LITR 4332 American Minority Literature Model Assignments Final Exam Submissions 2013

Cohen P. Landry

Racial and Ethnic Identity are an essential component in

Reading and writing Minority and Immigrant Literature

            The African, Mexican, and Native persons have all interacted with the Dominant American culture in some magnitude; consequently altering each different group’s racial and ethnic Identity. Throughout the semester, I have discovered that in much literature writers had an ideal perspective on their own identity as well as the identity that the dominant culture influenced them to have. While doing some research I wanted to see what would be a transitional time frame for a person to be un-conditioned of many negative symbolic meanings in regard to minorities and immigrants. My research has shown that there was a hierarchical scheme where an individual can monitor his/her identity progression from one level to the next. This   “Developmental Model of Ethnic and Racial Identity” was created during the black consciousness movement. It involves discovering true ethnic Identity and racial identity.

            Ethnic identity is defined as defining oneself the personal and social meaning of belonging to one particular ethnic group  (Cushner, McClelland and Safford). Racial identity is similar in theory, but only differs in physical appearance. This model describes the five stage process of moving from a low racial consciousness, through a period of active examination of what it means to be black, [Mexican, or Native] and internalize a positive identity  (Cushner, McClelland and Safford). These five stages are pre-encounter, encounter, immersion-emersion, immersion, and internalization. This model was then applies to all minority and immigrant groups in the country.

            The first stage of pre-encounter, people have self-hatred about their culture and self. They believe in most stereotypes that are shown through the dominant culture through major media outlets. A person with this mind set is considered a failure and believes that this information is true. This mindset is shown in Toni Morrison’s The Bluest Eye. Pecola visited and knew three women above her apartment who embraced their lifestyle. Speaking about them Pecola says, “Sugar coated whores, they called them, and did not yearn to be in their shoes. Their only respect was for what they would have described as good Christian colored women”  (Morrison 56).

            The second stage in the process of developing racial and ethnic identity is encounter. This is when a person “questions the negative stereotypes that have become a part of their ethnic identity. This is evident in How it Feels to be Colored Me by Zora Neale Hurston. She mentions her first encounter when she realized she was different; “It seemed that I had suffered a sea change. I was not Zora of Orange County anymore. I was now a colored girl. I found it out in certain ways. In my heart as well as in the mirror, I became a fast brown warranted not to rub or run”  (Hurston).

            The third stage is Immersion-Emersion. This is when a person begins to rid themselves of their ethnic self-hatred and discover their traditional culture and customs  (Cushner, McClelland and Safford). This is evident in The School Days of an Indian Girl by Zitkala-Sa. Here as a returning student who has been assimilated to American ways, changes from a school girl back into her traditional culture: “I could speak English almost as well as my brother, but I was not properly dressed to be taken along. I had no hat, no ribbons, and no close-fitting gown. Since my return from school I had thrown away my shoes, and wore again the soft moccasins”  (Zitkala-Sa).

            The fourth stage is Immersion. This is when a person completely becomes part of their ethnic culture. They join groups and organizations that embrace their beliefs and customs. This is shown in How it Feels to be Colored Me by Zora Neale Hurston. She talks about how she is proud to be colored: “Someone is always at my elbow reminding me that I am the granddaughter of slaves. It fails to register depression with me”  (Hurston).

The final stage of developing racial and ethnic identity is Internalization. At this stage individuals learn how to live within the dominant culture, while maintaining a relationship with their ethnic culture as well  (Cushner, McClelland and Safford). Langston Hughes vividly explains this concept in his poem Dream Variations.

To fling my arms wide In some place of the sun, To whirl and to dance Till the white day is done. Then rest at cool evening Beneath a tall tree While night comes on gently, Dark like me—That is my Dream  (Hughes)!

            It is very difficult to study and learn a vast amount of information pertaining to African, Mexican, and Indigenous Americans. I am very intrigued to continue to learn about many other concepts, ideas, history and text from all ethnic groups. This model of five stages is represented by the writers of all of these poems and novels, and it represents the struggle of many people who have assimilated to the dominant culture or who are trying. I will continue to study this concept and extend my research even further to understand the entire minority and immigrant experience.