Ask yourself the question “Who am I?” Recall from our earlier discussion of self-concept that we develop a sense of who we are based on what is reflected back on us from other people. Our parents, friends, teachers, and the media help shape our identities. While this happens from birth, most people in Western societies reach a stage in adolescence where maturing cognitive abilities and increased social awareness lead them to begin to reflect on who they are. This begins a lifelong process of thinking about who we are now, who we were before, and who we will become (Tatum, B. D., 2000). Our identities make up an important part of our self-concept and can be broken down into three main categories: personal, social, and cultural identities (see Table 8.1 “Personal, Social, and Cultural Identities”).
Personal, Social, and Cultural Identities
We must avoid the temptation to think of our identities as constant. Instead, our identities are formed through processes that started before we were born and will continue after we are gone; therefore our identities aren’t something we achieve or complete. Two related but distinct components of our identities are our personal and social identities (Spreckels, J. & Kotthoff, H., 2009). Personal identities include the components of self that are primarily intrapersonal and connected to our life experiences. For example, I consider myself a puzzle lover, and you may identify as a fan of hip-hop music. Our social identities are the components of self that are derived from involvement in social groups with which we are interpersonally committed.
For example, we may derive aspects of our social identity from our family or from a community of fans for a sports team. Social identities differ from personal identities because they are externally organized through membership. Our membership may be voluntary (Greek organization on campus) or involuntary (family) and explicit (we pay dues to our labor union) or implicit (we purchase and listen to hip-hop music). There are innumerous options for personal and social identities. While our personal identity choices express who we are, our social identities align us with particular groups. Through our social identities, we make statements about who we are and who we are not.
|Antique Collector||Member of Historical Society||Irish American|
|Dog Lover||Member of Humane Society||Male/Female|
|Cyclist||Fraternity/Sorority Member||Greek American|
|Singer||High School Music Teacher||Multiracial|
|Shy||Book Club Member||Heterosexual|
Personal identities may change often as people have new experiences and develop new interests and hobbies. A current interest in online video games may give way to an interest in graphic design. Social identities do not change as often because they take more time to develop, as you must become interpersonally invested. For example, if an interest in online video games leads someone to become a member of a MMORPG, or a massively multiplayer online role-playing game community, that personal identity has led to a social identity that is now interpersonal and more entrenched. Cultural identities are based on socially constructed categories that teach us a way of being and include expectations for social behavior or ways of acting (Yep, G. A., 2002). Since we are often a part of them since birth, cultural identities are the least changeable of the three. The ways of being and the social expectations for behavior within cultural identities do change over time, but what separates them from most social identities is their historical roots (Collier, M. J., 1996). For example, think of how ways of being and acting have changed for African Americans since the civil rights movement. Additionally, common ways of being and acting within a cultural identity group are expressed through communication. In order to be accepted as a member of a cultural group, members must be acculturated, essentially learning and using a code that other group members will be able to recognize. We are acculturated into our various cultural identities in obvious and less obvious ways. We may literally have a parent or friend tell us what it means to be a man or a woman. We may also unconsciously consume messages from popular culture that offer representations of gender.
Any of these identity types can be ascribed or avowed. Ascribed identities are personal, social, or cultural identities that are placed on us by others, while avowed identities are those that we claim for ourselves (Martin & Nakayama, 2010). Sometimes people ascribe an identity to someone else based on stereotypes. You may see a person who likes to read science-fiction books, watches documentaries, has glasses, and collects Star Trek memorabilia and label him or her a nerd. If the person doesn’t avow that identity, it can create friction, and that label may even hurt the other person’s feelings. But ascribed and avowed identities can match up. To extend the previous example, there has been a movement in recent years to reclaim the label nerd and turn it into a positive, and a nerd subculture has been growing in popularity. For example, MC Frontalot, a leader in the nerdcore hip-hop movement, says that being branded a nerd in school was terrible, but now he raps about “nerdy” things like blogs to sold-out crowds (Shipman, 2007). We can see from this example that our ascribed and avowed identities change over the course of our lives, and sometimes they match up and sometimes not.
