#CSAM18 Day 14: Native American Identity Development

There are five influence on American Indian consciousness. They are outlined below, directly from Perry Horse's chapter in New Directions for Student Services, no. 109. However, there isn't a defined standard for how someone may define themselves as American Indian or Native American. In the Chapter in New Directions for Student Services, he also discusses white privilege and how that plays into American Indians learning about their own identities and how they choose to identify themselves. Identity as an American Indian or Native American is personal, found through personal journeys, and is also political. His model is not a typical identity model.

Title of theory: Native American Identity Development

Year theory was published: 2001

Students originally studied: This identity development theory is based on personal experiences and observations of other American Indians.

Background of the author: Dr. Perry Horse (Kiowa) assisted in founding the American Indian Higher Education Consortium and is a past President and CEO of the Institute of American Indian Arts in Santa Fe. He continues to teach the native language, history, and culture of the Kiowa Tribe. Dr. Horse is also a US Army veteran and is a member of the military societies of the Kiowa Tribe.

How theory can be used now: While this isn't your standard identity development theory, it does outline how a Native American/American Indian/Indigenous person may develop their identity. I really like how Horse describes the personal journey of developing or finding one's identity.

Words of warning: Since there isn't really a framework to rely on, you'll need to be ok with some vagueness or lack of clarity. As a white professional you may need to come to terms with some of the things Horse describes in his articles. So this isn't so much a warning about the theory, but about us as professionals - are we ready to interact with these students?

http://convention.myacpa.org/houston2018/wp-content/uploads/2017/11/Horse_2005.pdf
http://www.omse.umd.edu/racial-identity-conference.html#Horse%20Speaker

Comments

Post a Comment

Popular posts from this blog

#CSAM18 Day 29: The Four S’s of Transition

There are Four S's of transition: Situation, the 5 W's of the transition. Self, personal/demographic characteristics and psychological resources of the person going through the transition. Social support, which is pretty self explanatory. Strategies, how a person responds to the transition. There are also three parts of a transition: moving in, moving through, and moving out. Title of theory: Transition Theory Year theory was published: 1981 Students originally studied: Dr. Schlossberg has done a lot of research on adults, adults through transitioning, and counseling Background of the author: Dr. Nancy Schlossberg is a Professor Emerita, Department of Counseling and Personnel Services, College of Education at the University of Maryland. She's a recognized expert on adult transitions among other topics. She has many articles that focus on adult transitions, including focusing on retirement. How theory can be used now: We can use this as one way to understand how we, along wi
Read more

#CSAM16 Day 16: Development of Mexican American Identity

Ethnic Identity in children has five components. 1 - Ethnic self-identitification, this is when children identify themselves with their ethnic group. 2 - Ethnic constancy - children understand that their identity is constant and unchanging. 3 - Ethnic role behaviors - children engage in behaviors that align with their ethnic group. 4 - Ethnic knowledge - children realize that certain knowledge or behaviors are specific and relevant to their ethnic group. 5 - Ethnic feelings and preferences - children develop feelings about their belonging within their ethnic group. Children develop within the framework gradually and is dependent on learning about themselves in social settings. Title of theory: Development of Mexican American Identity Year theory was published: 1993 Students originally studied: 45 Mexican American children between the ages of 6 and 10. Both of their parents were of Mexican descent. Background of the authors: Martha E. Bernal was the first Latina to receive a PhD in psy
Read more

Retention

Today was a day (but not the first) that I realized I will not stay at my institution for the long-term. I might not even stay in higher ed. Today showed me the two very different sides of retention, of risk factors, of student process. Today I was reminded of how powerless I am in the machine of higher ed. This afternoon I attended a training session focused on student retention and one of our efforts to reduce student loss. It was framed in a very interesting way: get students back on campus for Spring term. Take specific steps for a specific group of students: reach out, get in contact, work on a plan to get them back on campus for the Spring. There was no discussion about student success. No mention of student goals. We talked about process, numbers, data, and enrollment. Later in the day I attended a student veteran group meeting. One student veteran, after a discussion about being on campus, said "I would rather be back in Iraq". Yes. A student would rather be I
Read more