Exploring Ethnic-Racial

Identity Development

Emily Lemons
SCED 513
“Listening moves us closer, it helps us become
more whole, more healthy, more holy. Not
listening creates fragmentation, and
fragmentation is the root to all suffering.”

-Margaret J. Wheatley (2001).

Introduction
American School Counselor Association (ASCA) Mindsets and Behaviors state that the
role of a school counselor is designed to support all students in developing a mindset
of positive identity of the whole self.

The concept of “the whole self” is framed by a student’s culture, gender identity,
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 students and address the learning barriers in the school setting
regarding the concepts above.

However, our education systems are set up by the dominant culture, allowing the
dominant culture to be predominately represented. The systemic barriers in the school
culture can make it difficult to adequately address “the whole self” for students who
identify with non-dominant cultures, resulting in a discrepancy of equitable practices.
Literature Review/Main Topics
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
● The advocacy role of a school counselor in broaching and
addressing cultural humility
School Profile
Demographic data (2016):

a. Total Enrollment: 616

b. Teacher Profiles:
2017 Update: 26 different
i. Total staff count: 29
ii. 9 with bachelors languages spoken
iii. 20 with masters
c. Economically Disadvantaged: 73%
d. Students with Disabilities: 10% Community data/ Powellhurst-Gilbert (2014):
e. Ever English Learner: 44% c. Average household income: $49, 935 (city-data: 46,638 in
f. Different Languages Spoken: 24 2015)
g. Regular Attenders 86.2% d. Average Home Prices: $388, 477 (city-data: 25,756 in
h. Mobile Students 16.4%
2015)
i. Students: K-5th
e. Median Rent for 1 bedroom in 2015 city-data: $847
1% American Indian/Alaskan f. Population: 71,152 (city-data: 25,756 in 2015)
Native; 19% Asian; 11% g. Below average in all consumer spending
Black/African American; h. Total Crime Risk- 71% above average
22% Hispanic/Latino; 7%
Multi-Racial; 2% Native
Hawaiian/Pacific Islander;
39% White.
Equity Target Group/Issue
● 1st and 5th graders at GH

● Equity issue- needing positive [ethnic-racial] identity development schoolwide

● Explore ethnic-racial identity as a way to encourage a positive identity

development

● To break down barriers of dominant culture assimilation in the elementary

school setting

● Talking about it early and often

● Normalizing and destigmatizing race talks

● Data will supports/help GH equity team to plan and implement school wide
curriculum on Positive Identity Development
AR Question

How will guidance lessons impact the

Ethnic-Racial Identity Development of 1st and 5th
grade students at Gilbert Heights Elementary?
Proposed Solutions/Interventions
1. Types: Guidance Lessons / Adapting lessons from
a. Children’s Emerging Identities: RACE / Kelly J. Cutler Lesson Plan
b. Circle of Voices lessons, prepared by Kaiser and Oregon Children’s Theater
2. Co-teaching with teachers who understand the equity issue
3. After co-teaching, possibility to present lessons to classrooms where teachers need support
addressing this issue

4. 2 classrooms total, 54 students

5. Target Group: 1st and 5th graders

6. Length/duration:

a. Orignial outline: 6 lessons, 40 min each

b. To be decided with Co-teachers
c. Presented to GH Equity Team, who will be my Advisory
Panel
Proposed Solutions/Interventions
7. Areas addressed:

Cutler’s Central Focus of Lessons

● Acquire vocabulary to openly talk about racial identity
● Develop a sense of belonging in relation to their own racial identity
● Build a safe and supportive classroom community where students can engage in
conversations about race

Circle of Voices Focus of Lessons

● Students will develop empathy and an understanding of different cultures by exploring
individual differences, similarities, and contributions that shape and strengthen our
communities.
● Students will write [a poem, draw or create a collage] using effective verbal and
non-verbal communication skills.

8. Intervention outome goals:

A. Students create an identity statement

B. Students gain ethnic-racial identity vocabulary
C. Students create an art project reflecting on Identity, Race, and Ethnicity
Data Collection Ideas
1. Qualitative Data: Identity Statement- similarities and
differences of how they see their identity
2. Knowledge and Learning Outcome Data: For 1st graders, I will
do a pre/post survey on vocab terms for 10 students (at
random).
3. Questionare/Survey: For 5th graders, I will create pre & post
surveys using Google Forms. I will send different pre-survey
forms to teachers before the lessons
4. Teacher Post-Interview: Feedback/reflection questions, ask if
they have noticed anything different with students- use of
vocab, behavior.
 Benefits

The proposed Action Research Project with benefit in total fifty-four 1st and 5th grade
students (eventually all grade levels) and their teachers by introducing ethnic-racial
identity development vocabulary and concepts.

The concept of “the whole self” is addressed to ALL students, not just
those who are a part of the dominant culture.

