Model of Latino Identity Development and Model of Hispanic Identity Development

MODEL OF LATINO IDENTITY
DEVELOPMENT
By Bernardo Ferdman and Placida Gallegos
And
MODEL OF HISPANIC IDENTITY
DEVELOPMENT
By Vasti Torres

BERNARDO FERDMAN:
• Professor at Alliant University's Marshall Goldsmith
School of Management
• Organizational psychologist and consultant, focusing on
diversity, multiculturalism and inclusion in organizations
• Born in Argentina in 1959
• Immigrated to the U.S. with his family when he was 7
• Education: Ph.D. in Psychology from Yale University in 1987
• A.B. in psychology from Princeton University, magna in 1980
• In 1991, Ferdman received the Gordon Allport Intergroup Relations
Prize
• In 2011, the Ph.D. Project Management Doctoral Student Association
recognized him with its Trailblazer Award.
• A recipient of the (Marshall Goldsmith School of Management)
MGSM's first Outstanding International Scholar-Practitioner
Bernardo M. Ferdman, Ph.D. (2009, February 1). Retrieved October 20, 2014, from http://bernardoferdman.org/Articles/BFerdman_shortbio_Feb09.pdf
Bernardo M. Ferdman, Ph.D. (2014, November 4). Retrieved October 12, 2014, from http://diversitycollegium.org/profiles/bernardo_ferdman.php
Lightbourn, A. (2007, March 15). Award-winning professor, psychologist and consultant focuses on diversity, multiculturalism and inclusion in the work place. Carmel Valley News/Del Mar
Village Voice. Retrieved October 15, 2014, from http://bernardoferdman.org/Articles/BMFprofileCarmelValleyNews03152007p8.pdf

PLACIDA GALLEGOS:
• Serves on the faculty of the School of Human and
Organization Development within Fielding Graduate University
• Principal with ICW Consulting group—works with diverse
individuals, groups and organizations in achieving success
• PhD in Social & Personality Psychology,
University of California (1987)
• M.A., Social-Personality Psychology,
University of California, Riverside (1983)
• M.S., Marriage, Family and Child Counseling,
Loma Linda University (1981)
• Currently conducting an extensive nation-wide study of Hispanic
women/Latinas considering their career development strategies
and organizational factors that help or hinder their success.
Faculty Biography. (2013, January 1). Retrieved October 11, 2014, from
http://www.fielding.edu/whyFielding/about/facultyBio.aspx?Channel=/Channels/Admissions&WorkflowItemID=19b43e57-c5f9-4914-9024-
f058e7f5da0c
Placida Gallegos. (2004, January 1). Retrieved November 1, 2014, from http://icwconsulting.com/about-icw/our-associates/placida-gallegos/

RACIAL IDENTITY
According to Helms (1993), Racial Identity is “a sense
of group or collective identity based on one’s
perception that he or she shares a common racial
heritage with a particular racial group” (as cited in
Chávez & Guido-DiBrito, 1999)
Chávez, A., & Guido-DiBrito, F. (1999). Racial and Ethnic Identity and Development. New Directions for Adult and Continuing Education, 84. Retrieved
November 1, 2014, from http://isites.harvard.edu/fs/docs/icb.topic551690.files/Chavez and Guido Debrito.pdf

KEY TERMS
• Race: “is associated with biology, whereas ethnicity is associated
with culture” (Livescience, 2012).
• Oxford Dictionary definition of RACE: “Each of the major divisions of
humankind, having distinct physical characteristics: people of all
races, colors, and creeds.”
• Merriam-Webster definition of ETHNICTY: “Of or relating to races or
large groups of people who have the same customs, religion, origin,
etc.”
Ethnicity [Def. 2a]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved November 4, 2014, from http://www.merriam-webster.com/dictionary/ethnicity
What is the Difference between Race and Ethnicity? (2012, May 9). Retrieved October 18, 2014, from http://www.livescience.com/33903-difference-race-
ethnicity.html
Race [Def. 2]. (n.d.). Oxford Dictionary Online. In Oxford Dictionary. Retrieved November 4, 2014, from http://www. oxforddictionaries.com/us/citation.

