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65 Cards in this Set
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Sexual Identity |
The sense individuals have of themselves as lesbian, gay, heterosexual, asexual or some other term. Encompasses both sexual orientation and sexual orientation identity. Combination of fluid and mixed elements. On a spectrum |
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Cass' Model of Sexual Identity Formation Stage 1 |
Identity Confusion - first awareness that behavior or feelings can be labelled as gay or lesbian, dissonance |
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Cass' Model Stage 2 |
Identity Comparison - accept the possibility they might be gay or lesbian, determine how to manage social alienation |
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Cass' Model Stage 3 |
Identity Tolerance - seek out other gays and lesbians to reduce isolation, common in college |
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Cass' Model Stage 4 |
Identity Acceptance - more stable sense of self, selective disclosure to heterosexual individuals |
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Cass' Model Stage 5 |
Identity Pride - focus on gay issues and activities to minimize contact with heterosexuals, how to live in the world |
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Cass' Model Stage 6 |
Identity Synthesis - public and private identities become more congruent, sexual identity becomes just one aspect of self |
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Fassinger's Model of Gay and Lesbian Identity Development |
Two parallel processes of identity development: 1) individual sexual identity and 2) group membership identity Four Phases Awareness Exploration Deepening/Commitment Internalization/sythesis |
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Unifying Model: Determinants |
1. Biopsychosocial Processes 2. Individual Identity 3. Social Identity |
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Unifying Model: Statuses |
1. Compulsory Heterosexuality 2. Active Exploration 3. Diffusion 4. Deepening and commitment 5. Synthesis or integration |
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Sex |
biological and physiological characteristics that define men and women |
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Gender |
socially constructed roles, behaviors, activities and attributes deemed appropriate for men and women |
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Cisgender |
gender identity matches the sex observed at birth |
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Transgender |
gender identity is different than observed sex at birth |
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genderqueer |
blending of masculine and feminine identity |
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gender identity |
sense of self as masculine, feminine, both or neither |
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Bilodeau's Transgender Identity Development |
1. Exiting a traditionally-gendered identity 2. Developing a personal transgender identity 3. Developing a transgender social identity 4. Becoming a transgender offspring 5. Developing a transgender intimacy status 6. Entering a transgender community |
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Bem Sex Role Inventory |
Androgynous - high masculinity and femininity Undifferentiated - low on both Masculine - high masculinity and low femininity Feminine - high femininity and low masculinity |
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Spirituality |
sense of who we are, where we come from, why we are here, etc. |
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Belief |
intellectual agreement with doctrines, etc |
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Religion |
many beliefs and practices of a group of people |
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Faith |
way of giving meaning to life; an attitude of respecting unproven phenomena |
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Theism |
belief in a personal God |
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Atheism |
denial in the reality of God |
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Agnosticism |
not knowing; belief is that it might not be possible to know if God exists or not |
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Apatheism |
lack of interest in or concern with God existence or nonexistence |
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Fowler's Theory of Faith Development: Assumptions |
1. Faith is universal 2. Each person's faith is unique in the manner in which it is exhibited 3. Relational to nature of faith 4. Faith takes the form of unconscious structures 5. Order of stages does not change |
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Fowler's Theory Stage 3 |
Synthetic conventional faith - Not able to consider faith critically, still need external validation, help making sense out of faith |
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Fowler's Theory Stage 4 |
Individuative-Reflective faith - self definition becomes self-authored; system of beliefs, values and commitments becomes a coherent and meaning-making system |
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Fowler's Theory Stage 5 |
Conjunctive Faith - more accepting of other faith traditions while holding a deep commitment to their own |
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Fowler's Theory Stage 6 |
Universalizing Faith - radical decentralization from self (self); value God and others with the love of God |
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Park's Theory of Faith Development |
1. Faith - the activity of seeking and discovering meaning int he most comprehensive dimensions of our experience; validated through lived experience; larger than religious belief |
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Park's Theory Three Forms of Development |
Cognition Dependence Community |
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Cognition - Authority Bound |
