Black in America but not Black American: A Qualitative Study of the Identity Development of Black Caribbean Immigrants Author: Christina Marie Douyon Persistent link: http://hdl.handle.net/2345/bc-ir:108836 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2020 Copyright is held by the author. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http:// creativecommons.org/licenses/by-nc-sa/4.0). Boston College Lynch School of Education Department of Counseling, Developmental, and Educational Psychology Counseling Psychology BLACK IN AMERICA BUT NOT BLACK AMERICAN: A QUALITATIVE STUDY OF THE IDENTITY DEVELOPMENT OF BLACK CARIBBEAN IMMIGRANTS Dissertation by CHRISTINA MARIE DOUYON submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2020 2 Ó Copyright by Christina Marie Douyon 2020 3 ABSTRACT Black In America But Not Black American: A Qualitative Study Of The Identity Development Of Black Caribbean Immigrants Christina Marie Douyon, M.A., M.A. Janet E. Helms, Dissertation Chair Black Caribbean Immigrants (BCIs) migrating to the US face the particularly difficult challenge of managing their racial and ethnic identities in relation to the subordinate African American (AA) culture and racial group as well as the dominant White American (WA) culture and racial group. Formal theories of acculturation have not focused on the adaptation of Black immigrants to both a low-status racial group (e.g., Blacks) and ethnic culture (e.g., African American) in the US. The acculturation literature usually has evaded the topic of race and the racial literature has not addressed Black immigration or ethnicity. Furthermore, when investigations of acculturation of BCIs have occurred, consumer habits, behaviors, and cultural expressions have been used as proxies for racial and ethnic identity. Moreover, virtually no research has investigated the BCI- AA acculturation experience from the perspective of BCIs. Hypotheses derived from an integration of Berry’s (1997) theory of acculturation and Ferguson et al.’s (2012) tridimensional model of minority-status ethnicity were that BCIs’ acculturation involves the intersection of tWo dimensions: (a) joining or not joining AA culture versus maintaining one’s own ethnic culture and (b) Black racial integration versus separation. 4 When responses to each dimension are assessed, four possible acculturation outcomes Were proposed: (a) Separation, (b) Integration, (c) Assimilation, and (d) Marginalization. The sample for the present study was Black Caribbean immigrants from the English and French speaking West Indies. I used narrative theory and analysis of participants’ intervieWs to assess the fit of participants’ stories about their ethnic/racial identity and acculturation process to the model. Findings indicated that maintenance of their ethnic culture rather than joining AA culture was more important for most of the intervieWees than their Black racial identity (i.e., Separation). 5 Acknowledgments This dissertation is perhaps the biggest accomplishment of my life thus far and I have many people to thank for their support in helping me get here. I first would like to thank my mother, Marie Lamarque, who has alWays been my number one cheerleader. She alWays pushed me to be my best and achieve my full potential; I would not be here Without her love and relentless belief in me. This degree and this dissertation in particular is as much for me as it is for her. In addition to my mother, I must also thank my loving, rowdy, and supportive family. My aunts, uncles, and particularly my cousins Who have never doubted my potential and are alWays looking for Ways to encourage me to stay the course. I am grateful to have you all in my life. Secondly, it goes without saying that, if it were not for Dr. Janet Helms’s guidance, tutelage, and growth fostering feedback, I would not be graduating with the confidence and skills I have now. She has alWays pushed me to be my toughest critic and to grow personally and professionally. I know that it is because of Dr. Helms’s investment in me that I can enter the field of psychology as a prepared proud Black academic; and for that, I am forever thankful. I would also like to thank Dr. AJ Franklin Who has continued to invest in my development personally and professionally over the years. His compassion, consideration, and tough love continues to be a guiding light for me. Finally, I’d like to thank my committee Dr. Lillie Albert and Dr. Pratyusha Tummala-Narra, as notable women academics of color, because they inspire me to alWays retain rigor in my work. Lastly, one of my greatest supports throughout the PhD program and the dissertation process specifically has been one of my closest friends, Amanda Weber. My 6 degree and our friendship will be the most cherished things I take with me from my time in Boston. Thank you. In addition to Amanda, I have to thank my friends from the RCC and ISPRC. They have helped me think through a multitude of ideas, research projects, and personal development projects as well as co-authored papers and posters with me, Which laid the foundation for this body of work. In conclusion, I am also very thankful for so many of my dear friends, namely the 7 wonders and my sorority sisters (DD29), Who despite not understanding why I’ve been in school for so long, have been there every step of the way applauding each of my successes. 7 Table of Contents Chapter 1 ............................................................................................................................13 Introduction ................................................................................................................... 13 Definitions of Terms ..................................................................................................... 14 Culture ....................................................................................................................... 14 Race, Ethnicity, and Racialization ............................................................................ 15 Acculturation ............................................................................................................. 16 Purpose of the Study ..................................................................................................... 19 Chapter 2 ............................................................................................................................21 RevieW of Literature ..................................................................................................... 21 Acculturation ................................................................................................................. 22 Racial-Group Individual Acculturation .................................................................... 23 Acculturation Theoretical Models and Research .......................................................... 24 Separation/Segregation ............................................................................................. 25 Assimilation .............................................................................................................. 27 Integration ................................................................................................................. 28 Marginalization ......................................................................................................... 29 Summary ................................................................................................................... 30 Identity .......................................................................................................................... 31 Black Caribbean Immigrants and Race ..................................................................... 31 Racial Classification and Identity ............................................................................. 33 Implications of Racial Identity Theory for BCIs ...................................................... 34 Conformity (Pre-Encounter). ................................................................................ 34 Dissonance (Post-Encounter). ............................................................................... 35 Immersion-Emersion ............................................................................................. 36 Internalization ....................................................................................................... 36 Integrative AWareness ........................................................................................... 37 Empirical Studies of Racial Identification and Racial Identity ................................ 37 Summary ................................................................................................................... 39 Ethnic Identity ........................................................................................................... 39 Statement of Problem .................................................................................................... 41 Racial Identity ........................................................................................................... 42 Ethnic Identity ........................................................................................................... 43 8 Model ...........................................................................................................................