It is truly an honor to lead this weeks blog discussion over Chapters 10 & 11.
Chapter 10 is all about identity development. There were several social identity development theories discussed in the chapter. Choose one of the racial or gender identity development theories and discuss how maybe you went through one of these models. Or discuss a student that you have worked with before or are currently working with that fits somewhere in the development process and discuss how you helped or are going to help lead this student to the next step in the process.
Chapter 11 had a specific section on the online classroom (p. 256). The section boasts about the success and benefits of the explosion of technology being used in higher education. From a complete online class to even the online aspects of live classes the studies are showing "enhanced interactivity appears to be correlated with higher academic achievement and the perception by students that courses are more meaningful".
However, I found that the online course I took in undergrad and even the classes with online aspects did not feel more engaging or beneficial to me. I found that online learning feels very removed and cold, it takes away the student teacher interaction in a lot of ways. My question is what has been your experience with the aspect of online learning and interaction and how do you think this phenomenon will end up affecting the students daily interaction with each other.
I connected with Reynolds' and Pope's multiple identities theory. They emphasized that environment plays a large role in which aspects of identity take precedence over others and which ones will evolve. Having moved to an urban, diverse area from a somewhat rural, homogeneous community I currently feel myself adjusting how I look at the world in order to understand my surroundings and acclimate to them. In order for me to be able to successfully serve the students I work with, it is imperative that I do so.
I have not personally taken an online course; however, in speaking with friends of mine who have they, too, all felt disconnected from their professor and peers. It was oftentimes difficult to get in contact with the professor to ask a question about an assignment. There are sometimes technical difficulties due to power outages or quirks in the college's system. It would seem that these stresses would lead to students not doing as well as they would have had they taken the course in a traditional setting. Perhaps some of these problems could be solved by providing professors with training and having standards for how an online course should be conducted. For me though, personal interaction is the environment most conducive to learning.
Through my experiences I haven’t had too much contact with racial or gender identity development, but I have dealt a bit with social class identities with some of the groups I have helped. “Hooks suggests that class, contrasted with race and gender, is the oppression which is not directly addressed and which makes people uncomfortable.” When I would visit a chapter I would conduct an activity called step into social class. This activity gives a look at the dynamics of the group in terms of where they came from. A lot of the questions asked are questions that the student would have had no control of the outcomes growing up. They identify that everyone comes from a different background and have each undergone different experiences throughout their lives that make them who they are.
In terms of online classes I have taken a few during my undergraduate career and I personally enjoy them (not as much as in classroom learning). These classes give students the opportunity to teach themselves the material and requires quite a bit of self-discipline. To address your question about the affect it will have on the daily interaction between students, I believe it will have a major affect. The daily interaction they encounter during “in-class” class is formed of actual human discussions and personalities. The interactions online are limited to forced discussions through text and a lot could be misconstrued through text. If the university experience were to switch completely online (which it won’t) it will not be looking promising for student development and interactions.
For me, I completely relate to Helm's "People of Color or ALANA racial identity development model." I can honestly say that I have experienced, at some point of my life, the majority of these stages. Growing in the suburbs of southern New Jersey, I was constantly reminded that I didn't look like my neighbors, my classmates and friends. To cope with this reality, I went through the "conformity" stage. However, as I got older, I realized that as much as I could try to conform, I would never be "white," and I needed to gain more of an awareness of positive roles models that looked like me and had similar experiences. The stages of "dissonance" and "immersion" came into play. Throughout undergrad, I grew to be more comfortable around other black/west indian people that were not my family, and I embraced that time and those experiences with them. The stage of "emersion" comes into play. Now, As I gain more knowledge of the cultures around me, I'm experiencing stages of "internalization" and "integrated awareness" which I know will allow me to appreciate my culture and the cultures of other individuals even more.
I have taken an online course. It does allow you to work at your own pace in some situations, but the interaction with classmates and instructors is limited. To be honest, I knew none of my classmates taking the class, and my method of communication with my instructor was via e-mail. For me, it was not the ideal situation because with learning, I feel that people need that personal interaction to really grasp the information that is needed to be learned. Without it, the challenge really lies on the student to be self-sufficient and teach themselves. Student development, in my opinion, requires leaders (professors, deans, instructors, etc.) to aid in that process. I completely agree with Justin in his statement to using a full online learning format. There needs to be a balance between online learning and classroom instruction.
In the social identity development models, these are social groups that are NOT white, heterosexual, male, and of the privileged class. However, in more recent models the dominant social groups in the US that have power and privilege are typically the identity mentioned above. It is interesting because having a variety of leadership positions at a small private institution, with students that had a variety of backgrounds. Typically, the student organizations with the most power, were the organizations with the student leaders that had the ability to change things on campus if they wanted to do so. (I.e. groups of male and privileged) I do not think it is a coincidence that politics have been the same way over the years.
I have never signed up to take an online course because I do not like the idea of not having interaction with other people, or maybe not doing as well due to lack of communication or understanding.
This is very interesting though because my roommate is currently going through the process of applying to different graduate programs. We were just talking this morning about how she wants to get to know more people in Tampa, and I suggested that she should take a "non-degree seeking" course. We both felt that it would give her a feel of the major she is interested in, as well give her more interaction with other people. She would also have the ability to talk to students going through the program and see it is something she actually wanted to pursue. If she were to take this course online, it would defeat the entire purpose of our conversation this morning. Neither of us even considered the idea for her to take an online course. The benefits of classroom learning and student interaction are just an overall better opportunity.
I can relate to the models of sexual identity development. The first stage under individual identity states, "aware of feeling or being different" From an early age I definitely was aware of feeling different. I was interested in playing sports with guys not dating them and as I grew up that never changed. I came out when I was 15. I used to bring up stories about how I defended a gay student at my high school in front of my parents. I was young, I wanted to see how they would react. I suppose that was me exploring and finding resources that could support me later on. I also relate to Helm's POC or ALANA identity statuses.
I've never taken an online course but I've done a demo session just to see what it would be like. I definitely would miss the class interaction. I have a few friends who rather online classes because in class is viewed as a waste of time for them. They also work full time jobs and some have children.
I cannot entirely relate to the "White Racial Identity Development" model but I found it very interesting. The third phase of "Reintegration" is the variance point for me. It states "Acknowledges a White identity and accepts belief in White superiority and Black inferiority." In my experiences I never felt a feeling of racial inequity but I have felt racial inequality. I felt that everyone had the potential to do great things and become whatever they set their mind to, but that everyone was not given a fair chance to have that opportunity. For example, I felt that rap music was strictly black, and country was strictly white, etc... But the last decade or so has proven that wrong. In the end I feel that I continued through the progression of the White Identity model. I saw a change in my feelings in terms of my ethnicity, deviating from a stereotypical outlook to one that accepts everyone for their values and not their racial backgrounds. Now I can relate to status 6, I seek to value people based on their humanity not race or color. I feel that caring is the key to the future and everyone is capable of equal opportunity if they can be compassionate.
As for online classes I have taken my fair share. I find that I do not learn anything and I spend most of the time devoting my energy to how I can beat the system. For instance I took a course called "Origins of Life" the course had 2 tests, a midterm and a final. I ended up taking the tests without even looking at the material and if I did not know an answer I would google to find it quickly. I believe that although some students might take the material seriously an online experience will never compare to an in-class experience. I could not tell you a single thing covered in that course but I remember a lot from "Geography of Europe" (an equally uninteresting course).
Helms “People of Color or ALANA Racial Identity Development” model is the theory that correlates with my experiences the most. As I was growing up, a lot of people whom I socialized and interacted with always told me that I would have to conform to the views and perspective of “White America.” However true that may be, I was always one that was proud of my race as an African American and felt that I didn’t need to conform to any other race even if I did feel racially discriminated at times. I always found myself to be indulged with the other five statuses of this model. I always was able to immerse myself in my race to a certain degree and maintain an integrated awareness of my racial group as well as those around me.
Over the course of my undergraduate experience I have taken a fair amount of online classes. Having online classes had a negative affect on my learning because I never learned anything. I purposely took online classes as electives because they seemed to be easier and less of a hassle than having an actual class. I believe that having online classes will affect students in a negative way because they will not grasp the concept of “teamwork” within a classroom setting and will not learn much of anything.