Although some identities are essentially permanent, the degree to which we are aware of them, also known as salience, changes. The intensity with which we avow an identity also changes based on context. For example, an African American may not have difficulty deciding which box to check on the demographic section of a survey. But if an African American becomes president of her college’s Black Student Union, she may more intensely avow her African American identity, which has now become more salient. If she studies abroad in Africa her junior year, she may be ascribed an identity of American by her new African friends rather than African American. For the Africans, their visitor’s identity as American is likely more salient than her identity as someone of African descent. If someone is biracial or multiracial, they may change their racial identification as they engage in an identity search. One intercultural communication scholar writes of his experiences as an “Asianlatinoamerican” (Yep, 2002). He notes repressing his Chinese identity as an adolescent living in Peru and then later embracing his Chinese identity and learning about his family history while in college in the United States. This example shows how even national identity fluctuates. Obviously one can change nationality by becoming a citizen of another country, although most people do not.
Throughout modern history, cultural and social influences have established dominant and nondominant groups (Allen, 2011). Dominant identities historically had and currently have more resources and influence, while nondominant identities historically had and currently have less resources and influence. It’s important to remember that these distinctions are being made at the societal level, not the individual level. There are obviously exceptions, with people in groups considered nondominant obtaining more resources and power than a person in a dominant group. However, the overall trend is that difference based on cultural groups has been institutionalized, and exceptions do not change this fact. Because of this uneven distribution of resources and power, members of dominant groups are granted privileges while nondominant groups are at a disadvantage. The main nondominant groups must face various forms of institutionalized discrimination, including racism, sexism, heterosexism, and ableism. As we will discuss later, privilege and disadvantage, like similarity and difference, are not “all or nothing.” No two people are completely different or completely similar, and no one person is completely privileged or completely disadvantaged.
At this point, you are probably aware of the cultural groups to which you belong (i.e., “I am a Latino, middle-class, (almost) college-educated male”). Do you remember the process of coming to awareness of your cultural identity—when did you know you were white and what that meant? Was it during childhood, as a teenager, or reading this chapter? Has your understanding, or acceptance, of your racial heritage changed during the course of your lifetime? For most people it does. Just as Piaget organized the growth of children according to various stages of development, cultural scholars have similarly organized racial awareness along models and stages. Before explaining the various models, let us make a couple general comments about models. One, a model is not the thing it represents. Is the model car you played with as a child the same as the actual automobile? What were the differences? Size, time, maneuverability, details? These same kinds of differences exist between the model of racial identity development and the actual personal process. But just like the car model gives a fairly accurate picture of the actual automobile so do the racial identity models. Two, these models are general and not meant to fit perfectly to every individual’s experience. With that said, let us examine the process of coming to an understanding of our racial identity.
To better understand this complex process, and in recognition of the above discussion regarding the distinctions in experiences for various cultural groups, we will present three racial identity models—-Nondominant, Dominant, and Bi-or Multiracial identity development. While the stages in this model help us understand how many people experience their identities, identity development is complex, and there may be variations. We must also remember that people have multiple identities that intersect with each other. So, as you read, think about how circumstances may be different for an individual with multiple nondominant and/or dominant identities.
Nondominant Identity Development
There are four stages of nondominant identity development (Martin & Nakayama, 2010). The first stage is unexamined identity, which is characterized by a lack of awareness of or lack of interest in one’s identity. For example, a young woman who will later identify as a lesbian may not yet realize that a nondominant sexual orientation is part of her identity. Also, a young African American man may question his teachers or parents about the value of what he’s learning during Black History Month. When a person’s lack of interest in their own identity is replaced by an investment in a dominant group’s identity, they may move to the next stage, which is conformity.