THE CATEGORIZATION OF RACE IS PARTICULARLY COMPLICATED
WHEN APPLIED TO LATINOS IN THE U.S., WHO, ACCORDING TO THE
CENSUS, “CAN BE OF ANY RACE. LATINOS DO NOT EASILY FIT INTO THE
U.S. SYSTEM OF RACIAL CLASSIFICATION, AND VARY WIDELY IN HOW
THEY RESPOND TO THE RACE QUESTION ON THE CENSUS” (P.30).
FERDMAN AND GALLEGOS (2001) STATED, “THE RACIAL CONSTRUCTS
THAT HAVE PREDOMINATED IN THE UNITED STATES DO NOT EASILY
APPLY TO LATINOS, AND WHEN THEY ARE FORCED TO FIT, THEY
TRUNCATE AND DISTORT LATINO REALITIES” (P.44).
(FERDMAN & GALLEGOS, 2007, P.30).

Department of Justice. (2012). ATF Form 4473 (5300.9) Part I. Retrieved from https://www.atf.gov/files/forms/download/atf-f-4473-1.pdf

THREE CONSIDERATIONS FOR UNDERSTANDING HOW LATINOS
EXPERIENCE RACE AND RACISM
1. Race and Color are important, but secondary to Culture-
• One won’t be accepted as being Latino solely based on
ancestry, without ethnic or cultural markers (p. 44).
• Color is important. When forced to identify with either White or
Black, choosing white is more common.
2. Rainbow Identities: They represent a variety of skin colors;
cannot be categorized and placed in one box (p.44)
3. When they have to pick a racial box, some identify as white,
while others reject this classification and use Latino as a racial
and ethnic category.

Ferdman and Gallegos (2001) created a model of Latino identity that
considers the racial system in the United States.
Model not based on stages of development; based on patterns they
observed:
They provided six different orientations that serve as lenses, through
which Latinos view themselves.
These six orientations are based on five factors (p.49):
1. One’s ‘lens’ toward identity
2. How individuals prefer to identify themselves
3. How Latinos as a group are seen
4. How whites are seen
5. How race fits into this equation
TENETS OF THE THEORY

THE SIX ORIENTATIONS ARE
1. Latino Integrated (Wide lens)
2. Latino Identified (Broad lens)
3. Sub-Group Identified (Narrow lens)
4. Latino as “other” (External lens)
5. Undifferentiated/Denial (Closed lens)
6. White-Identified (Tinted lens)

LATINO INTEGRATED
WIDE LENS
Holistic self-concept that successfully integrates their Latino identity with other social identities:
gender, class, etc.
They understand the racial constructs that exist in the United States, are willing to challenge
racism. See themselves as “both/and” rather than “either/or” (p. 35).
Can appreciate and criticize Latinos and Caucasians.
See themselves within a larger multicultural framework inclusive of all people.
Have widest lens of all orientations in viewing Latinos and social construct of the U.S.A.

LATINO IDENTIFIED
BROAD LENS
Pan-Latino identity; culture, history and other ethnic markers are very important, but race is most
important.
Race is fluid and the rigidity of U.S. racial constructs is rejected.
Latino-identified individuals recognize the entire Latino community as encompassing one Latino
race.
White people can be viewed as a separate race whose members are supportive or not, based
on their actions.

SUB-GROUP IDENTIFIED
NARROW LENS
Solely identify with their specific subgroup (ethnic or national origin) and may view other subgroups,
including Latino subgroups, as “inferior.”
Not white but do not identify with other people of “color” either.
Have “more narrow and exclusive view of their groupness” (Ferdman & Gallegos, 2001, p.52).
Race is not primary. Culture, nationality or ethnicity more important.
Aware that white people exist and can hinder their success as a group.

LATINO AS “OTHER”
EXTERNAL LENS
Unaware of specific Latino background, history and culture
See themselves as “persons of color” (p.52).
Have a mixed identity and view themselves in generic terms because they do not know their
specific background or heritage within the Latino community.
“Not White” but lack of knowledge about their own group” (p.53).
(FERDMAN & GALLEGOS, 2001, P.53)

UNDIFFERENTIATED/ DENIAL
CLOSED LENS
Have a closed lens and adopt a color-blind ideology in which they claim that race does not
matter.
Motto —“Why can’t we all just get along?” (Ferdman & Gallegos, 2001, p.53).
Live their lives according to the dominant culture unaware of differences
Attribute racism to the individual instead of race system as person is separate from race or
ethnicity.

