18 ‘The Racial Healing Handbook derstand race and racism ceeded way back then that racial healing journey? Remember, Ro jude. curiosity. Let's use that curiosity to learn | identity development has happened (and How did it feel to write the things you needed to know more about ra im as you were growing up? What realizations did you have about what you might apply to what you need right now as you begin a ent of yourself in this process of exploring, just lots of about racial identity development and how your own racta! can and will continue to happen) over time. UNDERSTANDING YOUR RACIAL IDENTITY al development for several decades now. What we Scholars like Janet Helms (1990) have studied raci rts from an have learned so far is that racial identity development is a developmental process. It sta early age (which is why I asked you to explore your earliest memories) and continues to develop as you move through different parts of your life—school, work, family building, developing friendships, growing older, and so on. Helms (1990) noted that people of color will commonly begin this process before White people, as they are more often asked to confront race and how racism affects them. Her research also dem- onstrated that while racial identity development is distinct for people of color and White people, there are also some similarities. Helms used to call these developmental processes “stages” or “sta- tuses,” but she realized in her studies that racial identity development is not always linear. So, she began using the term “schemas” to describe these distinct developmental moments that you might cycle through and recycle through, You'll read about these distinct—and somewhat overlapping — racial identity development schemas below for people of color and White people. As you read, notice the differences and similarities in both and that having a positive sense of yourself as a racial being isa good thing for White people and people of color alike. This is because, look at a racial identity development model, it increases your abil racial being, Pur on your studious hat for a moment and read the next two sections about the racial identity development processes for White people and people of color. If you're multiracial, ight resonate with aspects of both ofthese racial identity development processes, a as you will see when you lity to act more consciously as a Racial Identity Development: White People The schemas of racial identity development for White pe le tance, retreat, emergence, and integrative awareness (Helms eens ort acceptance, resis- developmental moments involves, * (Helms 1990), Lets look at what each of these Scanned with CamScannerKnow Your Racial Identity 19 CONFORMITY Ifyou are White, before critical incidents of racism open your eyes to the realities of race in the world, you are fairly oblivious about your race and the race of others. That makes sense, because racism isnt a system that demands to be known, learned about, and questioned. Otherwise, you night have learned about your race and racial identity development in school, or some similar context. You tend to not be aware that racism exists. Sure, you might be able to point out overt acts of racism, oF historical ones, and say these are bad. However, in this part of your identity develop- ment, you tend to believe the world for the most part doesn't “see” race. You have a “color blind” view of the world with a conformity to White norms, values, and ways of doing things that is unques- tioned. Feelings in this schema include obliviousness, safety, contentment, satisfaction, and comfort. ACCEPTANCE ‘Asa White person in this schema, you more consciously reject the notion that racism is real. When people of color talk about racism, you dismiss their thoughts and feelings and justify your own position that racism isn’t an issue. It’s tough for you to see the racism in whatever topic people of color are bringing up. You urge people of color to assimilate and merge with the (unacknowledged) White norms in whatever setting they are in so people of color stop “causing problems.” Feelings include alarm, surprise, anger, anxiety, and being overwhelmed. RESISTANCE In this schema you begin to distance yourself as a White person from the idea that racism is real. Ie’ too difficult to think about racism. You might have tried to address some issues of racism and gotten criticized by White allies (White people who are antiracists, which you'll read about in chapter 9) ot people of color. The persistent and exhausting nature of racism as a system can feel like too much to think about, so you ask questions like “What can I really do anyway?” You tell yourself that racism existed so long ago, and people of all races just need to get along better. You move from mini- mizing what people of color experience to blaming people of color for racial disharmony. Feelings include anxiety, anger, worry, irritability, frustration, and numbing. RETREAT If, as. a White person, you keep developing your identity through paying attention to race, you can start to notice that the world is more unfair chan you thought it to be when it comes to race. You notice not only that racism does exist, but also how you may have participated in or witnessed racism without taking action, As you explore how this White privilege thing works, and how people of color Scanned with CamScanner20 The Racial Healing Handbook unaware of racism’s operation in the worl, White people who are in earlier schen,, of racism on people of color. Feeling, from being ; * ju move don't have the same privileges, yo reat from fellow feeling guilty about racism. You can also re ; sy conscious denials of the impact and impatience. involving unconscious and ¢ include guilt, shame, anxiety, sadness, hopelessness, EMERGENCE As you explore White privilege, you ae educate yourself on what you can do about racism or speaking up when you see a racist incident. Yo, can get stuck, feeling uncomfortable in moments when you encounter your White privilege and then moving on to something less awkward or painful instead of taking action against racism. This is why, to start to develop a positive White racial identity, you need to link up with other White folks explo: ing racism and broaden your communities to