Reference no: EM131909400 , Length: 2 pages

Discussion: Racial Identity Development

As indicated by Derman-Sparks and Olsen-Edwards, skin colour (or racial identity) is a concept that was created to provide privileges to one group and prevent access to others. Though some have argued, even today, that race superiority exists, the fact is that there are very genetic differences between individuals from different racial groups.

A matter of fact, research has just the opposite that there are typically more genetic differences between individuals within the same racial group than between groups. Despite the biological realities that illustrate that race is completely nonsensical, the experiences of individuals from different racial backgrounds are very real, powerful, and life altering. Racial identity has profound influence on one's access to privilege or subjugation, and children begin to receive empowering and dis-empowering messages related to racial identity at a very young age.

These messages, which communicate, who is superior and inferior can be found embedded throughout all of American society-including various forms of media such as books and movies, to institutions such as classrooms. The most influential messages however come from a child''s family and close family friends.

To help you prepare for this weeks reading assignment in Developing positive identities: Diversity and young children and ourselves, Rethinking early childhood education, and listen to Tina''s story found in the multimedia interface "Learning from Another''s Life Story."

Answer these questions.

The ways in which Tina''s views related to race seemed to support her resistance or resilience of these prejudicial views.

A time during early childhood when you experienced or witnessed an overtly racist incident by a family member or close family friend and how this influenced your views of yourself and others. (Note: If you do not have a personal experience interview a colleague, family member, or friend and share his or her experience).

How a more holistic understanding of racism and racial identity development can increase an adult''s effectiveness in supporting children''s positive identity development from the dominant racial group and subordinate racial groups.

Please consider these resources to cite.

Laureate Education (Producer). (n.d.) Start seeing diveristy; Gender

Spiegel, A. (2008). Two families grapple with sons'' gender identity: psychologists take radically different approaches in theraphy.

Maglaty, J. (2011). When did girls start wearing pink.

Njoroge, W., Benton, M.L., Lewis, & Njoroge, N.M (2009). What are infants learning about race? A look at a sample of infants from multiple racial groups. Infant Mental Health Journal, 30(5), 549-567.