The guidance lessons address the needed vocabulary for students to develop through
varied methods of books, activitites, individual and group refelction, and a final creative
art project.
Action Research
Data Outcomes
Outcomes- 1st & 5th grade Teachers
Questionare/Survey: For all 1st and 5th grade teachers, I will send
different pre-survey forms before the lessons.
Outcomes- 1st & 5th grade Teachers
Questionare/Survey: For all 1st and 5th grade teachers, I will send
different pre-survey forms before the lessons.
 Outcomes- 1st & 5th grade Teachers
Questionare/Survey: For all 1st and 5th grade teachers, I will send
different pre-survey forms before the lessons.

Community Circle

Guidance Lessons

Creative/Art Projects

Read Aloud

Skill-Building Activities

Multi-Cultural Posters/Literature

Staff Meetings/Trainings

Ethnic-Racial Id. Dev. Lessons

Positive Identitiy Dev. Lessons

1st Grade
 Outcomes- 1st grade
Qualitative Data: Identity Statement- similarities and differences of
how they see their identity

Identity Statements:

“I identitfy as (name),

my skin color is (color),

And here is my story…”

Outcomes- 1st grade
Knowledge and Learning Outcome Data: For 1st graders, I will do a
pre/post survey on vocab terms for 10 students (at random).
Outcomes- 1st grade teacher
Teacher Post-Interview: Feedback/reflection questions, ask if they
have noticed anything different with students- use of vocab,
behavior.
● Effective/Significant for students? - Yes. Allowed students to think about who
they are, their skin color. Project brought up something they haven’t had
discussions about.
● Impact for students? - When starting new social justice unit, race will be brought
up and they will hopefully make connections!
● Impact as teacher? - Helpful to see poster of different skin color shades.
Expanding the vocabulary of skin color with specific names beyond “shades”.
● What went well? - Art project! Tracing their hand, picking a skin color, students
took pride in their work
● Room for improvement? - If more time, sharing more about their identity. Digging
into family and traditions, expanding on stories, who they are, where they come
from.
5th Grade
Outcomes- 5th grade
Questionare/Survey: For 5th graders, I will create pre & post
surveys using Google Forms.
 Outcomes- 5th grade
Qualitative Data: Identity Statement-
similarities and differences of how
they see their identity

Identity Statements:

“I identitfy as (race/ethnicity),

my skin color is (color),

And here is my story…”

 Outcomes- 5th grade Qualitative Data: Identity
Statement- similarities and differences of how they see their
identity

Identity Statements:

“I identitfy as (race/ethnicity),

my skin color is (color),

And here is my story…”

Race/Ethnicity
Pre & Post
Skin Color Shade
Pre & Post
Outcomes- 5th grade
Questionare/Survey: For 5th graders, I will create pre & post
surveys using Google Forms.
Pre Post
Outcomes- 5th grade
Questionare/Survey: For 5th graders, I will create pre & post
surveys using Google Forms.

Pre Post
Outcomes- 5th grade
Questionare/Survey: For 5th graders, I will create pre & post
surveys using Google Forms.

Pre Post
Outcomes-5th grade teacher
Teacher Post-Interview: Feedback/reflection questions, ask if they
have noticed anything different with students- use of vocab,
behavior.
● Effective/Significant for students? - Both. Biggest road block in talking to students about
race/race issues is their misconception that talking about race = racisim. Project opened up
dialogue, took the elephant out of the room.
● Impact for students? - Students have the language to talk about racial issues for upcoming
novel studies. They are more confident in the language they use.
● Impact as teacher? - The lessons gave permission for class to bring attention to topics like
being a teacher of color, having teachers that look like them. Helped to connect with students
more in that way.
● What went well? - The art component! All the pieces leading up to it needed to happen so that
they could share their stories successfully. The part where they got to apply their knowledge to
their story was probably the most valuable.
● Room for improvement? - More in depth/specific race issues topics. The 5th graders,
especially our 5th graders in this population we serve, can handle deeper conversation. If more
time, tying in historical examples, giving them something to attach the learning to.
Outcome Conclusion

1st grade: Hard to conceptualize vocab words of race and ethnicity

(exchanged race/ethnicity with student’s name for Identity Statement). Skin color
vocab needs to be introduced as early as possible!

5th grade: Could be challenged more on topics regarding race,

examples of racism. If more time, could integrate historical
examples.
 “Every time we choose courage, we make
everyone around us a little better and the world a
little braver. And our world could stand to be a
little kinder and braver.”

-Brené Brown (2010)

Literature Review/References
The Importance of Ethnic-Racial Identity Development
● 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.

● 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

Contemporary Racism in Education

● Berry, T. R., & Candis, M. R. (2013). Cultural identity and education: a critical race perspective.
Educational Foundations, 27(3/4), 43-64.

The Role of a School Counselor in Broaching and Cultural Humility

● 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.