WHITE-IDENTIFIED
TINTED LENS
Adopt a white racial identity and live their lives as white people.
See other racial groups, including Latinos, as inferior and have minimal association with other
Latinos.
While possibly recognizing they are different from White people, they “continue to prefer all
that is connected to Whiteness” (p.54).
Their lens is entirely constructed around the white culture; White-tinted lens.
Intermarriage to whites seen positively; intermarriage to darker skinned people seen
negatively

HTTPS://WWW.YOUTUBE.COM/WATCH?V=J
AE9SA9OE7W
(2012, July 11). [television broadcast].Maria Elena Salinas.

TRANSITIONS BETWEEN
ORIENTATIONS
TRANSITIONS BETWEEN ORIENTATIONS:
When people change physical locations or are in some way exposed to
diversity by either going to college, or changing cities or by joining the
military, “or living through social change processes such as the Civil
Rights Movements of the 1960s—their racial identity orientation is likely to
be challenged and in many cases modified” (p. 55).

COMMENDATIONS
• Does not do a quick categorization of Latinos.
• Can help in cross-cultural collaboration among Sub-groups of Latinos
and between Latinos and other groups.
• Can be used as a framework to understand students while working in
Higher Education, to meet the students where they are at.

CRITICISMS
• Not an actual study, opinion
• Multiple orientations?
• Focuses on race, less on ethnicity
• Asked to refer to “Torres, Mirón and Inda (1991). These authors,
… discuss racialization as a process by which biological
features are given social meaning so as to construct social
groups and structure their social relations” (p.60).

MODEL OF HISPANIC IDENTITY
DEVELOPMENT
By Vasti Torres

VASTI TORRES
• Dean of the College of Education at the University of South
Florida in Tampa.
• Prior experience includes being a Professor of Educational
Leadership and Policy Studies and Director of the Center for
Postsecondary Research (CPR) in the School of Education at
Indiana University.
• Has15 years of experience in administrative positions. Has served
as Associate Vice Provost and Dean for Enrollment and Student
Services at Portland State University.
• Currently she is the Associate Editor of the Journal of College
Student Development.
• Became the first Latina president of American College Personnel
Association (ACPA) in 2007.
• Awards include a Diamond Honoree, Senior Scholar, Wise
Woman, and the Latino Network John Hernandez Leadership
Award by the American College Personnel Association.
• Fulbright Specialist in South Africa between 2011 and 2012.
• Degrees include an undergraduate degree from Stetson
University and holds a Ph.D. in Counseling and Student Affairs
Administration from the University of Georgia.
Theorist HEd Talk: Vasti Torres. (2013, January 1). Retrieved October 23, 2014, from
http://convention.myacpa.org/indy2014/program/theorist-hed-talk/vasti-torres/

TENETS OF THE THEORY
• In this model, “the researcher focuses on the formation of
ethnic identity and how an individual comes to understand his
or her ethnicity” (Torres, 2003, p. 533).
• Qualitative study, using grounded theory, to study 10 students
who identified as Hispanic or Latino during the first two years of
college. Study conducted interviews to investigate formation
of Latino ethnic identity.
(TORRES, 2003, P. 533).

THEORETICAL BACKGROUND
Torres’s first theory (1999) analyzed the cultural orientation of Hispanic college
students using the Bicultural Orientation Model (BOM).
• Her methodology involved questionnaires and interviews. Based on the
answers, Torres identified a Hispanic student’s orientation preference:
• Bicultural Orientation – a preference to function competently in both the
Hispanic and White Dominant cultures.
• Anglo Orientation – a preference to function within the White, majority, Anglo
culture.
• Hispanic Orientation – a preference to function within the Hispanic culture.
• Marginal Orientation – unable to function properly within the Hispanic or Anglo
cultures.
Torres expanded on the BOM model and came up with the Hispanic Identity
Development Theory in 2003. The new theory was based on Torres’s 1999 theory,
along with Phinney’s 1993 Model of Ethnic Identity Development (p.533).
TORRES, V. (1999). VALIDATION OF A BICULTURAL ORIENTATION MODEL FOR HISPANIC COLLEGE STUDENTS. JOURNAL OF COLLEGE STUDENT DEVELOPMENT, 40(3), 285-298
TORRES, V. (2003). INFLUENCES ON ETHNIC DEVELOPMENT OF LATINO COLLEGE STUDENTS IN THE FIRST TWO YEARS OF COLLEGE. JOURNAL OF COLLEGE STUDENT DEVELOPMENT, 44(4), P.
533.

