Escolar Documentos
Profissional Documentos
Cultura Documentos
“I am a Story”
Emily Lemons
Author’s Note
This paper was created on December 6, 2017 for SCED 513, section 02 with Dr. Danielle
Torres.
EXPLORING ETHNIC-RACIAL IDENTITY DEVEOPMENT 2
“I am a Story”
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
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
race, ethnicity, and culture begin at a primary level. In order to integrate these conversations into
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
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
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
Literature Review
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.
EXPLORING ETHNIC-RACIAL IDENTITY DEVEOPMENT 4
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
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
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
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
EXPLORING ETHNIC-RACIAL IDENTITY DEVEOPMENT 5
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
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
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
EXPLORING ETHNIC-RACIAL IDENTITY DEVEOPMENT 6
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
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.
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
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
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
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
EXPLORING ETHNIC-RACIAL IDENTITY DEVEOPMENT 8
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
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
Proposed Solutions
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
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
EXPLORING ETHNIC-RACIAL IDENTITY DEVEOPMENT 9
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
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
Berry, T. R., & Candis, M. R. (2013). Cultural identity and education: a critical race perspective.
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
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
McCullough, R. (2017). Cultural humility & broaching. [PowerPoint Slides]. Portland, OR:
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
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.
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.