The Social Identity section of Chapter 10 spoke most to me. I remember having a moment in my freshman year that I realized different socioeconomic classes existed and how being of a higher socioeconomic class provided more opportunity and knowledge about things like the college application process, how to manage your personal finances, and having the ability to to not worry as much about day to day living costs. Before college, I wouldn't say I thought the world was "classless" but I don't think I saw how diadvantaged someone could be by their families class status. Seeing these differences made me very thankful for what my parents were able to provide coming from a middle class upbringing and makes me interested in financial education. It is hard to find classes or courses that cover personal finance ideas about credit, credit cards, and a rainy day fund. I think these basic ideas should be general knowledge but are sometimes only learned when parents or guardians also follow good financial practices.
I have taken an online course and I found it an overall good experence. Like Justin, I think the self-discipline and time management of the student is crucial to success in an online course. I personally would prefer a classroom that met in person, even a few times at minimum to create that welcoming and social aspect. This balance that Justin and Corey have talked about is essential. I think it is also important to think about the population of students that would be interested in online only learning. I think if this distance learning is important because of work schedules or a family life, schools need to be able to have online only formats but encourage students to try to take as many classes in a traditional balanced fashion if they can commit to coming to class on campus.
I, too, can most relate to the Social Class identity in chapter 10. The most startling moment for me occurred during a RA training activity that showed me just how much of a minority, at least in that population, I actually was. I knew that my parents were paying out-of-state tuition for me to attend OSU for four years and for two of them they were also paying for my sister's school, but affording it all had never been an issue, and I had never thought too much about it. I realized then that a lot of students were doing the RA job because it helped immensely with affording college. I had always been thankful for what my parents had been able to provide my brother, sister and I, but I became much more so, and much more aware of our social class, through interacting with lots of students who were different from myself.
I also have not taken an online course before, mostly out of choice. I know that being in a classroom, interacting with other students and having the specific class time carved out of my day is a better learning style and environment for me. For certain students though, this could be tedious and an online course would serve him or her better. Online courses also seem to be a great option for distance learning. I would not, however, support encouraging traditional students to take these classes in place of those held in a traditional classroom setting.
The identity development chapter was pretty interesting in the fact that they pointed out a “White Racial Identity Development” outlook. I think we are slowly losing racial identity as we become more and more racially mixed. I’m white and Hispanic by heritage, and I think in the future we will have many different racial identities. I think racial identity is less emphasized in our generation than in previous generations for this reason. It will be even less so in the next generations. I have retained almost no knowledge from online classes I took during my undergrad. However, I do remember much of the material from my online classes that were related to my major.
I would like to choose "Biracial and Multiracial Identity Development," as a theory I have had some experience. In chapter 10 it states that "persons that are biracial and/or multiracial are increasing." I can attest to this because I have bi-weekly staff meetings with my staff. Two weeks ago during the meeting we played the game two truths and a lie. In that game I found out that a lot of my staff are biracial and/or multiracial. Everything is coming together now... Some of you may know what the set up is for my staff's office space. When you walk into the office, it is very prevalent with music and discussions of different cultures, ethnicity, etc. No two people are alike! Thus far with biracial and multiracial being the identity of a large part of my staff there haven't been any issues and I think it because the atmosphere we allow as far as allowing there true identity to be present and accepted.
I have a great amount of experience in taking online classes and I LOVED them! True, its not as personal and there isn't actual face to face contact with your instructor, but I think it can be a learning experience. I loved online classes because I could go at my own pass. I often had assignments done well in advance, my time management skills are great, and fortunately for me I had great online instructors that were available may it have been online through email or setting up a conference.When taking online classes I think there is more responsibility on the students part. If a student is taken an online class and wants that relationship with the instructor, it is now up to the student to reach out and make that connection.... not a bad trait or skill to pick in the process of being in college.
After reading chapter 10, I find that I identify most closely with the Jones and McEwen conceptual model of multiple dimensions of identity. What suits me the best are the ideas that so many factors influence identity. The model allows for, and expects, change to continue over the course of a lifetime. I know that my core has stayed much more consistent than my context over the years, but the core changes as experience continues. The visual model of the concept shows a clear picture of the interrelationships of the contexts being considered. Everything is connected, but it is ever changing. Like me.
I have some experience with online coursework from a previous masters program. It was very impersonal and cold. The best thing that I can say about the courses is that they are a means to an end. I feel that online courses are a poor substitute for the learning environment of a classroom. Oddly, it is not the teaching that made the difference for me. The interaction with classmates and discussions about the course were the things that I missed the most. Online courses are going to have their role in the university setting and technology will make them better each year. I know that I will choose the classroom every chance it is available. For the students that are entering the universities, I feel that is the interactions with classmates that will allow for most of the social growth they need from college. The blend of people and personalities cannot be replaced through the internet.
I would like to talk a little bit about Gender Identity Development. It does not apply to me directly but it does apply to one of my residents from last year. He was a gay male who had female tendencies (He often dressed in womens clothing). When questioned about it he made it very clear to people that he was a man who was attracted to other men and he was not transgender. He just liked to act more feminine. It was difficult for those who did not know him to identify him as male. He struggled and is still struggling with gender identity and other peoples perception of who he really is.
Although, I have never taken an online course, I have done online review sessions and TV review sessions. Personally, I don't like it because I feel disconnected from the professor. When I was watching a review session for a math class my sophmore year I had so many questions and I couldn't ask the TV. Although online classes have blogs and whatnot I find it easier to have face to face interaction with professors and other peers.
I feel that the identity material was well documented and thought provoking. In my experiences as an undergrad at USF, I interacted with people of many identities. I am grateful for these opportunities to experience relationships with many different types of people. But honestly, I was very different to them. Here I was a non-traditional student, with other challenges also, but I was willing to work hard and help them achieve their goals. As a person with a vision disability, I do not see many of the features that make people unique. So to me everyone is a person worth knowing and learning about. I do believe that racial issues in our society are fueled by political interests. The POC and other viewpoints of inequality have some level of bias that makes them complex. The research and publication of these perspectives is needed to make people aware of the ongoing imbalance of social justice. With regard to online courses, I do not care for them. I am not a good candidate for online courses because I am not motivated to access the material through the computer. I will always prefer face to face classes. However I do see the need and benefits of online courses for those who can and want to choose them.
I have studied Helm’s model of “White Racial Identity Development” previously and found it very interesting the first time I read it during undergrad. It was in this class on race that I learned more about White privilege in depth. I had a completely different perspective of race after that class, and walked away with very realistic views due to how the professor presented these models. I distinctly remember discussing the difficulty in reaching the autonomy status of the model. The most challenging aspect of this stage is trying to actively “abolish racial oppression.” In my experience with first-year students, I feel that it is very important to introduce these concepts early in their college career so that they may become even closer to reaching autonomy.
I also have not taken a completely online course, although I have had a few classes that require posting discussions on Blackboard. One class in particular was completely discussion based, where participation points were split between in-class and discussion board participation. This professor was the type to give you a point for every time you speak, so I definitely took advantage of the Blackboard discussions. This opportunity to communicate worked better me because it gave me extra time to put my thoughts together into a cohesive response, a process that is usually difficult to do in class.
One identety development theory that I have experienced in my life is the gender identity development. I believe I am a strong independent woman. I have grown and matured into having a positive sense of self as a woman. I also believe that the world is becoming less sexist against women. I have proven this theory by trying to further my education in college and not be a traditional house wife.
I have never taken an online class. I would assume that it would be more difficult and have a cold atmosphere. I have had several friends take online classes. They have never said it was a better learning experience. In most of my friends cases, they just did not want to go to class or the class they needed was already full.
The gender identity development theory I can relate to most is the womanist identity development of Ossana, Helms, and Leonard. I feel I have progressed through the four stages and am a strong woman. A also know I have other identities that make up who I am and am working on understanding their interaction and how they influence each other. The other concept that resonated with me is geographic region. I know that growing up in a suburb of Washington, D.C. is part of my identity. I realized this most when I came to college and met many people who were born and raised in Florida.
I took a few online classes in undergrad and like Anthony, Greg, and Scott mentioned I really did not learn anything from those classes. I did not have any interactions with other students in the courses, not even blogging. It was strictly tests, quizzes, and papers all done individually. Since all the classes I took online were either general education or elective classes it did help lighten my course load during those semesters. I am glad I did not have to take an online course for my core curriculum because I would miss the interaction with other students and the professor. I also know I was able to easily complete the online courses because of my time management skills. I knew other students who did not do well with online courses because they procrastinated or forgot about deadlines.