HISPANIC IDENTITY DEVELOPMENT
THEORY
• Categorized into two brackets:
1. Situating Identity (starting point of freshman year).
2. Influences on Change (changes in identity seen during
second year).
(TORRES, 2003, P. 536).

SITUATING IDENTITY
Torres found that environment and personal choices influence
the formation of Latino ethnic identity.
Three conditions of Situating Identity influenced ethnic identity in
the first year of college:
• Environment where they grew up
• Family and Generational influences
• Self-perception of status in society
(TORRES, 2003, P. 537).

ENVIRONMENT WHERE THEY GREW UP
• Should be seen as a continuum:
• On one end of the continuum—Students who were exposed to
a lot of diversity growing up. These students have a strong
sense of ethnicity and are open to people from other
backgrounds.
• Other end—Students who grew up surrounded by the majority
white culture and while these students don’t ignore their
cultural origins, they relate more with the dominant culture.
(TORRES, 2003, P. 537).

FAMILY INFLUENCE AND GENERATIONAL STATUS
Focuses on two dimensions:
• Students in their first year were likely to use the same labels and descriptions
their parents used to describe their origins.
• Level of acculturation the student’s parents had achieved.
• Based on parents’ acculturation, students are categorized as first generation/
second generation and beyond.
• For first generation students—less acculturated parents created additional
conflicts between the two cultures.
• Parents of second generation students and beyond were more acculturated so
less conflicts.
• KEY TERMS: “Acculturation looks at the choices made about the majority
culture, whereas ethnic identity looks at the maintenance of the culture of
origin” (p. 534).
• Merriam-Webster definition of ACCULTURATION: “a merging of cultures as a
result of prolonged contact.”
(TORRES, 2003, P.534).
ACCULTURATION [DEF. 1]. (N.D.). MERRIAM-WEBSTER ONLINE. IN MERRIAM-WEBSTER. RETRIEVED NOVEMBER 4, 2014, FROM HTTP://WWW.MERRIAM-WEBSTER.COM/DICTIONARY/ACCULTURATION.

SELF-PERCEIVED STATUS IN SOCIETY
Focuses on the sense of privilege students felt growing up. This
privilege is not necessarily financial in nature but a connection
can be drawn.
• Students who had this perceived sense of privilege were more
likely to believe in the negative stereotypes about Latinos. Did
not see stereotypes applying to them.
• Students who did not perceive any sense of privilege were
more likely to open up to others. Also, more likely to recognize
racism in society.
(TORRES, 2003, P.540).

TORRES FOUND THAT A STUDENT’S IDENTITY
COULD CHANGE BASED ON TWO FACTORS:
• Experience conflict with culture (Cultural Dissonance)
• Investigating into one’s culture might resolve a cultural conflict in one
student whereas parental pressures and cultural expectations can create
conflict in another student (p. 540).
• Experience a change in relationships within the environment
• When Latino students are exposed to new relationships—interactions with
peer group members, if they can find a way to balance and find
agreement between their old beliefs and new beliefs, then the student’s
identity could change positively. However, if a congruence between old
ways and new ways is not found then negative outcomes are possible
(p.543).
(TORRES, 2003, P. 540)
(TORRES, 2003, P. 543)

COMMENDATIONS:
• The longitudinal nature of this study allows exploration of
individual development.
• Phinney’s model looked at people from a variety of different
ethnic groups. This theory focused on Latinos and goes more in
depth with one cultural group.
• More specific than Ferdman and Gallegos’s Racial Theory.
• Study followed the changes in an individual, from the starting
point (beginning of first year in college) to second year.

