ERIC EJ1122266: Embracing Alter-Identities: Socio-Cultural Development for Graduate Education

2013·0.34 MB·English

by  ERIC

Journal of Agricultural Education
Volume 54, Number 3, pp. 209 – 223

DOI: 10.5032/jae.2013.03209
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Embracing Alter-Identities: Socio-Cultural Development for r
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Graduate Education
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Bryan J. Hains
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Jonathan Tubbs f
Stacy K. Vincent
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University of Kentucky
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Abstract i
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This qualitative case study examines one faculty member’s approach toward instilling culturally immer- u
sive experiences into graduate curriculum. Participants completed course assignments designed to en- l
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hance their multicultural understanding and competence. Course assignments culminated in an immer-
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sive experience where students embodied an alter-identity representative of a culture, sub-culture, or
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group either foreign to the student or opposite themselves. Results indicated that the designed cultural
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immersion did assist students in transitioning their cultural knowledge from a basic understanding to a
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greater cultural competence.

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Keywords: culture, identity, graduate education d
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The cultural gap between teachers and stu- Additionally, the extent to which secondary ag- c
dents in secondary education is vast (Sleeter, riculture teachers’ incorporated cultural diversity a
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2001). While this is true for all public educa- was often limited. Within the same study, he
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tion, it is particularly relevant for agricultural established the means by which teachers were
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education. In fact, Schmitt and Bender identi- prepared to work with culturally diverse stu-
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fied a professional cultural gap as early as 1971. dents. Only 33% of participants reported having
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In their article, Teacher Preparation for the Cul- multicultural education integrated into multiple
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turally Different, they proposed eight premises university courses. The remaining two-thirds l
for which teacher education programs could pre- professed having one course or one in-service u
pare future teachers to better serve minority workshop focusing on multicultural education. m
populations. Their proposal stipulated teacher Results from Luft’s (1996) study begged the e
education institutions provide unique experienc- question, “How effective were the pre-
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es, activities and preparation for teachers of mi- service/in-service programs at providing multi-
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nority populations (Schmitt & Bender, 1971). cultural understanding and culturally relevant
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Yet, in the four decades since, agricultural edu- pedagogy for future educators?” Luft’s results

cation has continued to be a relatively homoge- provide a foundation for Brown’s (2005) asser-
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nous profession (Luft, 1996; Sleeter, 2001; tion that often times, individuals who complete a
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Webster & Hoover, 2006). stand-alone cultural diversity course leave un- m
Researchers in agricultural education have changed; many have their cultural stereotypes b
examined diversity issues within the profession and perceptions reinforced. e
for decades (Alston, English, Graham, Wake- Warren and Alston (2007) examined agricul- r
field & Farbotko, 2010; Jones, & Bowen, 1998; tural educators’ perceptions of cultural under- 1
,
Talbert & Larke, 1995; Woods, 2004). Several standing and student inclusion in North Caroli-

sought to determine the extent to which cultural na. Study participants confirmed, secondary
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diversity was addressed at both the secondary agricultural educators should strengthen rela-
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and post-secondary level. Luft (1996) examined tionships with all students by gaining an under-
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this topic with secondary educators in Nevada. standing of their respective cultures and learning

Luft found agriculture teachers made little effort styles. Respondents also agreed that student 1
to recruit minority students into their programs. diversity broadens the perspectives of teachers 1

