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Multiracial Identity Model by Sallie Weems |
There are many factors that must be considered when designing a meaningful educational activity, including the many adult learning and developmental stage theories. In addition, educators must be mindful of the learners' background and experience. Recently, attention has been directed toward the various cultural and societal groups that learners' identify with. Research has focused on the implications of oppression toward individuals based on race, gender and sexual orientation (Torres, Howard-Hamilton, & Cooper, 2003). Multiracial identity refers to individuals who "identify themselves as belonging to more than one race" (Wood, 2009, p. 2). The multiracial demographic is not well understood because it is a fairly recent phenomenon in U.S. history since interracial marriage was against the law in many states as recently as 50 years ago. Alabama was the last state to lift the ban against interracial marriage in 2000 (Wood, 2009). The election of President Barack Obama is a strong indication of the growing acceptance of multiracial individuals in the United States. According to Wood, the multiracial group is the fastest growing demographic in the U.S. (2009).
Poston's Five Stages
As a Filipino-American, I identify with Poston's five stages of multiracial identity development. Poston describes the five stages as: personal identity, choice of group categorization, enmeshment/denial, appreciation, and integration (cited by Renn, 2008, p. 14). Reflecting upon and relating the key experiences of my life to Poston's stages will help to better understand the multiracial individuals' learning perspective.
Personal Identity
In Poston's personal identity stage, "young children hold a personal identity that is not necessarily linked to a racial reference group" (Renn, 2008, p. 14). I was born in Manila, and spent my young childhood from birth through 5 years of age in the Philippines. My father is Filipino-Chinese and my mother is Caucasian, born in a small town in Missouri. My family lived in Illinois from the time I was six to eleven years old. I was the second eldest of 5 children, and I have no recollection or awareness of my multiracial background during this time. I remember this as a happy time of my life, with my siblings as my playmates. I recall my parents associating with other culturally diverse families, such as my Cuban-American cousins, other Filipino families, Hungarians and Eastern Indians. My father is a physician, so I feel that we were sheltered from racism because of our social status. I remember my father always speaking to us in English, and discouraging us from using the Filipino language in order to eliminate any trace of an accent. We visited my maternal grandmother frequently in the small town of Lake Spring, Missouri, and always felt welcomed and loved by my family and the other people who lived there. When I was eleven years old, my mother died unexpectedly at the age of 34 leaving my father with 5 young children from my newborn sister, to my eldest sister who was twelve.
Choice of Group Categorization
Poston's second stage, choice of group categorization, refers to an individual's choice of a "multicultural existence that includes both parents' heritage groups or a dominant culture from one background" (Renn, 2008, p. 14). In my case, I identified very strongly with my Caucasian background and felt very alienated from my Filipino heritage. After my mother's death, my father sent my older sister and me to live with my paternal grandmother in the Philippines. This was the first time in my life when I felt like I was different. I didn't speak the language, I wasn't familiar with the culture and I looked different. I was taller and I had different features than my friends. Because Americans are well regarded in the Philippines, I never felt discrimination, but I never felt completely at home.
Enmeshment/Denial
Enmeshment/denial is the third stage of multicultural identity development, and is characterized by feelings of "guilt at not being able to identify with all aspects of his or her heritage" which "may lead to shame, anger, or self-hatred; resolving the guilt and anger is necessary to move beyond this level" (Renn, 2008, p. 14). Because of my father's earlier practice of only conversing with us in English, I lost my ability to converse in Tagalog, our native language. I regularly felt embarrassed and intimidated when Filipinos tried to speak to me in Tagalog. Our family attended social gatherings of the local Filipino club, and I felt excluded when individuals conversed among themselves using the native language.
Appreciation
The fourth stage of multicultural identity development, appreciation, has to do with the individual exploring "all aspects of their backgrounds" (Renn, 2008, p. 14). As an adult, I began to explore my Filipino heritage, seeking out others who shared my background. I learned how to cook some of the common foods, and frequented the Asian markets for ingredients unique to the Filipino cuisine. I joined a professional organization, the Philippine Nurses Association of Arizona, as a founding member and was elected first as an officer, and later as a board member.
Integration
The last stage, integration, is defined as a "multicultural existence in which the individual values all of her or his ethnic identities" (Renn, 2008, p. 14). I believe that I am firmly ensconced in this stage, as I am comfortable in both cultures and can interact effectively in either group. According to Miville, Constantine, Baysden and So-Lloyd, multiracial individuals tend to "develop strategies to help them fit in with more than one racial or cultural group" in what they call the "chameleon experience" (2005, p. 512). I now have a family of my own, and I enjoy telling my children stories about my experiences in the Philippines, and try to instill a sense of pride in their heritage. I've recently become reacquainted with many of my Filipino cousins living in the Philippines and in the U.S. through Facebook, and I am preparing to visit the Philippines in early 2010 by practicing my Tagalog with my local friends and colleagues.
Conclusion
According to Torres, Howard-Hamilton and Cooper, "a person must recognize one's own culture before truly understanding another person's culture" (2003, p. 4). This reflective exercise has offered insight into how Poston's stages of multiracial identity development has impacted my growth as an educator and as a student.
Sallie Weems
About the author...
Sallie Weems is the Program Manager for Continuing Medical Education at CHW-East Valley located in Chandler, Arizona. She received her Associate Degree in Nursing from Phoenix College, a Bachelor of Science degree in Biology from Grand Canyon University, and her MBA in Management from Western International University. She is pursuing her doctoral studies in Higher Education and Adult Learning. Sallie has worked in the health care industry for over 20 years, and has managed undergraduate, graduate and continuing medical education since 1999. You can contact this author at sallieinaz@cox.net. |
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