In the conformity stage, an individual internalizes or adopts the values and norms of the dominant group, often in an effort not to be perceived as different. Individuals may attempt to assimilate into the dominant culture by changing their appearance, their mannerisms, the way they talk, or even their name. Moises, a Chicano man interviewed in a research project about identities, narrated how he changed his “Mexican sounding” name to Moses, which was easier for his middle-school classmates and teachers to say (Jones Jr., 2009). He also identified as white instead of Mexican American or Chicano because he saw how his teachers treated the other kids with “brown skin.” Additionally, some gay or lesbian people in this stage of identity development may try to “act straight.” In either case, some people move to the next stage, resistance and separation, when they realize that despite their efforts they are still perceived as different by and not included in the dominant group.
In the resistance and separation stage, an individual with a nondominant identity may shift away from the conformity of the previous stage to engage in actions that challenge the dominant identity group. Individuals in this stage may also actively try to separate themselves from the dominant group, interacting only with those who share their nondominant identity. For example, there has been a Deaf culture movement in the United States for decades. This movement includes people who are hearing impaired and believe that their use of a specific language, American Sign Language (ASL), and other cultural practices constitutes a unique culture, which they symbolize by capitalizing the D in Deaf (Allen, 2011).
While this is not a separatist movement, a person who is hearing impaired may find refuge in such a group after experiencing discrimination from hearing people. Staying in this stage may indicate a lack of critical thinking if a person endorses the values of the nondominant group without question.
The integration stage marks a period where individuals with a nondominant identity have achieved a balance between embracing their own identities and valuing other dominant and nondominant identities. Although there may still be residual anger from the discrimination and prejudice they have faced, they may direct this energy into positive outlets such as working to end discrimination for their own or other groups. Moises, the Chicano man I mentioned earlier, now works to support the Chicano community in his city and also has actively supported gay rights and women’s rights
Dominant Identity Development
Dominant identity development consists of five stages (Martin & Nakayama, 2010). The unexamined stage of dominant identity formation is similar to nondominant in that individuals in this stage do not think about their or others’ identities. Although they may be aware of differences—for example, between races and genders—they either don’t realize there is a hierarchy that treats some people differently than others or they don’t think the hierarchy applies to them. For example, a white person may take notice that a person of color was elected to a prominent office. However, he or she may not see the underlying reason that it is noticeable—namely, that the overwhelming majority of our country’s leaders are white. Unlike people with a nondominant identity who usually have to acknowledge the positioning of their identity due to discrimination and prejudice they encounter, people with dominant identities may stay in the unexamined stage for a long time.
In the acceptance stage, a person with a dominant identity passively or actively accepts that some people are treated differently than others but doesn’t do anything internally or externally to address it. In the passive acceptance stage, we must be cautious not to blame individuals with dominant identities for internalizing racist, sexist, or heterosexist “norms.” The socializing institutions we discussed earlier (family, peers, media, religion, and education) often make oppression seem normal and natural. For example, I have had students who struggle to see that they are in this stage say things like “I know that racism exists, but my parents taught me to be a good person and see everyone as equal.” While this is admirable, seeing everyone as equal doesn’t make it so. And people who insist that we are all equal may claim that minorities are exaggerating their circumstances or “whining” and just need to “work harder” or “get over it.” The person making these statements acknowledges difference but doesn’t see their privilege or the institutional perpetuation of various “-isms.” Although I’ve encountered many more people in the passive state of acceptance than the active state, some may progress to an active state where they acknowledge inequality and are proud to be in the “superior” group. In either case, many people never progress from this stage. If they do, it’s usually because of repeated encounters with individuals or situations that challenge their acceptance of the status quo, such as befriending someone from a nondominant group or taking a course related to culture.
The resistance stage of dominant identity formation is a major change from the previous in that an individual acknowledges the unearned advantages they are given and feels guilt or shame about it. Having taught about various types of privilege for years, I’ve encountered many students who want to return their privilege or disown it. These individuals may begin to disassociate with their own dominant group because they feel like a curtain has been opened and their awareness of the inequality makes it difficult for them to interact with others in their dominant group. But it’s important to acknowledge that becoming aware of your white privilege, for instance, doesn’t mean that every person of color is going to want to accept you as an ally, so retreating to them may not be the most productive move. While moving to this step is a marked improvement in regards to becoming a more aware and socially just person, getting stuck in the resistance stage isn’t productive, because people are often retreating rather than trying to address injustice. For some, deciding to share what they’ve learned with others who share their dominant identity moves them to the next stage.
