Stages of Minority Member of Cultural Awareness

Cross (1978) proposed a four stage model of psychological nigrescence or Black self-actualization in which he suggested that Black people move from a stage of racial consciousness characterized by self-abasement and denial of their blackness to a stage characterized by self-esteem and acceptance of their blackness. The Cross model can also be used to view how oppressed people in general react in an environment where they perceive a negative reaction from the majority group.

The following stages are typically experienced by minority groups. Based on the above statement, minority groups in the United States might include

  1. African Americans
  2. Latin Americans
  3. Asians
  4. American Indians
  5. Women
  6. Homosexuals, etc.

Each stage is briefly described and behaviors and attitudes associated with the stage are identified. Some examples of students' statements associated with the stage are listed.

1. Pre-encounter Stage - This stage is characterized by limited self-awareness about difference and dependence upon majority group for sense of worth.

Behaviors and attitudes:

  • attitudes toward the world and self are determined by majority groups' logic.
  • one has dislike for one's own group, emulates majority group.
  • one accepts stereotypes of one's own group.
  • one believes that assimilation is the most effective method for problem solving.

    • Student statements:

  • "We're all just people."
  • "Women are superficial." (Stated by a woman.)

    • 2. Encounter Stage - A significant event creates receptivity to new identity.

    Behaviors and attitudes:

  • intense search for own group history, identity begins.
  • reinterprets all events from one's own group perspective.
  • experiences deepen the trauma of discrimination.

    • Student Statements:

  • "I've discovered that my being Black makes a difference the whites."
  • "I was rejected because I was too emotional." (By a woman.)
  • "I met a man who was proud of being gay." (By a homosexual.)

    • 3. Immersion Stage - In this stage there is a transition from the old identity to a new identity and an emphasis on the destruction of the old identity and a glorification of the new identity.

    Behaviors and attitudes:

  • participates in political action, rap groups, seminars, awareness groups, etc.
  • undergoes a liberation from the majority group's values, stereotypes.
  • behaves as though the majority group member is not human.
  • confronts the system.
  • person feels an overwhelming attachment to her/his own group.
  • gradually both the strengths and weaknesses of majority group and own group become visible.

    • Student statements:

  • "Black is beautiful."
  • "Men are so competitive."
  • "Only gay men can be sensitive."

    • 4. Internalization Stage - The new identity is incorporated and the individual can re negotiate with the majority.

    Behaviors and attitudes:

  • the person behaves as if she/he has inner security.
  • the person has compassion for all minority people and can transfer a values orientation to include all "isms," differences.
  • the person demonstrates commitment, active participation in making social change.

    • Student statements:

  • "I can learn from both men and women."
  • "I'll never change his mind but I can live with his attitude."
  • "To be liberated as a black man I must also confront my own sexism."

    • SORCE: Cross, W.E., Jr., 1978. "The Cross and Thomas Model
    of Psychological Nigrescence," Journal of Black Psychology,
    5, 13-19.

    Summary Statement for Majority and Minority Cultural Awareness

    This lengthy description of these two models of cultural consciousness was presented so that you can evaluate where you might place yourself on the appropriate continuum.In summary, the stages for Whites are as follows: Contact, Integration, Reintegration, Pseudo-intellectual, and Autonomy. For Blacks and other culturally different groups the stages are: Pre-encounter, Encounter, Immersion/emersion and Internalization. With reference to the above mentioned description, take a moment and evaluate your own racial consciousness. A word to the wise, very few people are truly at either the autonomy or internalization stages of these two models. Be aware that these theories suggest and imply that it is possible to develop or increase one's level of racial consciousness. Therefore, it is your job as a student leader to help students to explore and increase their awareness of their own racial attitudes, and to develop the cross-cultural awareness skills necessary for life-long success.

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