Recent research has broadened the discourse of our understanding of identity. Most of these studies have focused on college women (Jones & McEwen, 2000; Jones, 1997), college women of color (Ferguson & Howard-Hamilton, 2000), mixed raced college students (Renn, 2003), and lesbian women of color (Parks, Hughes, & Matthews, 2004). These studies have enhanced the reality that identity is comprehensive, complex, and inclusive of race, culture, sexual orientation, socio-economic status, gender, religion and other factors.
Jones & McEwen (2000) developed a conceptual model for multiple dimensions of identity (MDI). At the center of the circle, is the “core sense of self.” One’s personal identity incorporates their personal attributes and characteristics. It is how one views themselves. Within the circle, “externally defined dimensions” surround the core and includes gender, race, culture, class, religion, sexual orientation. There are also contextual factors that affect the circle, such as, family background, sociocultural conditions, current experiences, career decisions, and life planning. “Intersecting circles” surround the core identity and contextual influences which represent the significant identity dimensions and contextual influences. The intersections need to be understood in relation to other dimensions.
I have experienced the realities of MDI and the feeling of being torn between communities. It also presents challenges in how my identity is perceived versus the reality of my multiple dimensions. For example, I am Black (with African, Latino, Caribbean, and European ancestry), bisexual, male, living with HIV and I celebrate all of my identities simultaneously. Often times I have heard questions/statements similar to these — What are you? Can’t you just select one identity? You can’t raise LGBT issues in groups of color. What does race have to do with LGBT issues? As one might assume, these questions/statements places people in a precarious position. Should you be selective about what aspects of your identity to share? On the other hand, do you celebrate all parts of your identity? These issues are very common. MDI research demonstrates similar challenges for the women in the study and Renn (2003) study on mix-raced students suggest a similar feeling of having to choose between cultures.
Jones & McEwen (2000) suggested that “Student Affairs educators must not presume what is central to individuals, but must instead listen for how a person sees herself” (p. 412). Is this a typical approach? If not, why are we not hearing the voices of these students? This advice is essential for the academy in working with students as well as colleagues. We cannot assume identity and we need to value one’s perception of their identity as reality. When someone assumes your identity, it silences parts of the total person.
Some may argue or assume that this is only relevant for student of color or groups that are on the margins. Zaytoun (2005) states that “because we all experience race, class, gender, sexual orientation, and so forth, as the oppressed or the privileged or both, everyone can be called on to examine how our identities have influenced our lives, the lives of others, and the communities around us” (p. 12). Since we all have a stake in MDI, we need to understand our roles as we maneuver between oppressed and privileged identities.
Additionally, are the experiences of those who have multiple oppressed identities different from those that have several privileged identities? Definitely something to ponder as we seek understanding of multiple dimensions of identity. This framework is helpful in understanding the inter-connections of our identities.
REFERENCES:
Ferguson, A. D. & Howard-Hamilton, M. F. (2000). Addressing issues of multiple identities for women of color on college campuses. In V. A. Wall & N. J. Evans (Eds.), Toward acceptance: Sexual orientation issues on campus (pp. 283-298). Lanham, MD: University Press of America.
Jones, S. R. (1997). Identity development in women. Journal of College Student Development 38 (4), 376-386.
Jones, S. R. & McEwen, M. K. (2000). A conceptual model of multiple dimensions of identity. Journal of College Student Development, 41 (4), 405-414.
Parks, C.A., Hughes, T. L., & Matthews, A. K. (2004). Race/ethnicity and sexual orientation: intersecting identities. Cultural Diversity and Ethnic Minority Psychology 10 (3), 241-251
Renn, K. A. (2003). Understanding the identities of mixed-raced college students through a developmental ecology lens. Journal of College Student Development 44 (3), 383-403.
Zaytoun, K. (2005). Identity and learning: The inextricable link. About Campus 9 (6), 8-15.