(Chance) The religious identity is something that I’m definitely aware that I’ve experienced. I’ve always been a ponderous sort—often contemplating various components of life and whatnot. When I was about fifteen I began to wonder about God, religion in general, and what the meaning of life was. My family was never really religious, but not atheist either. I went through a period of disbelieving in organized religion, then Christian, then atheist, followed by Christian again, and then finally Baha’i. This was a very important moment in my life because I really felt that all of my questions were answered and I was able to find what I truly sought.
I took a couple of online classes for my undergrad. I was not overly impressed with them, yet they were not horrible either. Everyone seems to mention the downsides: lack of interaction, “cold” demeanor, and just an overall sense of emptiness. I felt the same when I took these classes. However, I do think that they offer some wonderful perks that should be mentioned. First, they are generally pretty flexible—allowing people to fit into their schedules a class that they might not be able to take because of time constraints. Now, I do not think that these classes were more engaging but they were more beneficial in the sense of ease of access and the amount of time saved.
Eventually I think online classes will play a more prominent role in education. The technology allows for such a good way to save money that I think this will eventually be exploited to its full potential. I think there will always be a need for actual teachers, yet their role will be diminished because of technology.
From Chapter 10 I would identify with the religion identity. I was raised in a very strong Roman Catholic family. I attended Catholic school until 7th grade and then went to a fairly dominant Catholic public high school. I most definitely identify myself as a Catholic and my family is still very active in the church.
As for online classes I would day they are not for me. As a business major here at USF we had to take an ISM class, this class had only one in person class that was impossible to get into. I would have to agree with everyone in saying that I felt a lack of motivation in this class. This was a class that I feel I could have learned a lot from if I would have been there in person and "forced" to pay attention. I also agree with Chance that it did offer more flexibility and that they will become more prominent in colleges.
I think one of the interesting things when looking at these theories is that we cannot necessarily "choose" a theory that we fit into. It is predetermined, to an extent, which category we will fall under and what experience we may have. I know what theories I went through, and it does not boil down to just one. My unique experience is personal and I think that someone cannot learn about me through posting it on a blog. I believe it is the individual interactions with people, that we will have with each other, will let us learn more in depth about one another. This learning will occur on a level of trust and friendship which has to be built. I cannot define my experience through one theory, however the unique part of everyone is that we all have different theory experiences. These different experiences make us the individual we are today. We experience things because we practice a certain religion, we come from this economic background, we are male/female, black/white/brown/blue/red, or what your sexual orientation is. These are factors that will automatically put us into a certain theory/theories that only we can experience.
Another thought for this question is that through our readings, and everyday experiences in our GA position, we are taught to not categorize or group certain people together. Putting ourselves into a certain category is, in a sense, forming certain groups or stereotypes. I understand the point of this is to understand each others experiences, but it just seemed interesting that in trying to understand the group as a whole, it is key to not group people based off of certain characteristics.
Good questions/discussion Karen :)
As far as my experience with online course, i am going through my first class this semester. I find it very disconnected, yet it is a great tool for people who do not have the time to commit to classroom learning on campus. It is a great way for anyone to obtain an education. However, I feel that communication is an issue with my current professor. Obviously the best way to communicate is electronically, but he does not respond to questions. Since there is no classroom, face-to-face communication, email is the only form that students have to their professor. That is my biggest issue, that a professor must try even harder to open lines of communication since there is no personal interaction with students on a daily basis.
Good point Clara! I think that it is very difficult to self-classify ourselves into specific developmental theories. Although I am Asian by heritage, I was not raised in an Asian family. I do not identify strongly with any of the racial theories. Of the ones discussed in the book, I think that the multiracial theories discussed most closely parallel my experiences. I am not multiracial, but I was raised in a multicultural household and did "develop an awareness of racial identity" and (continue to) integrate my identities in a meaningful way.
I have taken several online classes and found them to be convenient but impersonal. I took some online classes over the summer semester due to financial reasons. They were convenient because I did not have to be at campus to receive the credits I needed. However, I did not have a comprehensive learning experiences with them. For several classes, I began and finished the courses within a week or two because I was able to work at my own pace and would rather work intensively to complete the course than slowly complete the small and plentiful assignments. I have, however, also worked on independent studies which did not require a (regular) class meeting. I found that I completed this study in a similar fashion to my online courses; I worked intensively on the class when I had the time and put it on the back burner when my classes that met in person were more demanding.
Ultimately, I think that online courses require self discipline and intrinsic motivation to gain a meaningful education from them. I think that because of their convenience and the diverse student populations served, online classes will continue to be an option for students; however, students need to adapt their opinions of how they are supposed to learn to benefit from them.
I'm also finding this one difficult but I have a dear friend who it seems easier to identify. He is a black male that went to a mostly-white college and likely experienced a number of these identity statuses, particularly conformity. However, who he's grown to be since our freshman year of college is on the extreme opposite side of the spectrum now. He's aware of the differences and similarities between himself and the white majority, he discourages racial self-conceptions and challenges the process through support and understanding now. If I were having this conversation with him right now, the one question I would want to know is, what does it feel like (physically, mentally, emotionally) to experience the changes that come with each of the stages? Does it create a sense of fulfillment knowing that he's at the Integrated Awareness status now?
I love the question about the online class. I strongly dislike online classes. I realize we can get more classes to more students but the classes don't actually work for my learning styles. It doesn't surprise me that the online style can be linked with higher academic performance - think about it - everything is open book and open note. Who is going to stop you from doing the assignment with a friend (or an expert in the field, for that matter).
I will say, however, that Prof. Vizcain requires his online class to take the exam in the computer lab, in which case, you've got to take the initiative to learn the material because you can't hide behind your own computer screen. But otherwise, I don't like online classes, nor do I think students truly put into them the effort they might for an on-campus class.
This was a really tough, yet interesting chapter. I enjoyed reading the different apsects of identity development. While I do not identify with every status in white racial identity development, I understand that certain individuals might experience any one or all of them. I feel I closely relate to phase 2. I feel my view is very close to Autonomy. Diversity to me means more than skin color or ethnicity, it means personality, likes/dislikes etc. I feel character is a true measure of a person. I was personally troubled by status 2 and 3. I feel that Helms is too concise in trying to sum up a lifetime of thoughts and feelings about white people and people of color in 6 simple steps.
On to a lighter topic :) In my opinion there is a large population who can really benefit from online courses. I do also think online learning is best used in moderation and should be restricted based on program. For example, one should not be able to finish a Sociology degree striclty online. For working professionals, adult learners, stay at home moms etc. this is a really useful offering. I took a couple of online courses previously and actually enjoyed them. I prefer coming to class and conversing with all of you fine people but online can still engage. It actually felt like more work since you had to express in written form through blogs, papers instead of in class discussion.
I wanted to jump in again and follow up on what Clara said. We are going to pick a theory which is closest to our experience but it is not who we are. Social Construction theory is one we ALL can identify with. It means that every one of us is who we are because of how we were constructed to this point, based on individual experiences we have had in our lives.
I thought Reynolds and Pope's Multiple Identity theory was one that I could relate to. Not only in my assistantship do I come across examples of this but I feel like I have gone through this myself. Looking back to my first years here in Tampa at USF and till now, I can see that I have adapted and the changes that have occurred. Tampa being a different environment from Miami I have noticed how I have slowed down my pace and acclimated to Tampa's more laid back environment and it’s different social aspects.
I agree with Karen about online classed seeming cold. I have taken a couple of online classes and to be honest there is a lack of motivation at times. While some teachers offer support many online classes you will never interact with an instructor. More importantly you will never interact with your classmates. I think this will become a problem in the long run. There will no longer be any social interactions, therefore it may be harder for some students to learn and there may be a lack of a support system. I don't think that primarily online classes would be a good choice. I feel it takes away from the beauty of colleges as a social Mecca.
With my current position in life the Multiple Identity Theory by Reynolds and Pope is what I believe relates to me the most. I say this because of the number of hats I have worn in just the past few years of my life. I have worked or participated in Campus Activities Board, Student Government, Homecoming, Greek life, and Campus Recreation in just the last 2 years of my life. For most of the time I was holding two high positions in two totally different programs. Every time I walked into a room I had to prepare myself to be in specific mode whether it be a programming mode or work mode or an SG mode.
