Issue 27(2)
Identity
Development of Diverse Populations: Implications for Teaching
and Administration in Higher Education.
(2003). Vasti Torres, Mary
Howard-Hamilton & Daniel Cooper. San
Francisco: Jossey-Bass. 144pp.
$28.00. ISBN # 978-0-7879-6351-4
Review
by: Barbara A. Miller
Academic
Advisor
Kent
State University
Higher education
has typically engaged in diversity by developing various cultural
studies curricula. Although development of these areas of study
is important, this is but one way to address an issue that is
multifaceted. Torres et.al, challenge faculty and administrators
to become more purposeful in their approach. A deliberate plan
to implement meaningful diversity goals should be an integral
part of the institutional strategic plan and be reflected in the
mission, policies, learning outcomes as well as the campus’ physical
environment.
In
the first chapter the authors ask, “Why Should Higher Education
Be Concerned with the Identity Development of Diverse Students?”
The reader is lead to the conclusion that if higher education
is to continue to be the center for innovative thinking, a diversity
of thought and open cross cultural communication must be promoted
and embraced. This chapter introduces the idea of stereotype threat
and alludes to the concept of stereotype lift.
The
book offers overviews of foundational identity development theories
that allow for a working knowledge of Erikson, Chickering and
Joleson. Because these frameworks do not address racial identity
development, the authors begin to discuss theories centered around
oppression and social identity theory. The authors eloquently
discuss how such phenomena affect people of color as well as white
identity development. The chapter also provides a prod for higher
education professionals to examine their experiences and their
own cultural lenses, which can be considered the first step in
becoming more multiculturally competent.
One
will appreciate the distinction outlined in the monograph between
theories focusing on broad concepts of racial identity development
and those focusing on specific groups. Among the specific groups
included are African American, Native American, Latino, Asian
American and Multiracial students. Although the authors relay
the theories around these groups, they do not insult the reader’s
intelligence by suggesting they hold true for all members of the
group. The monograph also incorporates a chapter addressing the
interrelationship between students’ multiple roles and identities.
This is important because students not only develop a sense of
who they are racially, but they develop a sense of who they are
sexually, educationally and in other roles. It is important that
we have a foundation for the interplay of these multiple roles
if we are to grasp how members of different groups may deal with
each of these issues and how the campus environment may impact
students from various backgrounds.
Finally,
the monograph provides a case study and a number of points that
could be discussed. It does not, however, provide guidance on
the solutions that should be considered. The monograph is well
organized and provides both theoretical and practical information
in a short and easy to read manner. Those new to the concept of
multicultural competency will not be overwhelmed with jargon.
The monograph is a valuable tool for training in multicultural
competence or as a text for those teaching a course on diversity
at the graduate level. I highly recommend this monograph for higher
education faculty, staff and administrators. Development of multicultural
competency helps create able students and thus has implications
for retention.
