Ferman And Gallego's Model Of White Diversity And Social Identity

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Introduction
For the purposes of this paper, I have chosen to focus on the social identities of white privilege and my Mexican ethnicity in discussing how both have impacted the construction of my social identity. Patton, Evans, Forney, Guido & Quaye (2016) mention in their text “Student development in college: Theory, research, and practice” Ferman and Gallego’s model of Latina/o Ethnoracial identity, which I will use to discuss how my Mexican ethnicity and being white has shaped my social identity.
Latina/o Identity
Ferdman and Gallego’s Model of Latina and Latino Identity is comprise of six orientation which include: White-identified, Undifferented/Denial, Latinos as Other, Subgroup-Identified, Latino-Identified, Latino-Integrated. According to Ferdman and Gallego each orientation serve as “lenses” through which Latinos view themselves. In this paper I plan to focus on three out of the six orientations that best fit my how my social identity was shaped based on my ethnicity. Patton et. al (2016) state “orientations are constructed based off of five features: one’s
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(Patton et. al, 2016, p. 107) In middle school and high school, I began to notice that I began aligning myself with the Latina/o subgroup would entitle viewing other Latina/o subgroups inferior. In proving my allegiance to become apart of the Mexican subgroup I would participate in physical and verbal confrontations with members of other Latina/o subgroups. Thankfully as I entered college I saw less physical confrontation in proving my allegiance to the Mexican subgroup though aspects of verbal insults still lingered. My first year in college I would notice that primarily dominant Mexican groups on campus would monopolize the agendum to purposely not allow other Latina/o subgroups from voicing their

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