When it comes to online courses I have taken my fair share and have to say online courses are what you make it. People can make the most out of their education experience and keep themselves disciplined and follow accordingly online. Or they can slack off and not care. Because there is no physical teacher present it is always up to the student to take initiative on what they feel like doing that day. However, I think that with programs like Skype teaching online courses will revolve around classroom settings being anywhere a person wants to be. All they need is their camera and the internet will be the classroom and people will be able to see and engage with each other online.
As far as a model, I feel I relate to Fassinger & Miller and McCarn & Fassinger's Lesbian and Gay Identity Formation. My experience and "coming out" process could be a book one day, so I'll spare the details on the blog. What I have always thought about, however, is that this process for me as a Christian-raised, small town, white male in the Midwest during the mid to late 90's was and is completely different than someone my same age who went through it in an urban setting. And it is definitely different than gay and lesbian youths in 2010. There was no Will & Grace, no Queer as Folk, and no major gay or lesbian characters, other than the stereotypical and outlandish characters, in any movies or television shows. Now it is almost commonplace for a gay or lesbian character who lives a "normal" life that just was not portrayed that way 10-15 years ago. I believe this has changed and possibly eased the identity process for many youths.
As far as online courses, I have never taken one and I would prefer not to. I feel I can be too good at procrastinating and not having the instructor interaction would not be a good thing for me. In our Research Methods class yesterday the two online students came in to that class to have mid-term review because they said they just cannot grasp it sitting at home looking at a computer. I learn from discussion, interaction, etc. Only sitting in front of a computer just would not do it for me. Most importantly, I just feel there is a whole involvement piece a student who only takes online courses would be missing as part of the overall college experience.
I most readily identified with “Religious Identity,” as my religion is an aspect of my identity. I consider my religion as only a component of who I am, rather than the only thing I am known for, although that is not always the case. I chose to wear the hijab, or head scarf, and as a result, I am more easily recognized as a Muslim woman. I am an ambassador of my faith, as it is readily recognizable, yet I do not wish to be known solely as “that Muslim girl”. People close to me or who get a chance to know me, see for themselves that I am more multifaceted than any stereotype that they may carry. My faith influences my life and my values, and teaches me to learn and engage in interfaith dialogue. I love my religion and love that other people love theirs. Georgetown was an amazing school to be amongst so many people who value and tolerate, but not necessarily heavily practice, religion. Indeed, the school’s Jesuit identity shaped the institutions values but did not mandate observance, just as I feel that Islam plays a role in my life and how I interact with others.
I’ve never taken an on-line course, but I know myself. If I do not go to class, I do not pay attention to that class and the work goes to the bottom in terms of priority. I think I would approach the work for an on-line class similarly to Emily’s technique, and get as much of the work out of the way as quickly as possible. But I doubt the information I read for these classes would enable me to apply much outside the exams and papers for the class. The value and insight of the professor makes a class, a class.
My sophomore year of college I lived in an apartment with a few friends from my residence hall. About two weeks after the semester started I shocked one of my roommate by revealing that I had…gasp…student loans! His parents were paying for college, and he expected to pay them back some day, but the idea of needing loans from somewhere else was new to him. I had just always expected to pay for college mostly on my own. I think it was an important moment for both of us in developing social class identity. He thought I worked because I wanted to, not because I needed the money for books, rent, etc. I thought most college students were in my position.
As for the online classes, The University of Iowa was just beginning to offer a lot of online classes by the time I graduated. I took one online class…and I really didn’t like it. I missed having discussions as a class and having time to professors questions. It just didn’t feel like the same experience to me. I can see how it works for some people who might be working more or can’t get to campus five days a week for class, but I liked (and I think as an undergrad, needed) the structure of going to class.
Of course I identify with ALANA; I was surprised to see how the book articulated the stages for each of the identity development theories. Like Dr. Miller always says, we actually live theory, so to see it on paper sort of confirms/validates what we already know to be true about different things. I enjoyed reading through the different POC statuses; however, what I was most taken aback by was the White racial identity development section. My encounters with individuals in the different stages of White racial identity development stand out more than my own with ALANA (I suppose because I live it and they were more negative). Some quotes from the book that struck me with their rawness:
"Racism is central to the construction of White racial identity, both in terms of its presence in the US and White people's role in perpetuating it."
"It is impossible to develop a healthy White identity without acknowledging, understanding, and working to rid oneself of deep, internalizing racism."
I really related to the "Happy Racist" (Status 1) aspect of Phase 1. It's something I've encountered many times throughout my life. One thing I found discouraging in the discussion of White racial identity development was in Phase 2: The Development of Nonracist Identity, when it talks about the transition, it states that "If PERSONAL REWARDS are great enough to encourage continued strengthening of a positive White identity..." When are the personal rewards of moving outside of the dominant group, forgoing (even temporarily) the privileges that come with being from that group, and getting "down and dirty" to understand what it's like "on the other side," great enough one may ask? And therein lies the issue.
I disagree with the notion that online classes increase interactivity. I’ve taken many online courses (starting with Physical Education in high school). The draw for many of them is that you don’t have to interact! You can skate through unnoticed and unengaged, get the grade, and be out. While certain courses lend themselves well to an online format, I’m a little bothered by the “explosion” of online course offerings for courses like Anatomy labs here at USF or PE in many high schools. Let’s be real, how engaging can you really be via a computer screen?
Since I'm probably the last one on the blog this week I might as well go on! The Bisexuality theory, however short, was very informative. I drew parallels between this and biracial theory. I know when one is biracial there is an aspect of "you're not really white" so you're not a hundred percent accepted on that side, but "you're not really black" either so sometimes you're not fully accepted over there either, and you're stuck in the middle as "other." When I was reading about the bisexual Asian man, mention was made that bisexual as a status is an "other," not really taken seriously by homosexuals or heterosexuals. "You're not really gay," but then "You're not really straight" either.
I also identify with Religious Identity development. I was raised Muslim and grew up practicing, but I also went to a Christian primary school (Juma prayer or Fridays, Sunday school on Sundays) and eventually a Catholic high school. I never felt confused or that there was anything unnatural about this. I never believed in labeling myself, but for the sake of other people's comfort/ideas/whatever was often forced to "make a choice" (I think it had a lot to do with where I lived at the time). As a child/adolescent this was very difficult. As an adult I love much of both religions and both informed who I am as a person (bi-religious?) Bi Bi!
Chapter 10- At first I was struggling with Chapter 10 and identifying the identity that fit me. But, as pointed out by several of you, it is not the identity that describes you, but the one that is closest. If I had to select one, I would pick Helms model of White racial identity because it address perhaps one of the weaknesses and difficulties that I think white people struggle with. While I personally don't feel I had to rid myself of "deep, internalized racism," I have had to grow and understand racial attitudes and the relate to those who were not born white. There's a South Park episode that I really like where one of the characters, Stan, tries desperately to understand what the experience of being black was like. Of course, being a comedy show there was lots of awkwardness and off-color humor, but the show ends with Stan confessing that he "gets it" by understanding that he "doesn't get it." Essentially, he realizes that because he isn't black, he can never "get" the experience of what being black is like, but that he can recognize that he doesn't get it and grow from there. Perhaps the reason this show is funny is because it highlights the inequalities we all observe in our society and makes us laugh at the uncomfortable and sometimes funny tensions these inequalities bring. I think in Helm's model of white racial identity, we all work towards that "nonracist identity" when we recognize that we "don't get it" and probably never will, so recognizing that we grow to understand and empathize better with those that find themselves in the non-dominant identities. And yes, I definitely brought South Park into the blog.
Chapter 11- It seems that many of you had a negative interaction with online classes, and for me personally, I found the experience much more engaging and one of the classes I learned the most in. My professor was in California and I was here in Florida, and she still ended up being one of the most engaging professors that I ever took classes with. I think the key to any successful class is communication and this professor communicated very effectively via email and discussion boards. All too often, it seems that online classes are the leftover or last thought of classes in a professors (and students) course load. I think that regardless of the setting being in-class or online, if you have a dedicated Professor that communicates effectively and constantly, the experience can be just as rewarding. Let's face it, online learning is here to stay so we need to focus on (like always) "hiring the right people."
It is truly an honor to lead this weeks blog discussion over Chapters 10 & 11.
ReplyDeleteChapter 10 is all about identity development. There were several social identity development theories discussed in the chapter. Choose one of the racial or gender identity development theories and discuss how maybe you went through one of these models. Or discuss a student that you have worked with before or are currently working with that fits somewhere in the development process and discuss how you helped or are going to help lead this student to the next step in the process.
