundations, 27(3/4), 43-64.

City-Data.com. (2015). Powellhurst-gilbert neighborhood. Retrieved November 15, 2017 from

http://www.city-data.com/neighborhood/Powellhurst-Gilbert-Portland-OR.html
Chorro, E., Fernandez, M. A., Corbí, R. G. (2017). Happiness and Values in the formation of
personal identity in students of the fifth grade and sixth grade at primary school.
Universal Journal of Educational Research, 5(5): 881-890.
Cutler, K.J. (2016). Emerging children’s identity: RACE. Portland, OR: Portland State
University.

Day‐Vines, N. L., Wood, S. M., Grothaus, T., Craigen, L., Holman, A., Dotson‐Blake, K., &

Douglass, M. J. (2007). Broaching the subjects of race, ethnicity, and culture during the

counseling process. Journal of Counseling & Development, 85(4), 401-409.

Rivas-Drake, D., Hughes, D., & Way, N. (2009). A preliminary analysis of associations among

ethnic-racial socialization, ethnic discrimination, and ethnic identity among urban sixth

graders. Journal of Research on Adolescence, 19(3), 558-584.

Kaiser Permanente’s Educational Theatre Program. (2016). Circle of voices. Retrieved

EXPLORING ETHNIC-RACIAL IDENTITY DEVEOPMENT 11

October 15, 2017 from http://www.etpnorthwest.org/programs/

McCullough, R. (2017). Cultural humility & broaching. [PowerPoint Slides]. Portland, OR:

Lewis & Clark College.

Oregon Department of Education. (2016). Gilbert heights elementary school report card.
Retrieved from http://www.ode.state.or.us/data/reportcard/reports.aspx

Owen, J., Tao, K. W., Drinane, J. M., Hook, J., Davis, D. E., & Kune, N. F. (2016). Client

perceptions of therapists’ multicultural orientation: Cultural (missed) opportunities and

cultural humility. Professional Psychology: Research and Practice, 47(1), 30-37.

doi:10.1037/pro0000046

Patton, J., & Day-Vines, N. (2005). A curriculum and pedagogy for cultural competence:

Strategies to guide the training of special and general education teachers. Richmond,
VA: Department of Education.

Point2homes.com. (2014). Powellhurst-gilbert demographics. Retrieved from

https://www.point2homes.com/US/Neighborhood/OR/Portland/Powellhurst-Gilbert

Demographics.html

White, K.K., Zion, S., Kozleski, E., and Fulton, M.L. (2005). Cultural identity and teaching.

National Institute for Urban School Improvement. Tempe, AZ: Arizona State University.