Running Head: CRT & BLACK IDENTITY DEVELOPMENT

Critical Race Theory & Black Identity Development

Alexa Forster
October 10, 2013
SDAD 578: Student Development Theory, Research & Practice
Dr. Erica Yamamura

CRT & BLACK IDENTITY DEVELOPMENT

A key tenant of the Critical Race Theory (CRT) is that race is not objective, inherent, or
fixedrather, races are categories that society invents (Delgado & Stefancic, 2001). This idea of
social construction is also reflected in Cross and Fhagen-Smiths model of Black Identity
Development. Identity and race are both fluid ideas that reflect societal changes. In addition, CRT
and Black Identity development exist in everyday life. Both racism and identity are ordinary.
Racism is threaded in our society and identity is reflected in everyday actions. The interesting
piece about this is that little attention has focused on how racial identity affects students daily
lives (Evans, Forney, Guido, Patton, Renn, 2010, p.267) and simultaneously that is where racism
continues to live and breathe.
Black Identity Development is micro-level. Its about understanding development of one
individual throughout their life and the power that their identity holds. CRT then is macro-level,
helping minority communities understand their current place in society and ways in which they
can use their power and identity to begin to dismantle existing racism. Both models lend
themselves to African Americans and the white community as well. African Americans are able to
develop purpose with their identity and also are given the power to work towards eradicating
racism. White populations can get an understanding in to black identity development and should
also become aware of their continuation of perpetuating racism and discrimination through these
models.
It is important that black people create a healthy identity so that they are able to vocalize
and confront racism, as this is another key aspect of the CRT. Understanding that black identity
provides a unique voice can be used to communicate to their white counterparts matters that the
whites are unlikely to know (Delgado & Stefancic, 2001) is important. A person of color is most
likely to begin to vocalize discontent in the stage of Adult Nigrescence. In this stage, some blacks
become entrenched in the immersion process and ultimately adopt a pro-black identity, which

CRT & BLACK IDENTITY DEVELOPMENT

embraces everything black and strongly opposes white culture (Evans et al., 2010, p. 259). Black
identity development is key in providing the foundation to help African Americans find their voice
to disrupt racism.
I find myself uncomfortable with topics of race. The reality is that I will never understand
what it feels like to be a part of a community of color, and in turn have to accept that while I may
not view myself as racist, as a white person, I am afforded privileges that people of color are not. I
am able to acknowledge that, and I believe other white individuals do too, but am convinced that
what has impeded in the process to eliminate this everyday racism is that while whites
acknowledge they are privileged, no one is willing to give up that privilege to level the playing
field. No white person will give up salary or a good loan, or a spot in college so that a person of
color can be afforded the same opportunities and rights.
I feel as though part of our job should be dedicated to working to provide an inclusive
learning environment in which all students are set up to succeed. In order to help individuals
grow, educators need to participate in their own self-exploration to better understand themselves
and then work collectively toward helping others do the same (Evans et al., 2010, p. 270). It is
imperative for professional to provide students that safe space to self-explore. In addition, finding
not only ways for students to connect with others who identify as the same race, but also foster
opportunities to create dialogue with diverse student populations could be beneficial. I think its
important to assist white students in their identity search as well. A concrete example of putting
this into practice would be to facilitate a workshop for students about dismantling assumptions
around racism. If we can engrain our students with knowledge to dispel stereotypes, learn about
other students identities, and confront institutional racism, then I believe that we will be one step
closer to eradicating racism at least in the education system.

CRT & BLACK IDENTITY DEVELOPMENT

Reference List:
Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York
University Press, Ch 1 & 2, p. 1-12, 15-32
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Racial Identity
Development. Student Development in College: Theory, Research, and Practice (2ed., pp.
252-271). San Francisco: Jossey-Bass.