Chapter 11 had a specific section on the online classroom (p. 256). The section boasts about the success and benefits of the explosion of technology being used in higher education. From a complete online class to even the online aspects of live classes the studies are showing "enhanced interactivity appears to be correlated with higher academic achievement and the perception by students that courses are more meaningful".
However, I found that the online course I took in undergrad and even the classes with online aspects did not feel more engaging or beneficial to me. I found that online learning feels very removed and cold, it takes away the student teacher interaction in a lot of ways. My question is what has been your experience with the aspect of online learning and interaction and how do you think this phenomenon will end up affecting the students daily interaction with each other.
Great questions, Karen!
ReplyDeleteI connected with Reynolds' and Pope's multiple identities theory. They emphasized that environment plays a large role in which aspects of identity take precedence over others and which ones will evolve. Having moved to an urban, diverse area from a somewhat rural, homogeneous community I currently feel myself adjusting how I look at the world in order to understand my surroundings and acclimate to them. In order for me to be able to successfully serve the students I work with, it is imperative that I do so.
I have not personally taken an online course; however, in speaking with friends of mine who have they, too, all felt disconnected from their professor and peers. It was oftentimes difficult to get in contact with the professor to ask a question about an assignment. There are sometimes technical difficulties due to power outages or quirks in the college's system. It would seem that these stresses would lead to students not doing as well as they would have had they taken the course in a traditional setting. Perhaps some of these problems could be solved by providing professors with training and having standards for how an online course should be conducted. For me though, personal interaction is the environment most conducive to learning.
Through my experiences I haven’t had too much contact with racial or gender identity development, but I have dealt a bit with social class identities with some of the groups I have helped. “Hooks suggests that class, contrasted with race and gender, is the oppression which is not directly addressed and which makes people uncomfortable.” When I would visit a chapter I would conduct an activity called step into social class. This activity gives a look at the dynamics of the group in terms of where they came from. A lot of the questions asked are questions that the student would have had no control of the outcomes growing up. They identify that everyone comes from a different background and have each undergone different experiences throughout their lives that make them who they are.
ReplyDeleteIn terms of online classes I have taken a few during my undergraduate career and I personally enjoy them (not as much as in classroom learning). These classes give students the opportunity to teach themselves the material and requires quite a bit of self-discipline. To address your question about the affect it will have on the daily interaction between students, I believe it will have a major affect. The daily interaction they encounter during “in-class” class is formed of actual human discussions and personalities. The interactions online are limited to forced discussions through text and a lot could be misconstrued through text. If the university experience were to switch completely online (which it won’t) it will not be looking promising for student development and interactions.
For me, I completely relate to Helm's "People of Color or ALANA racial identity development model." I can honestly say that I have experienced, at some point of my life, the majority of these stages. Growing in the suburbs of southern New Jersey, I was constantly reminded that I didn't look like my neighbors, my classmates and friends. To cope with this reality, I went through the "conformity" stage. However, as I got older, I realized that as much as I could try to conform, I would never be "white," and I needed to gain more of an awareness of positive roles models that looked like me and had similar experiences. The stages of "dissonance" and "immersion" came into play. Throughout undergrad, I grew to be more comfortable around other black/west indian people that were not my family, and I embraced that time and those experiences with them. The stage of "emersion" comes into play. Now, As I gain more knowledge of the cultures around me, I'm experiencing stages of "internalization" and "integrated awareness" which I know will allow me to appreciate my culture and the cultures of other individuals even more.
ReplyDeleteI have taken an online course. It does allow you to work at your own pace in some situations, but the interaction with classmates and instructors is limited. To be honest, I knew none of my classmates taking the class, and my method of communication with my instructor was via e-mail. For me, it was not the ideal situation because with learning, I feel that people need that personal interaction to really grasp the information that is needed to be learned. Without it, the challenge really lies on the student to be self-sufficient and teach themselves. Student development, in my opinion, requires leaders (professors, deans, instructors, etc.) to aid in that process. I completely agree with Justin in his statement to using a full online learning format. There needs to be a balance between online learning and classroom instruction.
In the social identity development models, these are social groups that are NOT white, heterosexual, male, and of the privileged class. However, in more recent models the dominant social groups in the US that have power and privilege are typically the identity mentioned above. It is interesting because having a variety of leadership positions at a small private institution, with students that had a variety of backgrounds. Typically, the student organizations with the most power, were the organizations with the student leaders that had the ability to change things on campus if they wanted to do so. (I.e. groups of male and privileged) I do not think it is a coincidence that politics have been the same way over the years.
ReplyDeleteI have never signed up to take an online course because I do not like the idea of not having interaction with other people, or maybe not doing as well due to lack of communication or understanding.
This is very interesting though because my roommate is currently going through the process of applying to different graduate programs. We were just talking this morning about how she wants to get to know more people in Tampa, and I suggested that she should take a "non-degree seeking" course. We both felt that it would give her a feel of the major she is interested in, as well give her more interaction with other people. She would also have the ability to talk to students going through the program and see it is something she actually wanted to pursue. If she were to take this course online, it would defeat the entire purpose of our conversation this morning. Neither of us even considered the idea for her to take an online course. The benefits of classroom learning and student interaction are just an overall better opportunity.
I can relate to the models of sexual identity development. The first stage under individual identity states, "aware of feeling or being different" From an early age I definitely was aware of feeling different. I was interested in playing sports with guys not dating them and as I grew up that never changed. I came out when I was 15. I used to bring up stories about how I defended a gay student at my high school in front of my parents. I was young, I wanted to see how they would react. I suppose that was me exploring and finding resources that could support me later on. I also relate to Helm's POC or ALANA identity statuses.
ReplyDeleteI've never taken an online course but I've done a demo session just to see what it would be like. I definitely would miss the class interaction. I have a few friends who rather online classes because in class is viewed as a waste of time for them. They also work full time jobs and some have children.
I cannot entirely relate to the "White Racial Identity Development" model but I found it very interesting. The third phase of "Reintegration" is the variance point for me. It states "Acknowledges a White identity and accepts belief in White superiority and Black inferiority." In my experiences I never felt a feeling of racial inequity but I have felt racial inequality. I felt that everyone had the potential to do great things and become whatever they set their mind to, but that everyone was not given a fair chance to have that opportunity. For example, I felt that rap music was strictly black, and country was strictly white, etc... But the last decade or so has proven that wrong. In the end I feel that I continued through the progression of the White Identity model. I saw a change in my feelings in terms of my ethnicity, deviating from a stereotypical outlook to one that accepts everyone for their values and not their racial backgrounds. Now I can relate to status 6, I seek to value people based on their humanity not race or color. I feel that caring is the key to the future and everyone is capable of equal opportunity if they can be compassionate.
ReplyDeleteAs for online classes I have taken my fair share. I find that I do not learn anything and I spend most of the time devoting my energy to how I can beat the system. For instance I took a course called "Origins of Life" the course had 2 tests, a midterm and a final. I ended up taking the tests without even looking at the material and if I did not know an answer I would google to find it quickly. I believe that although some students might take the material seriously an online experience will never compare to an in-class experience. I could not tell you a single thing covered in that course but I remember a lot from "Geography of Europe" (an equally uninteresting course).
Helms “People of Color or ALANA Racial Identity Development” model is the theory that correlates with my experiences the most. As I was growing up, a lot of people whom I socialized and interacted with always told me that I would have to conform to the views and perspective of “White America.” However true that may be, I was always one that was proud of my race as an African American and felt that I didn’t need to conform to any other race even if I did feel racially discriminated at times. I always found myself to be indulged with the other five statuses of this model. I always was able to immerse myself in my race to a certain degree and maintain an integrated awareness of my racial group as well as those around me.
ReplyDeleteOver the course of my undergraduate experience I have taken a fair amount of online classes. Having online classes had a negative affect on my learning because I never learned anything. I purposely took online classes as electives because they seemed to be easier and less of a hassle than having an actual class. I believe that having online classes will affect students in a negative way because they will not grasp the concept of “teamwork” within a classroom setting and will not learn much of anything.
The Social Identity section of Chapter 10 spoke most to me. I remember having a moment in my freshman year that I realized different socioeconomic classes existed and how being of a higher socioeconomic class provided more opportunity and knowledge about things like the college application process, how to manage your personal finances, and having the ability to to not worry as much about day to day living costs. Before college, I wouldn't say I thought the world was "classless" but I don't think I saw how diadvantaged someone could be by their families class status. Seeing these differences made me very thankful for what my parents were able to provide coming from a middle class upbringing and makes me interested in financial education. It is hard to find classes or courses that cover personal finance ideas about credit, credit cards, and a rainy day fund. I think these basic ideas should be general knowledge but are sometimes only learned when parents or guardians also follow good financial practices.