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Hains, Tubbs, and Vincent Embracing Alter-Identities…
and students alike and viewed multicultural edu- professional identities. Brown (2005) affirms
cation training as a possible solution to increase that it is important for educators to gain an un-
student inclusion within the classroom. Multi- derstanding of factors that shape their moral and
cultural education is defined as a process of pre- ethical belief systems prior to examining their
paring teachers for social, political, economic relationship with other cultures. Therefore, re-
certainties they will encounter within a culturally searchers used Chickering’s (1969) theory of
diverse society (Warren & Alston, 2007). Re- identity development as a basis for the study.
sults from Warren and Alston’s (2007) study Chickering (1969) proposed seven vectors of
support Luft’s (1996) claim that agriculture identity development, intertwining such social
teachers are not adequately prepared to teach cognitive factors as intellectual and interpersonal
diverse audiences, maintaining teachers can do competence, emotional regulation, cultural toler-
much better at meeting the needs of diverse stu- ance, individual purpose and integrity; key char-
dents within their current schools. acteristics associated with multicultural devel-
It is evident that agriculture teachers need opment (Banks, 2008; Chickering, 1969; Chick-
multicultural exposure and culturally relevant ering & Reisser, 1993; Evans, Forney, & Guido-
training to be effective in culturally pluralistic DiBrito, 1998). It is important to note that
classrooms reflective of our diverse society Chickering’s vectors are not sequential in nature;
(Woods, 2004). This includes embracing broad- rather they intertwine with one another at vari-
er definitions of diversity. Within this study we ous developmental stages. Chickering’s (1969)
incorporated Talbert and Edwin’s (2008) asser- work focused extensively on post-secondary
tion that embracing broader definitions of diver- student identity development, specifically the
sity moves teachers past mere knowledge of cul- time frame between late adolescence (ages 18-
tural variety and into the realm of application, 24) and early adulthood (ages 22-34), making it
valuing students of different gender, ethnicity, germane to this study.
religion, lifestyle, and sexual orientation (Talbert The second theory focused specifically on
& Edwin, 2008). Once teachers understand and multicultural development, particularly the pro-
embrace diverse students they must be able to cess of understanding and interacting with di-
adapt their pedagogy to meet student needs. verse cultures. Helms (1990) posited that as in-
This includes the ability to recognize cultural dividuals interact with diverse cultures, they ne-
transitions and adapt teaching practices to reach gotiate a five-step process, known as Helms’
broader audiences (Talbert & Edwin, 2008). (1990) Racial Identity Model. She speculated
Teacher educators can offer pre-service and that an individual’s first encounter with race be-
in-service students opportunities to expand their gins with a lack of knowledge and understand-
multicultural scope as well as pedagogical appli- ing, resulting in issues of color-blindness, or dis-
cation by challenging them with creative and regard for racial intricacies. They then exhibit
engaging immersive experiences (Webster & bouts of defensiveness, denial, and contradiction
Hoover, 2006). To become culturally compe- as a result of personal beliefs being challenged
tent, pre-service and in-service teachers must not by concrete experiences. It is not until, what
only be exposed to different cultures, but also Helms (1995) identified as the pseudo-
immersed into cultural life, gaining a deep un- independence stage, that an individual has a de-
derstanding of cultural practice and meaning fining experience that brings prior naïve behav-
(Brown, 2005). These experiences are needed to iors to light. Once pseudo-independence has
address the increasingly diverse and constantly been achieved, the individual reflects, sets per-
changing demographics of the student popula- sonal goals, and redefines their personal beliefs
tion (Banks, 2008; Brown, 2004, Webster & and attitudes (Helms, 1990). While Chicker-
Hoover, 2006; Woods, 2004). ing’s (1969) vectors intertwine with one another
during multiple stages, Helms (1995) process is
Conceptual Framework quite sequential.
As both theories directly inform graduate
Two developmental theories inform this student cultural and identity development, it was
study. The first relates to teachers personal and imperative that a conceptual model be developed
Journal of Agricultural Education 210 Volume 54, Issue 3, 2013
Hains, Tubbs, and Vincent Embracing Alter-Identities…
that crosswalks the primary tenets of both pro-
cesses. See Figure 1.

