Identity Development In Adolescence

Marianna Beaute
AFST 3335: The Black Child and the Urban Education System
Response #3: Identity Development in Adolescence

Of the many examples of teachers who impacted students’ identity development Dr. Beverley Daniel-Tatum provides in Identity Development in Adolescence, the example with which I resonated the most was the role Terri’s teacher Mrs. Campbell played in her life. Terri, a young Black woman attending a predominantly White school, experienced rejection from the other Black students at her school, and was described as “not really bring Black” by White students. Coupled with the racial tensions at school, Terri lacked positive Black friends and mentors on the home-front. Fortunately, her teacher, Mrs. Campbell, recognized Terri’s

need for a same-race peer group and helped her find accepting Black friends. This particular example really resonated with me because I empathized with Terri and Mrs. Campbell serves as an example of the kind of teacher I want to be and as a testament to the positive impact teachers can have on students. Dr. Daniel-Tatum asserts, “Our self- perceptions are shaped by the messages that we receive from those around us”, including our teachers (Daniel-Tatum, pg. 53-54). When Terri says Mrs. Campbell “really exposed me to the good Black community,” alludes that previously she only knew a “bad Black community” and reflects the detriment and nature of cultural stereotypes forming dichotomies (Daniel-Tatum, pg. 69). Had Mrs. Campbell ignored Terri’s need, and further labeled her like some of the other examples portrayed in the book, Terri may have not received the support she needed from others with lived shared experiences and continue to perceive Black people as being mean like her White friends believed, furthering her depression. Retrospectively, Terri was able to become more race-conscious, affirming other definitions of Blackness, and of herself.
“The significant role that Mrs.

Campbell played in helping Terri open us illustrates the constructive potential that informed adults can have in the identity development process” (Daniel-Tatum, pg. 69). It is important to note the use of the word “informed” here. In regards to identity development, Schools of Education have a high responsibility to prepare informed teachers: informed teachers are knowledgeable of racial identity development theory, understand the issues, such as school funding and low teacher retention, Black students face, and provide support in their identity development. But, how can teachers become informed of racial identity development when “Their understanding of adolescent development has been limited to the White middle-class norms included in most textbooks, their knowledge of Black history limited to Martin Luther King, Jr., and Rosa Parks” (Daniel-Tatum, pg. 74)? Schools of Education can prepare teachers to positively impact Black children’s identity by utilizing texts that present Blackness and Black history accurately, specifically works written by Black leaders such as James Baldwin, W.E.B. DuBois and Carter G. Woodson. Similarly, I do not believe that it was a coincidence that Mrs. Campbell is Black herself. Although, a White teacher could have supported Terri, I find it less likely that they would have had recognized Terri’s need for Black friends, the resources to do so and get Terri involved in singing gospel music. Schools of Education need to provide teachers with resources and strategies to build positive relationships with their students that allow teachers to become aware of and support the varying developmental needs of students. Teachers should also engage in activities that bring to light stereotypes they are perpetuating on fellow teachers in the program based on race, in their teaching and conversations with

students.

References

Daniel-Tatum, Beverly. “Identity Development in Adolescence” in Why Are All the Black Kids Sitting Together in the Cafeteria? and Other Conversations About Race. New York: Basic Books, 1997.