Place trust in personal and impersonal authorities; see life in rigid terms; little tolerance for ambiguity |
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Cognition - Unqualified Relativisim |
Trusted authorities are found to be fallible; reality has many forms; view all knowledge as relative; authority figures may be at odds |
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Cognition - Probing Commitment |
short-term, tentative commitment; serious, critically aware exploration |
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Cognition - Tested commitment |
commitments become mores secure |
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Cognition - Convictional Commitment |
deep commitment to own understanding of truth; ability to recognize and appreciate truth other others |
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Dependence - Dependent/Counterdependent |
rely on other authorities to determine how to feel about events; react against positions of authority; authorities have the power to determine reactions |
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Dependence - Fragile inner dependence |
balances the views of others with own views; vulnerable and needs support |
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Dependence - Confident inner dependence |
Start developing own sense of self and faith; confident in ability to shape own destiny; inner dialogue is important |
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Dependence - Interdependence |
See the value of others' beliefs and perspectives without experiencing them as a challenge to their own values |
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Community - Conventional Community |
face to face relationships, adhere to values and cultural norms of significant people in their lives |
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Community - diffuse community |
search for new relationships to confirm tentative new choices |
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Community - mentoring community |
mentors that recognize and encourage their potential |
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Community - self-selected group |
seek out communities that share their beliefs and make meaning in similar ways |
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Community - Open to the other |
seek out community that values other perspectives |
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Astin, Astin and Lindholm's Study |
1. Religious Engagement declines 2. Spirituality increases 3. Grow more open-minded 4. Colleges are critical to spiritual growth |
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Peek's Model of Muslim Identity Development: Stage 1 |
Religion as Ascribed Identity |
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Peek's Model: Stage 2 |
Religion as chosen identity |
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Peek's Model: Stage 3 |
Religion as declared identity |
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Smith Model of Atheist Identity Development |
1.Ubiquity of Theism 2. Questioning Theism 3. Rejecting Theism 4. Coming Out Atheist |
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Disability |
1. Diagnosed vs. undiagnosed, acknowledged vs. not, born or acquired 2. Affect major life functions like reading, moving, communicating or thinkings 3. Is it their fault or the environment's fault |
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Johnstone's Six Categories of Disability Identity |
1. Externally ascribed, disempowering identities 2. Overcompensating 3. Identity's that shift the focus away 4. Empowering Identity 5. Complex Identity - one part of who you are 6. Common Identity - seek others with the same disability |
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David and Henderson's Four Repetoires |
1. Keeping Safe 2. Qualified Deception 3. Like/As Resistance 4. Education/Community |
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Gibson's 3-Stage Disability Identity Model |
1. Passive Awareness 2. Realization 3. Acceptance |
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Forber-Pratt and Aragon's Model of Physical Disabilities |
1. Acceptance Phase 2. Relationship Phase - finds others 3. Adoption - adopt core values of others with those disabilities, like independence and social justice 4. Giving Back to the Community |
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Socioeconomic Status |
Represents objective dimensions such as household income, occupational status, and educational status |
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Social Class |
large group of people who share a similar economic or social position in society based on a variety of factors in relation to those who have more or those who have less |
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Bordieau's Theory of Social Reproduction |
Education creates and maintains inequality; three kinds of captial: economic, social, cultural |
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Bordieau's Theory Three Dimensions of Capital |
Amount of capital an individual possesses; factors that compose your capital; capacity of the capital to help you advance in society |
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Yosso's Community Cultural Wealth Model |
1. Aspirational Capital - remain hopeful despite obstacles 2. Linguistic Capital - multiple languages 3. Familial capital - how connected your family is 4. Social capital 5. Navigational Capital - navigate relationships 6. Resistant capital - actions you take to initiate change |
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Digital Identity |
The ways students understand themselves in digital contexts; how to understand the construction and expression of self online |
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National Identity |
International students; Americans abroad; undocumented students; immigrant students |
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Student Veteran Development |
1. connecting with others is hard due to vastly different experiences 2. Blend in 3. Health concerns 4. More mature |