include people from different racial background: Feelings include relief, motivation, curiosity, hopefulness, understanding, caring, and grief. move into taking action about racism, such as starting INTEGRATIVE AWARENESS In this schema, you continue to look at your White privilege. You also become more curious about other identities you have (¢.g,, gender, sexual orientation, disability, will explore in chapter 8). You realize the fullness of your racial identity bility of cycling into other schemas with awareness and skills to experience those ach fe e schemas ma consciously. You have respect for the racial identi vertu wares ca a ere ane Zl of people of color, including te cay ents led aim, aches eg nl YOU Own, Feng nde aa felt mains including ange, sadness, anxiety, and feos Youth nen atthe same tie in this schema, but you aren overwhelmed by ns AAs you read about White racial identity eee rae, entails White people realizing that being White in a is and social class, which you development and the pos and motivation, as well as di feel these multiple emotions all much that you lose your center. ue can see that positive racial identity yourself to learn and grow. Wh; tere lege and are more aware of = ee, has ra Ice ie diverse racial backgrounds, and canes hate ah pr eae ey can use. their privilege ae “Y can connect with people from Ke action interrupting and challens? ona asa White Person, ial identities understai Scanned with CamScannerKnow Your Racial Identity 21 Racial Identity Development: People of Color ‘As you read about racial identity development for people of color—conformity, dissonance, immersion, emersion, internalization, and integrated awareness (Helms 1990, Hoffman and Hoffman 2004) —you'l see that the “first” and “last” schemas are the same as those for White people, but the experiences are different, even at those points, because people of color are the targets of racism. You'll also notice the difference in the “middle” schemas that occur as people of color accept that racism is teal and move into more conscious awareness of this. CONFORMITY In this schema, as a person of color, you are oblivious to the existence of racism. You ascribe to White notms, values, and behaviors without question, thinking that this is just part of being a good person. Some of your emulation of Whiteness is driven by norms that value Whiteness over people of color. In other words, you think White norms are positive and good. Feelings include obliviousness, safety, contentment, satisfaction, and comfort. DISSONANCE ‘Asa person of color, you experience one or more critical incidents of racism and realize the world isn't fair or equitable when it comes to race. For instance, you experience racism yourself. You ask yourself a series of questions: Did that really happen? Was that directed toward me? Wait—I am a good person, why would they treat me that way? The experience is not only shocking, unexpected, and ‘unfair, but it also seeds your suspicions of the motivations of White people. As a person of color, you begin to see the world differently in terms of race. Feelings include confusion, surprise, and anger. IMMERSION Immersion is the schema where, other people of color experience, you feel anger toward White people. around White people because you can't trust them. You assume that al Feelings include disillusionment, frustration, anger, and worry. as you notice more and more of the racial inequities you and You don't feel as safe being I White people are racist EMERSION Emersion is the schema where you become engrossed in your own. racial community due to the distrust you have toward White people in che immersion schema. You experience an even #0, ee fe ceearence wit eneenvens cl yore tec: xis ene -ochorpect etl bola: sors Sar feel comforte Scanned with CamScanner22 ‘The Racial Healing Handbook aa s when you can a, void White-majority space: ie Ind ience racism. You fracism, you may feel the need t0 be away, perien of racism, and validated when you do ex he target You may seek connection, sol, Jor. As tl Soe ears res prepared to act of feact: ithin your own racial groups. yy, : ae cnr an dng sa aed eee fm 3 in which people of color lan ae ing space cn ik ho ce ofa een al rd experience felings of pide can think of these experiences pepe ee strategies for how to cope with racism, sta ie wa of Klmgrene their race. Feelings include avoidance, questioning, anger, ong long people of color. initia ith White people who are In this schema, as a person of color, you have positive experiences wit er antiracist and are working to challenge racism in positive ways. You also exp re Of a P e You are (e.g,, social class, gender, sexual orientation) and how these complex rer of identity shape your experiences of race. People of color acknowledge they are more than their race. Feelings include surprise, relief, complexity, and curiosity. INTEGRATIVE AWARENESS At this point in your racial development, Teach out to a more racially diverse group of p You are less than another racial group, own racial identity asa part of many important ‘entities you have. Feelings "elated to racism, including confidence, isi tion as Will and fear. You!l sometimes experience rmuli i ! AS anger, sadness, anxiey, overwhelmed by them so much Okay, now that you ha and people of color, take a look at the followi of White people and Rowe Gorosh (2018), Portrays Hoffman and Hoffman’ was developed by McGrail and Imodel, which is an adaptation of Tanet Helmnes (gg 204 integrated facial idenes of color and White nek ms’ (1990) racial identity ev ‘entity development ‘opment models for people as a person of color, you experience the capacity to eople with whom to bui ld communities, You do not fel > whit Scanned with CamScanner(@10z) Us0109 @MOY PUL !24D2WN WOY) UO!Ss|WHEd YUM Pernpoiday - ~~ ajdoag aur | Gigs eee \S gh | [A08q 24! j TA wisiges asuanas Aquojuos fal > = 2’) — ‘ Buwelq a (3 3 | - Soe aouejda22y ace ane CES qwojuoy y% ® | _-& aBayaud ayy 2 5 a ( ¢ Ne Surpueysiapun Gon prruevossia uolssaWUU] Ve ry) y= 6 2 2 a pasnyuoo ( A ssouaiemy B _22U089W3 © | Aue ee ee) barreulienny Nez!]eUsaqU] _ gs ‘pauolsniysip 7 je w © SuBuojaq a J annesBaqu; xadwos_ 2 —\_~_~—>— U Wer — juawidojaaeg Ayyuapy jompy JAPOW paresdaquy uewyoH Scanned with CamScanner