CRITICISMS
• Study conducted at an independent, urban, research
university located on the East Coast. Should have perhaps
looked at Latinos and Hispanics in states like California and
Texas.
• Sample had seven women and three men, so ratio not equal.
• Representativeness? 3 Mexican, and 1 each Puerto Rican,
Cuban, Venezuelan, El Salvadorian, Guatemalan,
Nicaraguan, and Colombian. (26 total countries in Latin
America, study focuses on 8 nationalities).

DISCUSSION
• How would you apply these theories (Racial and Ethnic
Identity Development of Latinos) to the field of Student Affairs?
• Examples of situations where you met a member of the Latino
community experiencing changes in the identity development
process?

REFERENCES
Acculturation [Def. 1]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved November 4, 2014, from http://www.merriam-
webster.com/dictionary/acculturation.
Bernardo M. Ferdman, Ph.D. (2009, February 1). Retrieved October 20, 2014, from http://bernardoferdman.org/Articles/BFerdman_shortbio_Feb09.pdf
Bernardo M. Ferdman, Ph.D. (2014, November 4). Retrieved October 12, 2014, from http://diversitycollegium.org/profiles/bernardo_ferdman.php
Chávez, A., & Guido-DiBrito, F. (1999). Racial and Ethnic Identity and Development. New Directions for Adult and Continuing Education, 84. Retrieved November 1,
2014, from http://isites.harvard.edu/fs/docs/icb.topic551690.files/Chavez and Guido Debrito.pdf
Department of Justice. (2012). ATF Form 4473 (5300.9) Part I. Retrieved from https://www.atf.gov/files/forms/download/atf-f-4473-1.pdf
Ethnicity [Def. 2a]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved November 4, 2014, from http://www.merriam-webster.com/dictionary/ethnicity.
Faculty Biography. (2013, January 1). Retrieved October 11, 2014, from
http://www.fielding.edu/whyFielding/about/facultyBio.aspx?Channel=/Channels/Admissions&WorkflowItemID=19b43e57-c5f9-4914-9024-f058e7f5da0c
Ferdman, B., & Deane, B. (2014). Diversity at Work: The Practice of Inclusion (2014 ed.). San Francisco: Jossey-Bass.
Ferdman, B., & Gallegos, P. (2007). Identity Orientations of Latinos in the United States: Implications for Leaders and Organizations. The Business Journal of Hispanic
Research, 1(1), 26-41.
Ferdman, B., & Gallegos, P. (2001). Racial Identity Development and Latinos in the United States. In New Perspectives on Racial Identity Development: A Theoretical
and Practical Anthology (2001 ed., pp. 32-66). New York and London: New York University Press.
Lightbourn, A. (2007, March 15). Award-winning professor, psychologist and consultant focuses on diversity, multiculturalism and inclusion in the work place. Carmel
Valley News/Del Mar Village Voice. Retrieved October 15, 2014, from ttp://bernardoferdman.org/Articles/BMFprofileCarmelValleyNews03152007p8.pdf
Placida Gallegos. (2004, January 1). Retrieved November 1, 2014, from http://icwconsulting.com/about-icw/our-associates/placida-gallegos/

REFERENCES
What is the Difference between Race and Ethnicity? (2012, May 9). Retrieved October 18, 2014, from
http://www.livescience.com/33903-difference-race-ethnicity.html
Race [Def. 2]. (n.d.). Oxford Dictionary Online. In Oxford Dictionary. Retrieved November 4, 2014, from http://www.
oxforddictionaries.com/us/citation.
Television broadcast(2012, July 11).Maria Elena Salinas.
Theorist HEd Talk: Vasti Torres. (2013, January 1). Retrieved October 23, 2014, from
http://convention.myacpa.org/indy2014/program/theorist-hed-talk/vasti-torres/
Torres, V., Howard-Hamilton, M., & Cooper, D. (2003). Theoretical Frameworks of Diverse Identity Development Theories: A View Through
a Different Lens. In Identity Development of Diverse Populations: Implications for Teaching and Administration in Higher
Education (6th ed., Vol. 29). Hoboken: Jossey-Bass.
Torres, V. (2003). Influences on Ethnic Development of Latino College Students in the First Two Years of College. Journal of College
Student Development, 44(4), 532-547.
Torres, V. (1999). Validation of a bicultural orientation model for Hispanic college students. Journal of College Student Development,
40(3), 285-298.

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