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White Identity Development : a Process Oriented Model for Describing the Racial Consciousness of White Americans

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White Identity Development : a Process Oriented Model for Describing the Racial Consciousness of White Americans University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1982 White identity development : a process oriented model for describing the racial consciousness of white Americans. Rita Hardiman University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Hardiman, Rita, "White identity development : a process oriented model for describing the racial consciousness of white Americans." (1982). Doctoral Dissertations 1896 - February 2014. 4670. https://scholarworks.umass.edu/dissertations_1/4670 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. WHITE IDENTITY DEVELOPMENT: A PROCESS ORIENTED MODEL FOR DESCRIBING THE RACIAL CONSCIOUSNESS OF WHITE AMERICANS A Dissertation Presented By RITA HARDIMAN Submitted to the Grauuate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1982 School of Education t •» ■< Rica Hardiman 1982 All Rights Reserved 11 WHITE IDENTITY DEVELOPMENT: A PROCESS ORIENTED MODEL FOR DESCRIBING THE RACIAL CONSCIOUSNESS OF WHITE AMERICANS A Dissertation Presented By RITA HARDIMAN Approved as to style and content by: Bailey (vy Jackson, Chairperson iii DEDICATION To my mother, Louise Therese Clancy Hardiman, and to the memory of my father, James Joseph Hardiman who have been my most important role models, and who taught me a great deal about learning and education. My mother continues to demonstrate to me that learning is a life-long, enjoyable process; and my father, who learned most of what he knew and practiced in his successful enterprises on his own without the benefit of formal schooling, modelled the self-educated person. IV ACKNOWLEDGEMENTS I would like to express my sincere appreciation for the support I received during this process from friends Lee Bell, Linda Marchesani and Pat Griffin. A special thanks is extended to two friends and colleagues - Valerie Young for her assistance in helping me locate materials for this study and for her critically timed phone calls, gestures of support, and sense of humor that kept me going during difficult times; and Jean Kim who was a wonderful coach and role model for the dis¬ sertation writing process. Members of the dissertation committee, Professors Gerald Weinstein and Dalton Miller-Jones provided very helpful feedback and airected me toward appropriate re¬ search. Their patience and generous contribution of time is also greatly appreciated. To Dr. Bailey W. Jackson III, the chair of my dissertation committee, I extend my deepest thanks. From the beginning of my graduate study to the completion of my dissertation, he has been a constant source of wisdom and encouragement. I hope one day to be able to emulate his skills as a teacher, advisor and mentor. Last, but certainly not least, I would like to thank Jackie for reasons far too numerous to list. v ABSTRACT White Identity Development: A Process Oriented Model for Describing the Racial Consciousness of White Americans (February 1982) Rita Hardiman, B.A., University of Massachusetts M.Ed., University of Massachusetts Ed.D., University of Massachusetts Directed by: Dr. Bailey W. Jackson III The purpose of this study was to examine the pro¬ cesses by which White Americans develop a sense of racial identity as members of a racially privileged group in a society that has at its foundation, white racism. Since there were no known models describing the process of White racial identity development this study was devised as an exploratory and descriptive research effort which sought to define the processes or stages underlying the development of a healthy, racial identity in Whites. This exploratory study therefore, was designed to address five research objectives, rather than to test a specific hypothesis. These five research objectives were: (1) to review and critique literature on White racial identity and to suggest a different set of as¬ sumptions about Whites on which to base future research vi on White identity; (2) to identify generic principles and processes in selected theories of social identity development; (3) to apply these generic principles as a framework to analyze the self-described experiences of White Americans; (4) to present a description of White identity development stages illustrated by autobio¬ graphical data from selected White authors; and (3) to suggest possible uses of the model of White identity stages and to discuss implications of the study for future research on racism and racial identity, and the