Unremarkable: The Gift of Social Identity

From the archives: Feb. 2015

Identity Development Theory

Identity development theory was the core topic of my first course on child and adolescent psychology in 1995. This introduction focused on children and adolescents naturally progressing through their stages of identify, and discussed how development is part of nature’s life cycle. According to Erikson (1980), ego identity changes constantly throughout our lives as we face new experiences, which include encounters with people of different race, religions, opposite genders, and the like. As a factor underscoring each of Erikson’s (1980) outlined stages, I believe it greatly contributes to how people view their own race and/or role in society, as well as shapes their perspectives and beliefs about others. Although this relates to Tatum’s (1997) stages of racial identity development, I do not find the two theories to be parallel. Erikson (1980) describes identity development as being a natural course with factors contributing to the rate of success; however, the stages of development presented by Tatum (1980) are more contingent upon the quality of ego identity and progress through conscious growth and acceptance, rather than nature. In other words, social identity is driven by nature and developed through experience, yet limited by how people interpret, accept, and interact with society.

Personal Development

Beverly Tatum (1997) outlines six stages of identity development for White people, which is my assigned race as per genetics. Using the tenets of theory from her design, I struggle with where I fit in on her scale. In the mirror each day, I see a person looking back at me: a Caucasian female in her late 30’s with blue eyes and matching hair. Typical features, nothing remarkable or disastrous, although a 20 pound weight loss would be beneficial. These characteristics contribute to my identity, but they do not define who or what I am, at least not to myself. In step with Erikson’s (1980) theory, my experiences through life have shaped me along the process of natural development, and in line with Tatum (1997), my interpretation and understanding of others adds to how I interact with and accept our differences. I came into this world the same way as everyone else. I did not choose my race or biological gender. I was raised in the world of business by a team of women who ran my family’s real estate business with a well manicured, iron fist. My grandmother assigned stereotypes to everyone, which I thought was normal until I was old enough to learn the difference between her judgments and my own perspectives. Relating to stage one of Tatum’s (1997) scale, I relate this shift in my development as a young girl to a mix of pre-encounter and disintegration. In high school, I sat on the sidelines of racial turmoil between Blacks and Whites. I chose this position because I could not prescribe to either side’s anger or resentment. Interestingly, I did not sit alone; students of many colors and mixes shared the same view, which ultimately made us into our own group of outsiders. To be honest, I was more concerned with my love life, family issues, and trying to figure out how to escape from my small hometown. I believe this fits under the Reintegration stage; although, I did not think of it as separating myself from other Whites, at the time it was more about getting away from the drama of beliefs I could not hold or understand. My experiences in college, with changing jobs, and from traveling around Europe were rich with various cultures and adventures. Initially, I was the immigrant, the racist American, and the dumb blond – all in one summer – which dove me into culture shock on more than once occasion. When reading Tatum, I relate this experience to the stages of Pseudo-Independence and Immersion because my understanding of stereotyping deepened and I found myself redefining the type of people I considered my friends. In Holland, there were pockets of neo-Nazi Whites who did not show their true colors until circumstances presented themselves, which forced me to find my voice and ground me as with a stand on anti-racism.

Now, in my late 30’s – mothering, teaching, and leading – I respect the journey that brought me here, but I do not dwell on experience of division. Instead, I focus on teaching my children how to find their voice, use their voice, and let their words and actions speak louder than their words. I do not hide them from racism, which would be counterproductive in my opinion; instead, I want them to embrace differences as complements to their own unique lives and instill in them the importance of acceptance, rather than tolerance. Tatum (1992) regards this process of self-reflection as being essential for motivating transformation within deeper ourselves, as well as on those who we influence. As a leader, I take this seriously and as a mother, I take this opportunity on as an honor.

References

Erikson, E. (1980). Identity and the life cycle. New York: Norton.Tatum, B.D. (1997). Why are all the Black kids sitting together in the cafeteria? New York, NY: Basic Books.Tatum, B.D. (1992). Talking about Race, Learning about Racism: 'The Application of ' Racial Identity Development Theory in the Classroom. The Harvard Review, (62)1.