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Phinney Critique Paper
Phinney Critique Paper
Phinney Critique Paper
Laura Reiter
Identity is a complex, dynamic construct that develops over time as individuals strive to
make sense of who they are in terms of the groups they belong to within their immediate and
larger social contexts (Phinney, 2008, p. 98). One of the earliest theorists to develop and test a
general ethnic identity development model was Jean Phinney (Evans, Forney, Guido, Patton, &
Renn, 2010, p. 277). Her three-stage model was so broad that many other theorists have
expounded upon or critiqued her work in the development of their own ethnic identity models
that better reflect the lived experiences of specific ethnic minority groups. Even so, the ideas
The process of identity development takes place over extended periods of time, from
childhood through adulthood, and is significantly influenced by the contexts in which individuals
live (Phinney, 2008, p. 98). Stage 1 begins with individuals who have not yet explored issues
of ethnic identity, either because they do not consider them important, or because individuals
may have acquired attitudes about ethnicity in childhood from significant others, leading to
In my own life, the only time I can recall not thinking about my ethnic identity was when
I was very young. For young children, identity begins with learning the label used to indicate
the groups they belong to. Development consists of gaining understanding of the stability of this
group membership over time and of the attributes associated with it (Phinney, 2008, p. 103). As
a child I remember identifying myself as an American since I contrasted my identity with those
of the international students living in my house. A group identity typically includes a sense of
what one is not, as well as what one is. The opposite gender or other ethnic groups can serve as
PHINNEY CRITIQUE PAPER 3
foils against which to establish ones own sense of self (Phinney, 2008, p. 103). Since national
identity was so salient in my house, as a child I did not differentiate it from race, ethnicity, or
culture.
Even so, there were some hints of my ethnic identity provided by my mother. I still
remember singing a German childrens song about a little horse and learned to count to ten in
German, but since I could not accurately contrast my own experience with that of other children,
I did not realize my friends were not learning the same things. This changed when my family
hosted a German student named Volker who effected how I saw my ethnicity and myself.
Volker was very different from any prior international students I can recall in that he fit
in to our family dynamic so effortlessly. I remember very clearly my mom explaining that we
were ethnically German and since Volker was from Germany we shared many of the same
When young people explore and try on various options as a step toward resolving the
lead to be a better understanding of the area of concern, such as gender or ethnicity, and
I continued to talk with my mom about this new revelation and learned that she had actually
lived in Germany for a time and spoke German. My maternal grandmother had grown up
speaking German in her home and shared a strong connection with her German relatives through
My dads side of the family was not so connected to their ancestral home, but one very
important ethnic marker I got from my dad is our family name. Reiter (a last name frequently
PHINNEY CRITIQUE PAPER 4
mispronounced by telemarketers) is a German word that means rider of horses. It is likely that
on my fathers side of the family my ancestors were farmers since many as their descendants
Aside from Volker, my family also became very close to a German high school girl
named Kathrin. We hosted her when I was nine years old and I remember looking up to her and
always wanting to spend time with her. She painted a watercolor of a flower bouquet my mom
gave her that still hangs in our kitchen. I mention both these people because they have had a
lasting influence on how I have experienced German culture and identity. Volker and his family
still come to our holiday celebrations and when I traveled to Germany in 2011 I stayed in
Kathrins apartment. My relationships with Volker and Kathrin helped me seek more
information about [my] ethnic identity while attempting to understand the personal significance
Ultimately, my visit to Germany in 2011 moved me into the third stage of achieved
identity status. Evans et al. (2010) stated, as students accept membership in minority culture,
they gain a sense of ethnic identification while being open to other cultures (p. 278). I know
within the United States I am considered part of the majority White race and not typically
part of the norm for many German Americans. However, I do feel like I have reached ethnic
In December of 2011 I was living in Spain while my cousin Kevin was living in Germany.
My uncle offered to fly my other cousin and my sister over from the United States so we could
travel around Europe together during winter break. I met up with my family at Kathrins
PHINNEY CRITIQUE PAPER 5
apartment on Christmas Eve and from there we went to a Christmas service at her church. Even
though I couldnt understand a word I felt very connected to the experience. We later went to
the pastors house for Christmas dinner and the cultural traditions of the meal and the tree
reflected my family customs. I remember feeling very at peace and at ease: comfortable with my
Even though I had learned a lot about German culture from my mom and our German
friends, I did not fully understand what it meant to be German until I visited the country. I found
that I fit into the culture and was not stared at on the street as I had been while visiting many
other countries. Based on my experiences, I think Germany is the one country I could live in,
Evans et al. (2010) said, after moving through identity moratorium, these students
accepted their struggle and now feel confident in themselves as ethnic minority members and
accepting of others from different ethnic groups (p. 278). This aspect of Stage 3 does not
perfectly describe my situation since I am not obviously part of an ethnic minority group and so
did not face discrimination or racism experienced by other ethnic groups. I do remember hearing
that many German Americans stopped speaking German during World War II so as not to be
identifying as Americans and so lost a connection to their ethnic heritage. This cultural shift
impacted my dads family much more so than my moms family and is a greater legacy of
To the second part of the quote, I would say I am very accepting of people of different
ethnicities, although I think that has less to do with my own ethnic identity achievement and
more to do with my experience living with international students. I think the important role of
PHINNEY CRITIQUE PAPER 6
the social climate (Phinney, 2008, p. 100) is especially at play here and may cause students to
relationships, and politics may also be factors that cause students to be drawn towards or shy
Critique
The three stage model was a part of Phinneys early work and as a prolific researcher,
Phinney continues to shed light on a pivotal developmental issue for college students: the process
of ethnic identification (Evans et al., 2010, p. 279). Indeed, my own primary source article by
Phinney was from 2008 and during my research found many other articles about ethnic identity
In Phinneys (2008) work she discussed how over the college years, students show
evidence of increasingly complex reasoning and higher levels of integration among various
identities (p. 103). I would agree with this, although I think my ethnic identity development
started earlier due to my experience living with people of different ethnicities. That being said,
other facets of my identity were definitely explored during college much more so than during my
high school or formative years. Perhaps part of this is the process is moving out of childhood
interdisciplinary approach: The value of interdisciplinary approaches can best be realized when
different theories and methods are combined in a single study, and this has been much less
common in the field (p. 105). Phinney (2008) recognized an interdisciplinary approach was
important even while acknowledging there has been relatively little research on group identities
that is in fact interdisciplinary [due to]. the difficulty of combining disciplines (p. 105).
