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INFORMATION TO USERS The most advanced technology has been used to photo­ graph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. 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UMI University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 8907291 Asian-American and Black identity: Validation of a self-identity development model of oppressed people Reynolds, Amy Louise, Ph.D. The Ohio State University, 1988 Copyright ©1988 by Reynolds, Amy Louise. All rights reserved. UMI 300N.ZeebRd. Ann Arbor, MI 48106 ASIAN-AMERICAN AND BLACK IDENTITY: VALIDATION OF A SELF-IDENTITY DEVELOPMENT MODEL OF OPPRESSED PEOPLE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of the Ohio State University By Amy Louise Reynolds, B.S., M.A. ***** The Ohio State University 1988 Dissertation Committee: Approved By: W.B. Walsh L.J. Myers P.S. High!en Advisor Department of Psychology Copyright by Amy Louise Reynolds 1988 To all people who have been oppressed and continue to struggle ACKNOWLEDGEMENTS Completing a dissertation is never a task that can be accomplished alone so there are many people I wish to thank. I want to thank my adviser Bruce Walsh whose quiet and consistent support helped me to believe in my self throughout my graduate career. Pam Highlen has been there for me since when I was first accepted into the program and she will always hold a special place in my life. Linda James Myers opened up a whole new world for me when I took her class on Afrocentric Psychology. With her as a role model, I have found a new way of viewing the world which continues to bring me much peace and hope. My friends from the SIDMOP research group, Tricia Hanley, Eve Adams, Suzette Speight and Chikako Cox have been a source of inspiration for me. Our personal and theoretical work together has been, without a doubt, one of the highlights of my graduate student career. Our work motivates me to continue reseach in this area and to personally fight all forms of oppression. The last year of my life has been an emotional rollercoaster as I completed my internship and dissertation. I owe special thanks to Jim Ashurst and Steve Yagla who helped me with my statistics. The staff at the UCI Counseling Center offered me endless support and encouragement and I especially want to thank Valerie Williams, Chris Browning, Janet Loxley and Braddie Dooley. Having the chance to work with Tom Parham whom I i i i consider an expert in this research area was a wonderful experience. My fellow interns, D. BlgFoot, Val Gold-Neil* Alvin Leung* and Charlene Korsgaard made life bearable and taught me alot about myself. I am especially grateful to the BigFoot family for getting me through the weekends and to Val and Camille who gave me the sense of community for which I was longing. As most people completing their dissertations would testify* I could not have done this work without the love and support of many friends. Kathy and Zach Feltey have always given me love and acceptance and I treasure our relationship. Tricia, Eve* Suzette, Terri Rhodes, and Lisa Aubrey are just a few graduate friends who made it all worthwhile and I will treasure our relationships forever. My family continues to grow as a source of comfort and support for me. I marvel at how the past several years have allowed us to create open and loving relationships like never before and I treasure our growing closeness. Without a doubt, my love and gratitude goes out most to Marty Schmidt, my life partner for the past five years. Without her love and encouragement, surviving graduate school would be an empty achievement. Our time together has bonded us for life and I will always carry her in my heart. iv VITA October 15, 1959 Born - Youngstown, Ohio 1982 B.S., Miami University, Oxford, Ohio 1982-1984 Student Personnel Assistant, The Ohio State University, Columbus, Ohio 1984 M.A., Dept. of Education, Student Personnel Work The Ohio State University, Columbus, Ohio 1984-1985 Student Personnel Assi stant, The Ohio State University Columbus, Ohio 1985-1987 Teaching Assistant, Dept. of Psychology, The Ohio State University, Columbus, Ohio 1987-1988 Psychology Intern, Counseling Center, University of California at Irvine 1988-present Staff Psychologist, University Counseling Services, The University of Iowa, Iowa City, Iowa v PUBLICATIONS Carney, C. and Reynolds, A.L. (1984). When Others Challenge Your Career Choice: Strategies for Conflict Resolution. In C.G. Carney and C.F. Wells (Eds.), Career planning; Skills to build your future (2nd Edition). Monterey, CA: Brooks/Cole Publishing Company. FIELDS OF STUDY Major Field: Counseling Psychology vi TABLE OF CONTENTS DEDICATION i 1 ACKNOWLEDGEMENTS 111 VITA v TABLE OF CONTENTS v11 LIST OF TABLES . 