Agenda for 2/18

• Please sit at tables “1” (near screen) and “2” (near door)

• Technology stuff: (download handouts and open in Notes APP)• Please open Safari and Log into MOODLE• Please find the CONFER Lite App and open it up

• Think-Pair-Share: Review of Erikson

• “Work” on Marcia’s Theory

• Reciprocal Teaching

Identity as a ‘student’ is

situated within one’s socio-

cultural context• Ladson Billings (2002) : “They’re supposed to

learn something.”• “A school must deal with anything that gets in the

way of children’s learning.” (p. 56)• “At best, this notion of academic achievement

represents intellectual growth and the ability to participate in the production of knowledge…And high –quality academic achievement means that students are capable of doing something with knowledge other than repeating and reproducing it” (p. 57)

• “The challenge for teachers is to help students choose academic achievement in the face of powerful and competing alternatives.” (p. 60)

How do children ‘individually’ construct a sense of self /

identity?• Erik Erickson (student of Piaget)

• Children have to individually construct meaning about the world and themselves

• “Active” and “Explore” their world• Understanding ‘people’ is a type of task• Common experiences / challenges

throughout our lifespan (common cognitive processes)

• “Crises”• They serve as a lens for all our experiences• They are emotional in nature

Think-Pair-ShareApplying Erikson to

Interviews• Think: Independent work

• Reflect on the interview you listened to.

• Use the worksheet to apply Erikson’s theory to gain deeper insight into either Aliyah or Eli’s perspective.

• Pair & Share: Turn to your partner and share your insights.

How old were you when you

first became aware of race?

1. Pre-K

2. K-2:

3. 3-6th:

4. 7-9th:

5. 10-12th:

6. College:

7. Don’t Remember:

What emotion did you feel?1. Fear / Anxiety 2. Curiosity 3. Anger / Rage 4. Pride 5. Frustration 6. Excitement 7. Sadness /

Hopeless 8. Relief 9. Guilt / Shame

How do children construct meaning about ‘group’

identities?• James Marcia

• Student of Erik Erikson• Questioned “Identity and Role Confusion”

• Do children only ask questions about their identity during adolescence?

• How do they make sense of the groups to which they belong?

• “Crises” -> “Critical Events” for Group Identification• They are emotional in nature• Children experience cognitive conflict (i.e.

disequilibrium) about a noticeable quality of themselves

Applying James Marcia &

Beverly Tatum• Developing an identity involves understanding

to which groups you are ‘identified’• Anthropological Characteristics (sex / race /

sexuality)• Psychological Characteristics (gender / culture

/ sexuality )• Gender, Race, Sexual Orientation Constancy

• Developing an identity involves choosing which groups to belong

• Internalizing norms and stereotypes

Marcia’s Search for Identity

Have We Achieved an

Identity?

NO

YES

Are We Actively Questioning?NO YES

Diffusion Moratorium

Foreclosed Achievement

Understanding Child Identity

Development• Erik Erikson: Psycho-social stages of development (universalist)

• Every Task We Face Teaches us about Ourselves• Life Tasks (“Crises”) to Solve; Successes and failures on that task• Come to know a different dimension ourselves and the world• Developmental ‘Trajectories;’ Early Experience Matter but Do not

Determine an Outcome

• James Marcia’s: Phases of Identity Development (contextual)• “Identity” emerges as a function of belonging to different groups• We know more about ourselves as we learn about what make a

person a member of different groups• Power: Some groups have more power, some are

marginalized• Beverly Tatum’s White Racial Identity Development

• Being a member of a dominant group often means you are unaware of the ‘privilege’ you espouse and your participation in marginalizing others.

Break & Destress with Christina!

Collecting Identity / Self Data

• Beginning this week, your task is to collect some self / identity / voice survey data.• Nursery at Step-UP: Temperament Observation (x2)• K-5 (Step-UP, Providence / YLearn, PreEminent): Reading Self

Concept• Adolescence (Step-UP, PreEminent): Voice, College

Efficacy

• Review: Jalbom et al., (1999) CH2 • Building Relationships Through Observation• Use the survey as a ‘conversation’ starter• Share with them your experiences and what you are

learning from the readings.

Field Report #2:Identity

Development• What Theories Can You Work With?

• Erickson’s Stages (Textbook)• Marcia’s Phases (Textbook & “Cafeteria”

Article)• Internalizing Norms (Tatum, Ladson-

Billings)• Silencing (Tatum, Delpit)• White Racial Identity Development (Future

Orientation)

• Criteria: Specificity & Accuracy, Integration

Why is talking about race so difficult (Delpit,

1988)?• Interactions with students and colleagues who are

different can create ‘critical incidents’ for our own identity development.• Racial, Gender, Sexual, Political, Faith, Professional• People in the dominant group often take their status /

identity for granted (think race, gender … is unimportant)

• Identity Incidents are Emotional in Nature• Natural reaction is fight or flight• Retrain our reactions, become aware of own emotion

experiences, assist children in regulating their emotions

• Teachers need to be aware of their vulnerabilities• James Marcia: Moratorium (active exploration)• Eliminate dichotomies in thinking: “How can I…?”

Homework for Tuesday

• Read: Delpit (1988)• Examine intersection of Teacher Identity with

students’ identity development• Delpit (1988)• 1/3 class: Hoff-Sommers (gender identity)• 1/3 class: Tonningsten (sexual identity)• 1/3 class: Roderiguez (linguistic identity)

• Look over Children’s Thinking Project• Post your topic and 3-4 “How” or “Why”

questions that you might ask during the interview.