ReplyDeleteI have taken an online course and I found it an overall good experence. Like Justin, I think the self-discipline and time management of the student is crucial to success in an online course. I personally would prefer a classroom that met in person, even a few times at minimum to create that welcoming and social aspect. This balance that Justin and Corey have talked about is essential. I think it is also important to think about the population of students that would be interested in online only learning. I think if this distance learning is important because of work schedules or a family life, schools need to be able to have online only formats but encourage students to try to take as many classes in a traditional balanced fashion if they can commit to coming to class on campus.
I, too, can most relate to the Social Class identity in chapter 10. The most startling moment for me occurred during a RA training activity that showed me just how much of a minority, at least in that population, I actually was. I knew that my parents were paying out-of-state tuition for me to attend OSU for four years and for two of them they were also paying for my sister's school, but affording it all had never been an issue, and I had never thought too much about it. I realized then that a lot of students were doing the RA job because it helped immensely with affording college. I had always been thankful for what my parents had been able to provide my brother, sister and I, but I became much more so, and much more aware of our social class, through interacting with lots of students who were different from myself.
ReplyDeleteI also have not taken an online course before, mostly out of choice. I know that being in a classroom, interacting with other students and having the specific class time carved out of my day is a better learning style and environment for me. For certain students though, this could be tedious and an online course would serve him or her better. Online courses also seem to be a great option for distance learning. I would not, however, support encouraging traditional students to take these classes in place of those held in a traditional classroom setting.
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ReplyDeleteThe identity development chapter was pretty interesting in the fact that they pointed out a “White Racial Identity Development” outlook. I think we are slowly losing racial identity as we become more and more racially mixed. I’m white and Hispanic by heritage, and I think in the future we will have many different racial identities. I think racial identity is less emphasized in our generation than in previous generations for this reason. It will be even less so in the next generations.
ReplyDeleteI have retained almost no knowledge from online classes I took during my undergrad. However, I do remember much of the material from my online classes that were related to my major.
I would like to choose "Biracial and Multiracial Identity Development," as a theory I have had some experience. In chapter 10 it states that "persons that are biracial and/or multiracial are increasing." I can attest to this because I have bi-weekly staff meetings with my staff. Two weeks ago during the meeting we played the game two truths and a lie. In that game I found out that a lot of my staff are biracial and/or multiracial. Everything is coming together now... Some of you may know what the set up is for my staff's office space. When you walk into the office, it is very prevalent with music and discussions of different cultures, ethnicity, etc. No two people are alike! Thus far with biracial and multiracial being the identity of a large part of my staff there haven't been any issues and I think it because the atmosphere we allow as far as allowing there true identity to be present and accepted.
ReplyDeleteI have a great amount of experience in taking online classes and I LOVED them! True, its not as personal and there isn't actual face to face contact with your instructor, but I think it can be a learning experience. I loved online classes because I could go at my own pass. I often had assignments done well in advance, my time management skills are great, and fortunately for me I had great online instructors that were available may it have been online through email or setting up a conference.When taking online classes I think there is more responsibility on the students part. If a student is taken an online class and wants that relationship with the instructor, it is now up to the student to reach out and make that connection.... not a bad trait or skill to pick in the process of being in college.
After reading chapter 10, I find that I identify most closely with the Jones and McEwen conceptual model of multiple dimensions of identity. What suits me the best are the ideas that so many factors influence identity. The model allows for, and expects, change to continue over the course of a lifetime. I know that my core has stayed much more consistent than my context over the years, but the core changes as experience continues. The visual model of the concept shows a clear picture of the interrelationships of the contexts being considered. Everything is connected, but it is ever changing. Like me.
ReplyDeleteI have some experience with online coursework from a previous masters program. It was very impersonal and cold. The best thing that I can say about the courses is that they are a means to an end. I feel that online courses are a poor substitute for the learning environment of a classroom. Oddly, it is not the teaching that made the difference for me. The interaction with classmates and discussions about the course were the things that I missed the most. Online courses are going to have their role in the university setting and technology will make them better each year. I know that I will choose the classroom every chance it is available. For the students that are entering the universities, I feel that is the interactions with classmates that will allow for most of the social growth they need from college. The blend of people and personalities cannot be replaced through the internet.
I would like to talk a little bit about Gender Identity Development. It does not apply to me directly but it does apply to one of my residents from last year. He was a gay male who had female tendencies (He often dressed in womens clothing). When questioned about it he made it very clear to people that he was a man who was attracted to other men and he was not transgender. He just liked to act more feminine. It was difficult for those who did not know him to identify him as male. He struggled and is still struggling with gender identity and other peoples perception of who he really is.
ReplyDeleteAlthough, I have never taken an online course, I have done online review sessions and TV review sessions. Personally, I don't like it because I feel disconnected from the professor. When I was watching a review session for a math class my sophmore year I had so many questions and I couldn't ask the TV. Although online classes have blogs and whatnot I find it easier to have face to face interaction with professors and other peers.
I feel that the identity material was well documented and thought provoking. In my experiences as an undergrad at USF, I interacted with people of many identities. I am grateful for these opportunities to experience relationships with many different types of people. But honestly, I was very different to them. Here I was a non-traditional student, with other challenges also, but I was willing to work hard and help them achieve their goals. As a person with a vision disability, I do not see many of the features that make people unique. So to me everyone is a person worth knowing and learning about.
ReplyDeleteI do believe that racial issues in our society are fueled by political interests. The POC and other viewpoints of inequality have some level of bias that makes them complex. The research and publication of these perspectives is needed to make people aware of the ongoing imbalance of social justice.
With regard to online courses, I do not care for them. I am not a good candidate for online courses because I am not motivated to access the material through the computer. I will always prefer face to face classes. However I do see the need and benefits of online courses for those who can and want to choose them.
I have studied Helm’s model of “White Racial Identity Development” previously and found it very interesting the first time I read it during undergrad. It was in this class on race that I learned more about White privilege in depth. I had a completely different perspective of race after that class, and walked away with very realistic views due to how the professor presented these models. I distinctly remember discussing the difficulty in reaching the autonomy status of the model. The most challenging aspect of this stage is trying to actively “abolish racial oppression.” In my experience with first-year students, I feel that it is very important to introduce these concepts early in their college career so that they may become even closer to reaching autonomy.
ReplyDeleteI also have not taken a completely online course, although I have had a few classes that require posting discussions on Blackboard. One class in particular was completely discussion based, where participation points were split between in-class and discussion board participation. This professor was the type to give you a point for every time you speak, so I definitely took advantage of the Blackboard discussions. This opportunity to communicate worked better me because it gave me extra time to put my thoughts together into a cohesive response, a process that is usually difficult to do in class.
One identety development theory that I have experienced in my life is the gender identity development. I believe I am a strong independent woman. I have grown and matured into having a positive sense of self as a woman. I also believe that the world is becoming less sexist against women. I have proven this theory by trying to further my education in college and not be a traditional house wife.
ReplyDeleteI have never taken an online class. I would assume that it would be more difficult and have a cold atmosphere. I have had several friends take online classes. They have never said it was a better learning experience. In most of my friends cases, they just did not want to go to class or the class they needed was already full.
The gender identity development theory I can relate to most is the womanist identity development of Ossana, Helms, and Leonard. I feel I have progressed through the four stages and am a strong woman. A also know I have other identities that make up who I am and am working on understanding their interaction and how they influence each other. The other concept that resonated with me is geographic region. I know that growing up in a suburb of Washington, D.C. is part of my identity. I realized this most when I came to college and met many people who were born and raised in Florida.
ReplyDeleteI took a few online classes in undergrad and like Anthony, Greg, and Scott mentioned I really did not learn anything from those classes. I did not have any interactions with other students in the courses, not even blogging. It was strictly tests, quizzes, and papers all done individually. Since all the classes I took online were either general education or elective classes it did help lighten my course load during those semesters. I am glad I did not have to take an online course for my core curriculum because I would miss the interaction with other students and the professor. I also know I was able to easily complete the online courses because of my time management skills. I knew other students who did not do well with online courses because they procrastinated or forgot about deadlines.