1x CHAPTER I. INTRODUCTION 1 NEED FOR STUDY 8 RESEARCH QUESTIONS 9 II. LITERATURE REVIEW 13 IDENTITY DEVELOPMENT MODELS 13 RACIAL/ETHNIC IDENTITY 13 BLACK IDENTITY MODELS. 15 WHITE IDENTITY MODELS 19 ASIAN IDENTITY MODELS 21 ACCULTURATION MODELS 25 FEMINIST IDENTITY 27 LESBIAN/GAY IDENTITY 29 "MINORITY" IDENTITY 32 SIDMOP 36 HISTORY AND DEVELOPMENT 36 THEORETICAL UNDERPINNINGS AND ASSUMPTIONS 38 MODEL DESCRIPTION 45 III. METHOD 53 PARTICIPANTS 53 INSTRUMENTS 56 vll SUINN-LEW ASIAN SELF-IDENTITY ACCULTURATION SCALE 56 RACIAL IDENTITY ATTITUDES SCALE 58 MARLOWE-CROWNE SOCIAL DESIRABILITY SCALE. 59 SIDMOP MEASURES 60 PROCEDURES 63 ANALYSIS OF DATA 65 IV. RESULTS 68 SIDMOP MEASURES 68 VALIDATION TASK 68 RELIABILITY OF THE SIDMOP SELF- RACIAL/ETHNIC IDENTITY MEASURES 81 ASIAN-AMERICANS 81 BLACKS 85 CORRELATION ANALYSIS 85 REGRESSION ANALYSIS 92 V. DISCUSSION. 96 VALIDITY OF THE SIDMOP FRAMEWORK 97 LIMITATIONS 106 FUTURE RESEARCH ON SIDMOP Ill LIST OF REFERENCES 113 APPENDICES 121 A. Comparison Chart 121 B. Suinn-Lew Asian Self-Identity Acculturation Scale 122 C. Racial Identity Attitudes Scale 128 D. Marlowe-Crowne Social Desirability Scale 131 E. SIDMOP Phase Sorting 133 F. SIDMOP Item Sorting 135 G. SIDMOP Self-Measure 138 H. Cover Sheet 141 I. Consent Form 142 J. Personal Data Sheet 143 viii LIST OF TABLES TABLES PAGE 1. Racial/Ethnic Breakdown of Participants 54 2. Generational Level of Asian-American Participants 57 3. Overall Group: Phase Sorting 70 4. Racial/Ethnic Group Breakdown: Phase Sorting 71 5. Racial/Ethnic Group Analysis of Variance: Phase Sorting 72 6. Overall Group: Item Sorting 73 7. Racial/Ethnic Group Analysis of Variance: Item Sorting 75 8. Racial/Ethnic Group Analysis of Variance: Item Sorting 76 9. Cronbach Alpha Coefficients for the SIDMOP Self- Measure 78 10. SIDMOP Self-Measure Scale Intercorrelatlons 79 11. Asian-American SL-ASIA Scores 82 12. Asian-American Acculturation Level 83 13. Racial/Ethnic Self-Designation: Asian-Americans 84 14. Black Participants' RIAS Profiles 86 15. Pearson Product Correlation Coefficients for Validation Tasks, Social Desirability, and Racial/Ethnic Identity 87 IX LIST OF TABLES (CONTINUED) TABLES PAGE 16. Pearson Product Correlation Coefficients for Racial/Ethnic Identity and SIDMOP Self-Measure 89 17. Regression Analysis Using Blgck Identity to Predict Error Scores 93 18. Regression Analysis Using Asian-American Identity to Predict Error Scores 95 x CHAPTER I Introduction Interest in cultural diversity and cross-cultural counseling has grown tremendously since the mid-1960's and during the last decade the pace of involvement has quickened (Atkinson, Morten & Sue, 1983; Dahlquist & Fay, 1983; Heath, Neimeyer, & Pedersen, 1988; Henderson, 1979; Lonner, 1985; Pedersen, 1985; Smith & Vasquez, 1985). Such heightened interest in cross-cultural issues is reflected in an increasing number of journal articles and conference presentations focused on cultural diversity (Heath et a!., 1988). While many psychologists have supported this trend toward cultural pluralism, the quantity, timing and quality of the work has been seriously criticized (Betz, 1987; Hilliard, 1985; Katz, 1985; Sue, 1981). Some criticisms of the mental health profession's work in cultural diversity include an inability to contribute to the improvement in the conditions of Third World groups in the U.S. (Sue, 1981) as well as a failure to create a realistic understanding of different racial/ethnic groups (Sue, Bernier, Durran, Feinberg, Pedersen, Smith & Vasquez-Nuttall, 1982). According to Vasquez (1988), "most difficulties arise...because practioners fail to fully assess and understand the problems, 1 2 critical issues or worldviews of the individuals or groups with whom they work" (p.
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