Phinney's theory - Case Study Example

Phinney’s theory Jean S. Phinney lead to the development of a three stage model of a development in ethnic identity based on the survey with marginal youngsters combined with additional ego individuality and ethnic distinctiveness models more than ever the works of Erickson and Marcia (Evans, 2009). Her study involved both the junior and high school adolescents who normally were established to be at solitary state of three levels of ethnic identity growth. The first phase, Unexamined Ethnic distinctiveness, it is characterized by the lack in exploration (Ortiz. 2009). In this phase, several individuals may experience either dissemination or a foreclosure, lack of attention in ethnicity or the wide-ranging acceptance of others opinions (Evans, 2009).

This might apply more to the African Americans who lack recognition from most of the other white individuals. Amongst the red Indians or the Native Americans, these phase will is directed to them because they are no longer recognized and their culture too (Ortiz. 2009). The second phase of the replica is Ethnic character Search or suspension; it combines the ideas of bump into and discovery (Ortiz. 2009). The individual starts to develop their ethnic identity during this stage which is often initiated by an indirect or harsh event.

For example, the Africans Americans were normally treated as slaves before the declaration of independence. The concluding phase of this replica is Ethnic Identity accomplishment. Individuals at this phase will tend to have a sense that is clear of their ethnic distinctiveness, and they are able to navigate productively their identity biculturalism (Ortiz. 2009). It is vital to note that Phinney developed the three phase model based on her explore with teenagers and college students comprise of a dissimilar situate of support and challenges that might have an effect on the theory’s applicability.

In this phase, both Africans Americans and Native Americans are able to perform their culture more peacefully (Ortiz. 2009). Higher education is capable of find value in Phinney’s three phase model as it can be utilized while working in the company of students on or after a variety of background that are ethnic (Ortiz. 2009).  Higher education can utilize this model on the road to create surroundings that encourages journeying of and pledge to a person’s personal ethnic identity (T, 1996).

Campuses will subsidize actions so as to shore up the ethnic identity seek phase by providing an artistic opportunity, open dialogues, and ethnics study courses that lend to a compassionate environment (Ortiz. 2009).  In view of the fact that ethnic identity development is a personage progression, student dealings professionals are capable of adding opportunities for a self-reflection while setting up actions or functioning with students (T, 1996). In several universities, this theory has been viewed and analyzed in a similar way as I have outlined it above (T, 1996).

The theory in one way or the next tends to explain the social and ethnicity of life. One group will always support this theory more that the other group from a different university. They will tend to view this essay in a different perspective especially when it comes to ethnicity and culture of the Africans Americans and Native Americans (T, 1996).ReferencesEvans, N. J. (2009). Student Development in College. New York: John Wiley & Sons. Print.Ortiz, A. M. (2009). Advancing Theory and Improving Diversity Practices on Campus.

New York: Stylus Publishing. Print.T, F. (1996). Career Development And Vocational Behavior of Racial And Ethnic Minorities. London: Routledge. Print.