implications of the study for education. As an exploratory study of the processes of White racial identity development, the author first presented a conceptual basis for the existence of White identity stages by constructing a model of generic stages that occur in the development of social identity. This # * generic model was derived from similar or common stages * found in two areas of social identity theory - sex-role identity and racial identity development. This generic model was used as the basis for describing a theory of White racial identity development. Supportive data for these stages was provided by passages excerpted from six autobiographies by White anti-racist activists and vii authors. The White Identity Development Model describea in this study consists of five distinct stages of White consciousness and four transition periods that occur between the stages. These stages are: (1) No Social Consciousness, which is characterized by a lack of awareness of racial differences and racism; (2) Accep¬ tance, which is characterized by the acceptance of White racist beliefs and behaviors and the unconscious identification with Whiteness; (3) Resistance, which is characterized by the rejection of internalized racist beliefs and messages and a rejection of Whiteness; (4) Redefinition, which is characterized by the development of a new White identity that transcends racism; (5) In¬ ternalization, which is characterized by the integra¬ tion of the new White identity into all other aspects of the identity, and into consciousness and behavior. The author also identified several different motives for anti-racist behavior that were described in the supporting autobiographical data. The study con¬ cluded with the identification of future questions for research on White identity development and the implica¬ tions of the study for theory and practice of education. viii TABLE OF CONTENTS DEDICATION. iv ACKNOWLEDGEMENTS . v ABSTRACT. vi LIST OF TABLES. xii Chapter I. INTRODUCTION . 1 Statement of the Problem . 1 Purpose of the Study. 4 Significance of the Study . 5 Limitations of the Study . 6 Definition of Terms . 7 Design of the Study. 13 Review of Literature . 16 Section One: Race Relations Research . 17 Section Two: White Identity Research . 28 Non-Process Research . 30 Process Research . 55 Summary of Literature Review . 65 II. SEX-ROLE IDENTITY AND RACIAL IDENTITY CONSTRUCTS. 70 Introduction.". 70 Section One: Identity and Social Identity. 71 Section Two: Research Issues in Identity and Social Identity . 77 Section Three: Sex-Role Identity Development Theory . 83 Section Four: Racial Identity Development Theory . 103 III. GENERIC STAGES OF SOCIAL IDENTITY DEVELOPMENT. i24 Introduction.. • • l24 Common Processes in Sex-Role and Racial Identity Development . I25 IX Outline of Generic Stages . 137 Differences Among Theories . 141 IV. WHITE IDENTITY DEVELOPMENT . 146 Introduction . 146 Background on Autobiographies . 147 Synopsis of Autobiographies . 153 Stages of White Identity Development . 156 Stage One: No Social Consciousness . 157 Transition from Stage One to Stage Two. 162 Stage Two: Acceptance. 166 Transition from Stage Two to Stage Three. 177 Stage Three: Resistance . 181 Transition from Stage Three to Stage Four. 191 Stage Four: Redefinition . 194 Transition from Stage Four to Stage Five. 199 Stage Five: Internalization . 200 Overview of White Identity Stages .... 202 V. DISCUSSION, SUMMARY AND IMPLICATIONS . 205 Issues in White Identity Development .. 205 Implications for Research . .. 216 Implications for Education . 218 BIBLIOGRAPHY . 222 x LIST OF TABLES 1. Structures of Belief. 52 2. Comparison of Sex-Role Identity Theories . 102 3. Comparison of Racial Identity Development Theories.122 A. Comparison of Generic Social Identity Development Stages with Sex-Role and Racial Identity Development Stages . 140 5. White Identity Development . 204 xi CHAPTER I INTRODUCTION This study is concerned with the racial identity development of White Americans. In the absence of re¬ search on White identity development and on other domi¬ nant social identity groups, a generic model of social identity stages is constructed by the author through a synthesis of sex-role and racial identity theories. This generic model is then specifically applied to an examination of White racial iaentity development, anu a model of White identity development is proposed by tne author. This model describes the development of racial consciousness in progressive stages ana examines the influence of white racism on White racial identity development. Statement of the problem. In recent years there has been a develbping body of theoretical constructs and
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