People in the redefinition stage revise negative views of their identity held in the previous stage and begin to acknowledge their privilege and try to use the power they are granted to work for social justice. They realize that they can claim their dominant identity as heterosexual, able-bodied, male, white, and so on, and perform their identity in ways that counter norms. A male participant in a research project on identity said the following about redefining his male identity:
I don’t want to assert my maleness the same way that maleness is asserted all around us all the time. I don’t want to contribute to sexism. So I have to be conscious of that. There’s that guilt. But then, I try to utilize my maleness in positive ways, like when I’m talking to other men about male privilege (Jones, Jr., 2009).
The final stage of dominant identity formation is integration. This stage is reached when redefinition is complete and people can integrate their dominant identity into all aspects of their life, finding opportunities to educate others about privilege while also being a responsive ally to people in nondominant identities. As an example, some heterosexual people who find out a friend or family member is gay or lesbian may have to confront their dominant heterosexual identity for the first time, which may lead them through these various stages. As a sign of integration, some may join an organization like PFLAG (Parents, Families, and Friends of Lesbians and Gays), where they can be around others who share their dominant identity as heterosexuals but also empathize with their loved ones.
Bi- or Multiracial Identity Development
Originally, people thought that bi-racial individuals followed the development model of minority individuals, but given that we now know that race and the meanings about race are socially constructed, it makes sense to realize that a person of mixed racial ancestry is likely to be viewed differently (from both the dominant culture and the individual’s own culture) than a minority individual. Thus, they are likely to experience a social reality unique to their experience. The following five-stage model is derived from the work of W.S. Carlos Poston.
Knowing more about various types of identities and some common experiences of how dominant and nondominant identities are formed prepares us to delve into more specifics about why difference matters.
- Stage 1: Personal Identity. Poston’s first stage is much like the unexamined identity stage in the previous two models. Again, children are not aware of race as a value-based social category and derive their personal identity from individual personality features instead of cultural ones.
- Stage 2: Group Categorization. In the move from stage one to two, the person goes from no racial or cultural awareness to having to choose between one or the other. In a family where the father is Black and the mother is Japanese, the child may be asked by members of both families to decide if he or she is Black or Japanese. Choosing both is not an option in this stage.
- Stage 3: Enmeshment/Denial. Following the choice made in stage two, individuals attempt to immerse themselves in one culture while denying ties to the other. This process may result in guilt or feelings of distance from the parent and family whose culture was rejected in stage two. If these feelings are resolved then the child moves to the next stage. If not, they remain here.
- Stage 4: Appreciation. When feelings of guilt and anger are resolved the person can work to appreciate all of the cultures that shape their identity. While there is an attempt to learn about the diversity of their heritage, they will still identify primarily with the culture chosen in stage two.
- Stage 5: Integration. In the fifth and final stage the once fragmented parts of the person’s identity are brought together to create a unique whole. There is integration of cultures throughout all facets of the person’s life—dress, food, holidays, spirituality, language, and communication.
Whenever we encounter someone, we notice similarities and differences. While both are important, it is often the differences that are highlighted and that contribute to communication troubles. We don’t only see similarities and differences on an individual level. In fact, we also place people into in-groups and out-groups based on the similarities and differences we perceive. This is important because we then tend to react to someone we perceive as a member of an out-group based on the characteristics we attach to the group rather than the individual (Allen, 2011). In these situations, it is more likely that stereotypes and prejudice will influence our communication. Learning about difference and why it matters will help us be more competent communicators. The flip side of emphasizing difference is to claim that no differences exist and that you see everyone as a human being. Rather than trying to ignore difference and see each person as a unique individual, we should know the history of how differences came to be so socially and culturally significant and how they continue to affect us today.
