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• W2083433986 abstract "Reviewed by: Identity Development of Diverse Populations: Implications for Teaching and Administration in Higher Education Elisa S. Abes Identity Development of Diverse Populations: Implications for Teaching and Administration in Higher Education by Vasti Torres, Mary F. Howard-Hamilton, and Diane L. Cooper. San Francisco: Jossey-Bass/ASHE-ERIC, 2002. 144 pages. Paper $24.00. ISBN 0-7879-6351-8. This book provides a concise yet comprehensive overview of racial and ethnic identity development theories and offers recommendations for faculty and administrators to incorporate these theories into practice. The primary goal of this monograph is to promote reflection, dialogue, and understanding for both dominant and subordinate groups (p. 4). To do so, the authors convincingly portray the relevance of identity development theories by couching a comprehensive review of theory in the context of structural diversity and institutional racism, oppression and privilege, and the complexity associated with creating inclusive learning environments. The monograph consists of six chapters and a case study. In Chapter One, the authors respond to the question: Why should higher education be concerned with the identity development of diverse students? by explaining that understanding identity development theories is necessary to foster a marketplace of ideas created through dialogue among people with diverse backgrounds, as well as to create positive learning environments. Chapter Two then introduces some of the foundational identity development theories and offers a brief review of research that considers the application of these theories to students from non-dominant races and ethnicities. Garnered from their review of foundational theories, Chapter Three is grounded in the premise that additional considerations must be explored and understood to fully appreciate the difficulty of developing an identity while experiencing oppression and prejudice in social, political, and educational structures of society (p. 16). The authors review theories of oppression, the relationship between privilege and oppression, and white identity development. This ambitious chapter, which persuasively connects oppression and privilege with theories of racial and ethnic identity development, provides a critical and challenging backdrop for the remainder of the book. Chapter Four then offers an overview of numerous theories of multigroup identity, African American identity, Native American identity, Latino/a identity, Asian American identity, and multiracial identity. Prior to reviewing each cluster of theories, the authors typically provide as context a brief historical overview of the marginalization of each social group. Recognizing diversity within non-dominant groups, Chapter Five reviews research on the multiple identities of college students. The remainder of the chapter briefly discusses theories of sexual orientation and gender identity development. The final chapter of the monograph discusses how faculty and administrators can apply identity development theories to create a more inclusive learning environment. Recommendations for administrators focus on culturally inclusive policies and environments. Recommendations for faculty focus on inclusive curriculum and classroom culture. As a first step to inspiring dialogue, the [End Page 117] monograph concludes with a thought-provoking case study about challenges accompanying the inclusion of a diversity course at a predominantly white college. The authors of this monograph skillfully integrated a vast amount of complex material in a concise piece of work. By succinctly bringing together research about historical and social discrimination; theories of oppression and privilege; the identity development of multiple and diverse racial and ethnic groups; and detailed recommendations for practice, this monograph makes a valuable contribution to the literature. While other works independently discuss these concepts, few demonstrate the implications of their interdependence. Concluding with a case study was a fitting ending to illustrate the complex integration of these concepts and stimulate conversation. The authors reviewed just enough material to inspire further reading and dialogue, which was precisely their stated goal. Although an integrated piece, a couple of chapters are particularly strong. The breadth of theories reviewed in Chapter Three, especially theories of African American identity development, is striking. The authors explained that they presented numerous theories because: to fit a racial/ethnic group into one monolithic category . . . generalize[s] and stereotype[s] a group of people based on the assumption that their behaviors, beliefs, values, and levels of consciousness are all the same (p. 48). While the volume of theories could be intimidating for people with no background in this area, this chapter is..." @default.
• W2083433986 created "2016-06-24" @default.
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• W2083433986 date "2005-01-01" @default.
• W2083433986 modified "2023-09-23" @default.
• W2083433986 title "Identity Development of Diverse Populations: Implications for Teaching and Administration in Higher Education (review)" @default.
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• W2083433986 doi "https://doi.org/10.1353/jhe.2005.0001" @default.
• W2083433986 hasPublicationYear "2005" @default.
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