PHINNEY CRITIQUE PAPER 7
Working with professionals across different fields of study to conduct research may be
logistically challenging but could provide insights and perspectives that have not yet been
explored.
Ethnic identity development does not happen in a bubble and is influenced by other facets
of individual identity and experience, which leads to intersecting identities. The concept of
intersectionality has been developed in greatest depth by theorists concerned with groups that are
doubly (or triply) disadvantaged, usually with reference to gender, class, and race or ethnicity
(Phinney, 2008, p. 106). However, the ways in which social identities intersect and
and are underresearched, particularly with regard to college students (Evans et al., 2010, p. 287).
White racial identity impacted my view of my ethnic identity as compared to the experience of a
person holding a target racial identity and how that would intersect with their ethnic identity.
Many aspects of Phinneys theory of ethnic identity development hinged on the unfortunate
reality that different ethnicities are viewed as less than by the dominant culture (Evans et al.,
2010, p. 278). This can create feelings of anger or embarrassment I did not encounter as part of
my ethnic identity development. Intersectionality would also acknowledge the difference in the
development model for a German American Female compared to a German American Male.
Cultural expectations of gender can vary greatly and those who fall outside the gender binary
would likely have another experience altogether. A gay or transgender German American may
find they feel more accepted in Germany than by the German American community within the
For the student development professional identity development is a critical piece of the
college experience, however research on ethnic identity is in its infancy and its variations and
applications to college students are necessary to help students know themselves better (Evans et
al., 2010, p. 286). My own ethnic identity development occurred within the confines of a
Lutheran Church Missouri Synod institution; a combination of German culture with Lutheran
faith. Even though the Concordia student body and faculty were predominantly ethnically
German, I did not feel a strong connection to the community due to the focus on Lutheranism.
Even so, Luther is a part of German history and his writings influenced all Protestant Christian
development.
personally held beliefs about the self in relation to social groups (e.g., race, ethnicity, religion,
sexual orientation) and the ways one expresses that relationship (Torres, Jones, & Renn, 2009, p.
577). Each field locates the study of identity within its own disciplinary lens, but they share
commitments to understanding the individual, his or her social context, the influence of social
groups, and various dimensions of identity (e.g., race, ethnicity, gender, sexual orientation)
(Torres, Jones, & Renn, 2009, p. 578). As an educator I knew that while my job might officially
be to teach my students Spanish, the more valuable and longer-lasting lessons were often not a
part of the curriculum. Guiding students as they develop into the people they are meant to be is
and researching identity and student identity development (Torres, Jones, & Renn, 2009, p. 588).
PHINNEY CRITIQUE PAPER 9
Without this approach, students can feel boxed in to one aspect of their identity development. As
higher education professionals it is important to put the pieces back together to consider the
whole student again, in all of his or her complex and intersecting identities (Torres, Jones, &
My own personal area of interest is working with international students who, depending
on their ethnicity, may find themselves abruptly moving into ethnic identity moratorium. This
new awareness causes students to examine the significance of their ethnic background (Evans et
al., 2010, p. 278). It is important to recognize that while it might be a moment of personal crisis
for the student, it is also an opportunity for personal exploration. Student development
professionals need to provide international students with appropriate resources and support.
Increasing internationalization and globalization of higher education and society are prompting
interesting new research on student identity development. The meaning of, for example, ethnic
and racial identities are different in the United States and in global perspective (Torres, Jones,
& Renn, 2009, p. 592). Student affairs professionals need to support international students who
are unsure of their identity within a different cultural context as they work to gain a sense of self
and join the global conversation about ethnicity, race, and identity.
Conclusion
Phinneys Model is a useful framework for higher education professionals but falls short
due to her attempt to outline commonalities across ethnic groups, instead of placing each
groupand their dissimilarities under a microscope (Evans et al., 2010, p. 277). This model is
a useful foundation, but if applied liberally does not end up representing any one person or group
very well. As Phinney (2008) noted, identity development is not a one size fits all model and
References
Evans, N. J., Forney, D. S., Guido, F., Patton, L., & Renn, K. (2010). Student development in
college: Theory, research, and practice (2nd Edition). San Francisco, CA: Jossey-Bass.
understanding multiple identities. New Directions for Child & Adolescent Development,
2008(120), 97-109.
Torres, V., Jones, S. R., & Renn, K. A. (2009). Identity development theories in student affairs:
Origins, current status, and new approaches. Journal of College Student Development,
50(6), 577-596.