Abstract
The chapter begins by exploring Erikson’s concepts of personal and social identity development and how social identity has expanded to include cultural identity because of sociocultural and political contextual changes. This chapter illustrates multiplicities, complexities, and fluidity involved in multiple identities and their intersectionality. It also points out that holistic thinking is the only way to comprehend interwoven and interlocking relationships among dominant identity, multiple identities, and their intersectionality. Experiential learning activities for multiple identity assessment (modified Rowe et al.’s model) are designed for readers to assess their multiple identities (race, gender, sexual orientation, class, impairment/disability, age, language, religion, and region). Experiential learning activities provide readers an opportunity to connect the concept they learned to their lived experience which allows them to be aware of their inner experiences. The chapter provides readers to experience the consequences of transformation which is the dialectical unity which is experiencing the unity of opposites internally (Friedman, 2022). This means paying attention to inner experiences mindfully without assumptions, expectations, or anticipation.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Atkinson, D. R., Morten, G., & Sue, D. W. (1998). Counseling American minorities (5th ed.). McGraw-Hill.
Benetka, G., & Joerchel, A. C. (2016). Psychology as a phenomenological science. In J. Valsiner, G. Marsico, N. Chaudhary, T. Sato, & V. Dazzani (Eds.), Psychology as the science of human being (pp. 17–32). Springer.
Brown, C. S., & Stone, E. A. (2018). Environmental and social contributions to children’s gender-typed toy play: The role of family, peers, and media. In E. S. Weisgram & L. M. Dinella (Eds.), Gender ty** of children’s toys: How early play experiences impact development (pp. 121–140). American Psychological Association. https://doi.org/10.1037/0000077-005
Cass, V. C. (1979). Homosexual identity formation: A theoretical model. Journal of Homosexuality, 4(3), 219–235. https://doi.org/10.1300/J082v04n03_01
Cross, W. E., Jr., & Vandiver, B. J. (2001). Nigrescence theory and measurement: Introducing the cross racial identity scale (CRIS). In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (2nd ed., pp. 371–393). Sage.
DiMaggio, C., Klein, M., Berry, C., & Frangos, S. (2020). Black/African American communities are at highest risk of COVID-19: spatial modeling of New York City ZIP Code–level testing results. Annals of Epidemiology, 51, 7–13. https://doi.org/10.1016/j.annepidem.2020.08.012
Eichenbaum, H., & Bodkin, J. A. (2001). Belief and knowledge as distinct forms of memory. In D. L. Schacter & E. Scarry (Eds.), Memory, belief, and brain (pp. 173–207). Harvard University Press.
Erikson, E. (1964). Childhood and society (2nd ed.). Norton.
Erikson, E. (1968). Identity, youth, and crisis. Norton.
Giles, J. W., & Heyman, G. D. (2005). Young children’s beliefs about the relationship between gender and aggressive behavior. Child Development, 76(1), 107–121.
Helms, J. E. (Ed.). (1990). Black and White racial identity. Theory, research, and practice. Greenwood.
Helms, J. E. (1995). An update of Helms’s White and people of color racial identity models. In J. Ponterotto, M. Casas, L. Suzuki, & C. Alexander (Eds.), Handbook of multicultural counsel- ing (pp. 181–198). Sage.
Herman, M. (2004). Forced to choose: Some determinants of racial identification in multiracial adolescents. Child Development, 75(3), 730–748.
Jackson, M., Barth, J. M., Powell, N., & Lochman, J. E. (2006). Classroom contextual effects of race on children’s peer nominations. Child Development, 77, 1325–1337.
Jacobs, C. (2006). Transformation and kaleidoscope memories. Smith College Studies in Social Work, 76(4), 113–123.
Killan, C. (2011). Integrative perspectives on acculturation. American Psychologist, 66(2), 154–155. Retrieved from https://doi.org/10.1037/a0022242
King, T. L., Scovelle, A. J., Meehl, A., Milner, A. J., & Priest, N. (2021). Gender stereotypes and biases in early childhood: A systematic review. Australasian Journal of Early Childhood, 46(2), 112–125. https://doi.org/10.1177/1836939121999849
Loevinger, J. (1976). Ego development. Jossey-Bass.
Loevinger, J. (1983). On ego development and the structure of personality. Developmental Review, 3, 339–350.
Marcia, J. (1966). Development and validation of ego-identity. Journal of Personality and Social Psychology, 3, 551–558.
Marcia, J. (1980). Identity in adolescence. In J. Adelson (Ed.), Handbook of adolescent psychology (pp. 159–187). Wiley.
McCarn, S. R., & Fassinger, R. E. (1996). Revisioning sexual minority identity formation: A new model of lesbian identity and its implications. The Counseling Psychologist, 24(3), 508–534. https://doi.org/10.1177/0011000096243011
Ponterotto, J. G. (1988). Racial consciousness development among White counselor trainees: A stage model. Journal of Multicultural Counseling and Development, 16, 146–156.
Poston, W. S. C. (1990). The biracial identity development model: A needed addition. Journal of Multicultural Counseling and Development, 18, 152–155.
Progoff, I. (1992). At a journal workshop: Writing to access the power of the unconscious and evoke creative ability. Tarcher/Putnam.
Root, M. P. (1999). The biracial baby boom: Understanding ecological constructions of raciaidentity in the 21st century. In R. Hernandez-Sheets & E. R. Hollins (Eds.), Racial and eth- nic identity in school practices: Aspects of human development (pp. 67–90). Erlbaum.
Rowe, W., Bennett, S. K., & Atkinson, D. R. (1994). White racial identity models: A critique and alternate proposal. The Counseling Psychologist, 22, 129–146.
Sabnani, H. B., Ponterotto, J. G., & Borodovsky, L. G. (1991). White racial identity development and cross-cultural counselor training. The Counseling Psychologist, 19, 76–102.
Schwartz, S. J., Montgomery, M. J., & Briones, E. (2006). The role of identity in acculturation among immigrant people: Theoretical propositions, empirical questions, and applied recommendations. Human Development, 49, 1–30.
Shifrer, D., Muller, C., & Callahan, R. (2011). Disproportionality and learning disabilities: Parsing apart race, socioeconomic status, and language. Journal of Learning Disabilities, 44(3), 246–257. https://doi.org/10.1177/0022219410374236
Tingvold, L., Middelthon, A. L., Allen, J., & Hauff, E. (2012). Parents and children only? Acculturation and the influence of extended family members among Vietnamese refugees. International Journal of Intercultural Relations, 36(2), 260–270.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Jun, H. (2024). Identity Construction and Multiple Identities. In: Social Justice, Multicultural Counseling, and Practice. Springer, Cham. https://doi.org/10.1007/978-3-031-50361-0_12
Download citation
DOI: https://doi.org/10.1007/978-3-031-50361-0_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-50360-3
Online ISBN: 978-3-031-50361-0
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)