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ReplyDelete(Chance)
ReplyDeleteThe religious identity is something that I’m definitely aware that I’ve experienced. I’ve always been a ponderous sort—often contemplating various components of life and whatnot. When I was about fifteen I began to wonder about God, religion in general, and what the meaning of life was. My family was never really religious, but not atheist either. I went through a period of disbelieving in organized religion, then Christian, then atheist, followed by Christian again, and then finally Baha’i. This was a very important moment in my life because I really felt that all of my questions were answered and I was able to find what I truly sought.
I took a couple of online classes for my undergrad. I was not overly impressed with them, yet they were not horrible either. Everyone seems to mention the downsides: lack of interaction, “cold” demeanor, and just an overall sense of emptiness. I felt the same when I took these classes. However, I do think that they offer some wonderful perks that should be mentioned. First, they are generally pretty flexible—allowing people to fit into their schedules a class that they might not be able to take because of time constraints. Now, I do not think that these classes were more engaging but they were more beneficial in the sense of ease of access and the amount of time saved.
Eventually I think online classes will play a more prominent role in education. The technology allows for such a good way to save money that I think this will eventually be exploited to its full potential. I think there will always be a need for actual teachers, yet their role will be diminished because of technology.
From Chapter 10 I would identify with the religion identity. I was raised in a very strong Roman Catholic family. I attended Catholic school until 7th grade and then went to a fairly dominant Catholic public high school. I most definitely identify myself as a Catholic and my family is still very active in the church.
ReplyDeleteAs for online classes I would day they are not for me. As a business major here at USF we had to take an ISM class, this class had only one in person class that was impossible to get into. I would have to agree with everyone in saying that I felt a lack of motivation in this class. This was a class that I feel I could have learned a lot from if I would have been there in person and "forced" to pay attention. I also agree with Chance that it did offer more flexibility and that they will become more prominent in colleges.
I think one of the interesting things when looking at these theories is that we cannot necessarily "choose" a theory that we fit into. It is predetermined, to an extent, which category we will fall under and what experience we may have. I know what theories I went through, and it does not boil down to just one. My unique experience is personal and I think that someone cannot learn about me through posting it on a blog. I believe it is the individual interactions with people, that we will have with each other, will let us learn more in depth about one another. This learning will occur on a level of trust and friendship which has to be built. I cannot define my experience through one theory, however the unique part of everyone is that we all have different theory experiences. These different experiences make us the individual we are today. We experience things because we practice a certain religion, we come from this economic background, we are male/female, black/white/brown/blue/red, or what your sexual orientation is. These are factors that will automatically put us into a certain theory/theories that only we can experience.
ReplyDeleteAnother thought for this question is that through our readings, and everyday experiences in our GA position, we are taught to not categorize or group certain people together. Putting ourselves into a certain category is, in a sense, forming certain groups or stereotypes. I understand the point of this is to understand each others experiences, but it just seemed interesting that in trying to understand the group as a whole, it is key to not group people based off of certain characteristics.
Good questions/discussion Karen :)
As far as my experience with online course, i am going through my first class this semester. I find it very disconnected, yet it is a great tool for people who do not have the time to commit to classroom learning on campus. It is a great way for anyone to obtain an education. However, I feel that communication is an issue with my current professor. Obviously the best way to communicate is electronically, but he does not respond to questions. Since there is no classroom, face-to-face communication, email is the only form that students have to their professor. That is my biggest issue, that a professor must try even harder to open lines of communication since there is no personal interaction with students on a daily basis.
Good point Clara! I think that it is very difficult to self-classify ourselves into specific developmental theories. Although I am Asian by heritage, I was not raised in an Asian family. I do not identify strongly with any of the racial theories. Of the ones discussed in the book, I think that the multiracial theories discussed most closely parallel my experiences. I am not multiracial, but I was raised in a multicultural household and did "develop an awareness of racial identity" and (continue to) integrate my identities in a meaningful way.
ReplyDeleteI have taken several online classes and found them to be convenient but impersonal. I took some online classes over the summer semester due to financial reasons. They were convenient because I did not have to be at campus to receive the credits I needed. However, I did not have a comprehensive learning experiences with them. For several classes, I began and finished the courses within a week or two because I was able to work at my own pace and would rather work intensively to complete the course than slowly complete the small and plentiful assignments. I have, however, also worked on independent studies which did not require a (regular) class meeting. I found that I completed this study in a similar fashion to my online courses; I worked intensively on the class when I had the time and put it on the back burner when my classes that met in person were more demanding.
Ultimately, I think that online courses require self discipline and intrinsic motivation to gain a meaningful education from them. I think that because of their convenience and the diverse student populations served, online classes will continue to be an option for students; however, students need to adapt their opinions of how they are supposed to learn to benefit from them.
I'm also finding this one difficult but I have a dear friend who it seems easier to identify. He is a black male that went to a mostly-white college and likely experienced a number of these identity statuses, particularly conformity. However, who he's grown to be since our freshman year of college is on the extreme opposite side of the spectrum now. He's aware of the differences and similarities between himself and the white majority, he discourages racial self-conceptions and challenges the process through support and understanding now. If I were having this conversation with him right now, the one question I would want to know is, what does it feel like (physically, mentally, emotionally) to experience the changes that come with each of the stages? Does it create a sense of fulfillment knowing that he's at the Integrated Awareness status now?
ReplyDeleteI love the question about the online class. I strongly dislike online classes. I realize we can get more classes to more students but the classes don't actually work for my learning styles. It doesn't surprise me that the online style can be linked with higher academic performance - think about it - everything is open book and open note. Who is going to stop you from doing the assignment with a friend (or an expert in the field, for that matter).
I will say, however, that Prof. Vizcain requires his online class to take the exam in the computer lab, in which case, you've got to take the initiative to learn the material because you can't hide behind your own computer screen. But otherwise, I don't like online classes, nor do I think students truly put into them the effort they might for an on-campus class.
This was a really tough, yet interesting chapter. I enjoyed reading the different apsects of identity development. While I do not identify with every status in white racial identity development, I understand that certain individuals might experience any one or all of them. I feel I closely relate to phase 2. I feel my view is very close to Autonomy. Diversity to me means more than skin color or ethnicity, it means personality, likes/dislikes etc. I feel character is a true measure of a person. I was personally troubled by status 2 and 3. I feel that Helms is too concise in trying to sum up a lifetime of thoughts and feelings about white people and people of color in 6 simple steps.
ReplyDeleteOn to a lighter topic :) In my opinion there is a large population who can really benefit from online courses. I do also think online learning is best used in moderation and should be restricted based on program. For example, one should not be able to finish a Sociology degree striclty online. For working professionals, adult learners, stay at home moms etc. this is a really useful offering. I took a couple of online courses previously and actually enjoyed them. I prefer coming to class and conversing with all of you fine people but online can still engage. It actually felt like more work since you had to express in written form through blogs, papers instead of in class discussion.
I wanted to jump in again and follow up on what Clara said. We are going to pick a theory which is closest to our experience but it is not who we are. Social Construction theory is one we ALL can identify with. It means that every one of us is who we are because of how we were constructed to this point, based on individual experiences we have had in our lives.
ReplyDeleteI thought Reynolds and Pope's Multiple Identity theory was one that I could relate to. Not only in my assistantship do I come across examples of this but I feel like I have gone through this myself. Looking back to my first years here in Tampa at USF and till now, I can see that I have adapted and the changes that have occurred. Tampa being a different environment from Miami I have noticed how I have slowed down my pace and acclimated to Tampa's more laid back environment and it’s different social aspects.
ReplyDeleteI agree with Karen about online classed seeming cold. I have taken a couple of online classes and to be honest there is a lack of motivation at times. While some teachers offer support many online classes you will never interact with an instructor. More importantly you will never interact with your classmates. I think this will become a problem in the long run. There will no longer be any social interactions, therefore it may be harder for some students to learn and there may be a lack of a support system. I don't think that primarily online classes would be a good choice. I feel it takes away from the beauty of colleges as a social Mecca.
With my current position in life the Multiple Identity Theory by Reynolds and Pope is what I believe relates to me the most. I say this because of the number of hats I have worn in just the past few years of my life. I have worked or participated in Campus Activities Board, Student Government, Homecoming, Greek life, and Campus Recreation in just the last 2 years of my life. For most of the time I was holding two high positions in two totally different programs. Every time I walked into a room I had to prepare myself to be in specific mode whether it be a programming mode or work mode or an SG mode.