Culture and identity are complex. You may be wondering how some groups came to be dominant and others nondominant. These differences are not natural, which can be seen as we unpack how various identities have changed over time in the next section. There is, however, an ideology of domination that makes it seem natural and normal to many that some people or groups will always have power over others (Allen, 2011). In fact, hierarchy and domination, although prevalent throughout modern human history, were likely not the norm among early humans. So one of the first reasons difference matters is that people and groups are treated unequally, and better understanding how those differences came to be can help us create a more just society. Difference also matters because demographics and patterns of interaction are changing.
In the United States, the population of people of color is increasing and diversifying, and visibility for people who are gay or lesbian and people with disabilities has also increased. The 2010 Census shows that the Latinx population in the United States are now the second largest group in the country, having grown 43 percent since the last census in 2000 (Saenz, 2011). By 2030, racial and ethnic minorities will account for one-third of the population (Allen, 2011). Additionally, legal and social changes have created a more open environment for sexual minorities and people with disabilities. These changes directly affect our interpersonal relationships. The workplace is one context where changing demographics has become increasingly important. Many organizations are striving to comply with changing laws by implementing policies aimed at creating equal access and opportunity. Some organizations are going further than legal compliance to try to create inclusive climates where diversity is valued because of the interpersonal and economic benefits it has the potential to produce.
“Getting Real”: Diversity Training
Businesses in the United States spend $200 to $300 million a year on diversity training, but is it effective? (Vedantam, 2008) If diversity training is conducted to advance a company’s business goals and out of an understanding of the advantages that a diversity of background and thought offer a company, then the training is more likely to be successful. Many companies conduct mandatory diversity training based on a belief that they will be in a better position in court if a lawsuit is brought against them. However, research shows that training that is mandatory and undertaken only to educate people about the legal implications of diversity is ineffective and may even hurt diversity efforts. A commitment to a diverse and inclusive workplace environment must include a multipronged approach. Experts recommend that a company put a staff person in charge of diversity efforts, and some businesses have gone as far as appointing a “chief diversity officer” (Cullen, 2007). The US Office of Personnel Management offers many good guidelines for conducting diversity training: create learning objectives related to the mission of the organization, use tested and appropriate training methods and materials, provide information about course content and expectations to employees ahead of training, provide the training in a supportive and noncoercive environment, use only experienced and qualified instructors, and monitor/evaluate training and revise as needed (US Office of Personnel Management, 2011). With these suggestions in mind, the increasingly common “real-world” event of diversity training is more likely to succeed.
- Have you ever participated in any diversity training? If so, what did you learn or take away from the training? Which of the guidelines listed did your training do well or poorly on?
- Do you think diversity training should be mandatory or voluntary? Why?
- From what you’ve learned so far in this book, what communication skills are important for a diversity trainer to have?
We can now see that difference matters due to the inequalities that exist among cultural groups and due to changing demographics that affect our personal and social relationships. Unfortunately, there are many obstacles that may impede our valuing of difference (Allen, 2011). Individuals with dominant identities may not validate the experiences of those in nondominant groups because they do not experience the oppression directed at those with nondominant identities. Further, they may find it difficult to acknowledge that not being aware of this oppression is due to privilege associated with their dominant identities. Because of this lack of recognition of oppression, members of dominant groups may minimize, dismiss, or question the experiences of nondominant groups and view them as “complainers” or “whiners.” Recall from our earlier discussion of identity formation that people with dominant identities may stay in the unexamined or acceptance stages for a long time. Being stuck in these stages makes it much more difficult to value difference.
Members of nondominant groups may have difficulty valuing difference due to negative experiences with the dominant group, such as not having their experiences validated. Both groups may be restrained from communicating about difference due to norms of political correctness, which may make people feel afraid to speak up because they may be perceived as insensitive or racist. All these obstacles are common and they are valid. However, as we will learn later, developing intercultural communication competence can help us gain new perspectives, become more mindful of our communication, and intervene in some of these negative cycles.
Contributors and Attributions
Communication in the Real World: An Introduction to Communication Studies, by No Attribution- Anonymous by request. Provided by LibreTexts. License: CC-BY-NC-SA
Intercultural Communication for the Community College, by Karen Krumrey-Fulks. Provided by LibreTexts. License: CC-BY-NC-SA