ReplyDeleteWhen it comes to online courses I have taken my fair share and have to say online courses are what you make it. People can make the most out of their education experience and keep themselves disciplined and follow accordingly online. Or they can slack off and not care. Because there is no physical teacher present it is always up to the student to take initiative on what they feel like doing that day. However, I think that with programs like Skype teaching online courses will revolve around classroom settings being anywhere a person wants to be. All they need is their camera and the internet will be the classroom and people will be able to see and engage with each other online.
As far as a model, I feel I relate to Fassinger & Miller and McCarn & Fassinger's Lesbian and Gay Identity Formation. My experience and "coming out" process could be a book one day, so I'll spare the details on the blog. What I have always thought about, however, is that this process for me as a Christian-raised, small town, white male in the Midwest during the mid to late 90's was and is completely different than someone my same age who went through it in an urban setting. And it is definitely different than gay and lesbian youths in 2010. There was no Will & Grace, no Queer as Folk, and no major gay or lesbian characters, other than the stereotypical and outlandish characters, in any movies or television shows. Now it is almost commonplace for a gay or lesbian character who lives a "normal" life that just was not portrayed that way 10-15 years ago. I believe this has changed and possibly eased the identity process for many youths.
ReplyDeleteAs far as online courses, I have never taken one and I would prefer not to. I feel I can be too good at procrastinating and not having the instructor interaction would not be a good thing for me. In our Research Methods class yesterday the two online students came in to that class to have mid-term review because they said they just cannot grasp it sitting at home looking at a computer. I learn from discussion, interaction, etc. Only sitting in front of a computer just would not do it for me. Most importantly, I just feel there is a whole involvement piece a student who only takes online courses would be missing as part of the overall college experience.
I most readily identified with “Religious Identity,” as my religion is an aspect of my identity. I consider my religion as only a component of who I am, rather than the only thing I am known for, although that is not always the case. I chose to wear the hijab, or head scarf, and as a result, I am more easily recognized as a Muslim woman. I am an ambassador of my faith, as it is readily recognizable, yet I do not wish to be known solely as “that Muslim girl”. People close to me or who get a chance to know me, see for themselves that I am more multifaceted than any stereotype that they may carry. My faith influences my life and my values, and teaches me to learn and engage in interfaith dialogue. I love my religion and love that other people love theirs. Georgetown was an amazing school to be amongst so many people who value and tolerate, but not necessarily heavily practice, religion. Indeed, the school’s Jesuit identity shaped the institutions values but did not mandate observance, just as I feel that Islam plays a role in my life and how I interact with others.
ReplyDeleteI’ve never taken an on-line course, but I know myself. If I do not go to class, I do not pay attention to that class and the work goes to the bottom in terms of priority. I think I would approach the work for an on-line class similarly to Emily’s technique, and get as much of the work out of the way as quickly as possible. But I doubt the information I read for these classes would enable me to apply much outside the exams and papers for the class. The value and insight of the professor makes a class, a class.
My sophomore year of college I lived in an apartment with a few friends from my residence hall. About two weeks after the semester started I shocked one of my roommate by revealing that I had…gasp…student loans! His parents were paying for college, and he expected to pay them back some day, but the idea of needing loans from somewhere else was new to him. I had just always expected to pay for college mostly on my own. I think it was an important moment for both of us in developing social class identity. He thought I worked because I wanted to, not because I needed the money for books, rent, etc. I thought most college students were in my position.
ReplyDeleteAs for the online classes, The University of Iowa was just beginning to offer a lot of online classes by the time I graduated. I took one online class…and I really didn’t like it. I missed having discussions as a class and having time to professors questions. It just didn’t feel like the same experience to me. I can see how it works for some people who might be working more or can’t get to campus five days a week for class, but I liked (and I think as an undergrad, needed) the structure of going to class.
Of course I identify with ALANA; I was surprised to see how the book articulated the stages for each of the identity development theories. Like Dr. Miller always says, we actually live theory, so to see it on paper sort of confirms/validates what we already know to be true about different things. I enjoyed reading through the different POC statuses; however, what I was most taken aback by was the White racial identity development section. My encounters with individuals in the different stages of White racial identity development stand out more than my own with ALANA (I suppose because I live it and they were more negative). Some quotes from the book that struck me with their rawness:
ReplyDelete"Racism is central to the construction of White racial identity, both in terms of its presence in the US and White people's role in perpetuating it."
"It is impossible to develop a healthy White identity without acknowledging, understanding, and working to rid oneself of deep, internalizing racism."
I really related to the "Happy Racist" (Status 1) aspect of Phase 1. It's something I've encountered many times throughout my life. One thing I found discouraging in the discussion of White racial identity development was in Phase 2: The Development of Nonracist Identity, when it talks about the transition, it states that "If PERSONAL REWARDS are great enough to encourage continued strengthening of a positive White identity..." When are the personal rewards of moving outside of the dominant group, forgoing (even temporarily) the privileges that come with being from that group, and getting "down and dirty" to understand what it's like "on the other side," great enough one may ask? And therein lies the issue.
I disagree with the notion that online classes increase interactivity. I’ve taken many online courses (starting with Physical Education in high school). The draw for many of them is that you don’t have to interact! You can skate through unnoticed and unengaged, get the grade, and be out. While certain courses lend themselves well to an online format, I’m a little bothered by the “explosion” of online course offerings for courses like Anatomy labs here at USF or PE in many high schools. Let’s be real, how engaging can you really be via a computer screen?
ReplyDeleteSince I'm probably the last one on the blog this week I might as well go on! The Bisexuality theory, however short, was very informative. I drew parallels between this and biracial theory. I know when one is biracial there is an aspect of "you're not really white" so you're not a hundred percent accepted on that side, but "you're not really black" either so sometimes you're not fully accepted over there either, and you're stuck in the middle as "other." When I was reading about the bisexual Asian man, mention was made that bisexual as a status is an "other," not really taken seriously by homosexuals or heterosexuals. "You're not really gay," but then "You're not really straight" either.
ReplyDeleteI also identify with Religious Identity development. I was raised Muslim and grew up practicing, but I also went to a Christian primary school (Juma prayer or Fridays, Sunday school on Sundays) and eventually a Catholic high school. I never felt confused or that there was anything unnatural about this. I never believed in labeling myself, but for the sake of other people's comfort/ideas/whatever was often forced to "make a choice" (I think it had a lot to do with where I lived at the time). As a child/adolescent this was very difficult. As an adult I love much of both religions and both informed who I am as a person (bi-religious?) Bi Bi!
Chapter 10-
ReplyDeleteAt first I was struggling with Chapter 10 and identifying the identity that fit me. But, as pointed out by several of you, it is not the identity that describes you, but the one that is closest. If I had to select one, I would pick Helms model of White racial identity because it address perhaps one of the weaknesses and difficulties that I think white people struggle with. While I personally don't feel I had to rid myself of "deep, internalized racism," I have had to grow and understand racial attitudes and the relate to those who were not born white. There's a South Park episode that I really like where one of the characters, Stan, tries desperately to understand what the experience of being black was like. Of course, being a comedy show there was lots of awkwardness and off-color humor, but the show ends with Stan confessing that he "gets it" by understanding that he "doesn't get it." Essentially, he realizes that because he isn't black, he can never "get" the experience of what being black is like, but that he can recognize that he doesn't get it and grow from there. Perhaps the reason this show is funny is because it highlights the inequalities we all observe in our society and makes us laugh at the uncomfortable and sometimes funny tensions these inequalities bring. I think in Helm's model of white racial identity, we all work towards that "nonracist identity" when we recognize that we "don't get it" and probably never will, so recognizing that we grow to understand and empathize better with those that find themselves in the non-dominant identities. And yes, I definitely brought South Park into the blog.
Chapter 11-
ReplyDeleteIt seems that many of you had a negative interaction with online classes, and for me personally, I found the experience much more engaging and one of the classes I learned the most in. My professor was in California and I was here in Florida, and she still ended up being one of the most engaging professors that I ever took classes with. I think the key to any successful class is communication and this professor communicated very effectively via email and discussion boards. All too often, it seems that online classes are the leftover or last thought of classes in a professors (and students) course load. I think that regardless of the setting being in-class or online, if you have a dedicated Professor that communicates effectively and constantly, the experience can be just as rewarding. Let's face it, online learning is here to stay so we need to focus on (like always) "hiring the right people."