Figure 1. Model for Cultural Identity Development and Practice

The Model for Cultural Identity Develop- titled, Developing Intercultural Understanding,
ment and Practice is a conceptual representation cultivate a basic understanding of cultures within
of both individual student identity and cultural society (Helms, 1995). This knowledge is de-
development processes. However, analogous to rived from individual perception and is suscepti-
both foundational theoretical models, it is com- ble to embedded bias and social conditioning.
plex. The developmental stages Exposure, Im- The phase titled, Recognizing Cultural Inde-
mersion, and Emersion are intended to be linear pendence and/or Interdependence, includes stu-
in nature; similar to Helms’ (1990) model. dents recognizing their own unique culture and
However, the sub-phases within each stage are the characteristics that define them (Chickering
not successive; rather individuals travel within & Reisser, 1993). Concurrently, the individual
and between each phase at different rates, allow- recognizes the interconnection between them-
ing both self and others to be discovered simul- selves and other cultures. The third phase, De-
taneously (Chickering & Reisser, 1993; Damon veloping Intercultural Relations, depicts stu-
& Hart, 1982). dents seeking out relationships with those differ-
Exposure. The first developmental stage, ent from them (Helms, 1995). However, em-
Exposure, encompasses pre-service and in- bedded bias and social conditioning often hin-
service educators who have limited exposure to ders students as they develop these relationships.
one or more diverse populations. As students Lastly, students learn to Manage their Emotions,
are introduced to diverse populations, they nego- as they interact with diverse cultures (Chickering
tiate between four experiential phases in no par- & Reisser, 1993). Within this phase, students
ticular order. Students experiencing the phase identify and manage their own emotions as well
Journal of Agricultural Education 211 Volume 54, Issue 3, 2013
Hains, Tubbs, and Vincent Embracing Alter-Identities…
as develop empathy toward the cultures they Finally, educators Develop Intercultural Pur-
seek to understand. It is important to note that pose as they evaluate their purpose in relation to
while most students experience some aspect of cultural inclusion and interaction. The devel-
cultural awareness, they may never progress to- opmental model is intended to allow educators
ward becoming culturally competent (Spring, to “emerge” from their experience with and en-
2007). hanced cultural efficacy. This model is meant to
Cultural Immersion. Researchers recom- be re-entered, at various stages and phases, as an
mend pre-service and in-service educators be individual encounters new cultures.
immersed in cultural settings to enhance their
cultural development (Banks, 2008; Chizhik & Purpose/Objectives
Chizhik, 2005; Wiest, 1998). However, the rec-
ommended length of the experience is being de- Researchers in education recommend stu-
bated and is often dependent upon the individu- dents be immersed into diverse cultures to deep-
al’s prior experiences (Ishii, Gilbride, & en their multicultural understanding, empathy,
Stensrud, 2009; Nieto, 2006). Throughout the and educational practice (Banks, 2008; Talbert
cultural immersion stage, students utilize their & Edwin, 2008). This qualitative case study
basic cultural knowledge as they become im- examined one faculty member’s approach to-
mersed into one or more cultures, enhancing ward instilling culturally immersive experiences
their cultural competence. As students experi- into an advanced teaching methods graduate
ence more and more cultural nuances they often course. The case study was framed using the
begin to think and react as part of the chosen research question, “How do students, participat-
culture (Nieto, 2006). ing in a graduate level advanced teaching meth-
It is imperative to understand that the overall ods course, respond to course assignments de-
quality of the immersive experience may be dic- rived from the Model for Cultural Identity De-
tated by both the student’s openness to the ex- velopment and Practice?” In order to better ex-
plored culture and their perceived intensity of plore the proposed question, researchers’ exam-
each cultural experience. In other words, stu- ined the educational process and its influence on
dent embedded cultural bias could lead to nega- student multicultural competence. Lastly, re-
tive experiences. Conversely, negative reactions searchers examined the personal and profession-
from the identified culture can also influence the al impact of the experience one year after com-
immersive experience. The experience could be pletion.
the catalyst to propel an individual into the cul-
turally competent phase, or send students back to Methods and Procedures
the cultural awareness phase (Banks, 2008;
Brown, 2005). Therefore, it is critical that stu- Research Context
dents engage in quality immersive experiences, This qualitative case study examined one
that are both challenging yet educational. faculty member’s approach toward infusing cul-
Emersion. The final developmental stage, turally based practices into an advanced teaching
Cultural Competence, includes pre-service and methods graduate course. More specifically, the
in-service students who embraced or had a posi- instructor/researcher, co-researcher and graduate
tive immersive experience and moved beyond a research assistant examined a six-phase educa-
basic understanding of cultural awareness (Sue, tional process titled Cognitive Cultural Compe-
2001). Within this stage, students experience tency (CCC), derived from the Model for Cul-
three sub-phases both individually and simulta- tural Identity Development and Practice. The
neously. As students traverse the phase titled, CCC process was an attempt to infuse the cul-
Developing Intercultural Integrity, they transi- tural model into educational practice.
tion from a rigid understanding of culture and
begin incorporating others’ interests. They may Cognitive Cultural Competency Process
also begin to Re-establish their Identity. Within (CCC). As part of the course, students were
this phase the individual becomes comfortable given several assignments informed by the re-
with themselves both intra and interpersonally. searchers conceptual model. While educational
Journal of Agricultural Education 212 Volume 54, Issue 3, 2013
Hains, Tubbs, and Vincent Embracing Alter-Identities…
researchers’ suggested students be fully im- alter-identities within a broad context, allowing
mersed into a cultural setting for an extended for individual ownership of the experience.
period of time (Brown, 2005); it is understood Alter-identity research. Next, students
that several barriers exist when implementing were given four weeks to research their selected
this process at the post-secondary level. Some role. Students were given time to examine the
of these barriers include course scheduling, stu- cultural nuances of their chosen roles in an at-
dent credit hours and courses covering multiple tempt to accurately portray their new identity.
student learning objectives. Therefore, the CCC They accomplished this task by conducting per-
was infused within established course assign- sonal interviews; shadowing individuals who
ments. The primary purpose was to assist in- embodied their identity of interest; reviewing
service professionals and graduate students in literature pertinent to their new identity and so-
transitioning from a basic cultural understanding cial observation.
to implementing culturally competent pedagogy. Alter-identity development. Lastly, stu-
Assignments were designed to scaffold student dents enacted their alter-identity in a social set-
multicultural development using the Model for ting of their choice. This “practice” phase lim-
Cultural Identity Development and Practice. ited one’s tendency to proliferate cultural stereo-
The six-phase CCC process is outlined below: types as they obtained feedback within a chosen
environment. Furthermore, this step allowed
Identity Confirmation And students to become more comfortable with their
Cultural Exposure alter-identity, enhancing their identity transfor-
mation.
Understanding of self. Educators must first Cultural immersion. Once students ob-
understand themselves before they can begin to tained a clear understanding of their new identity
understand others, and more importantly their and had practiced embodying their new role,
relationship with others (Chickering, 2008; Ev- they were immersed into a public mall setting.
ans, Forney, & Guido-DiBrito, 1998). The first The mall was chosen as it allows students to in-
cultural assignment included reflective questions teract with diverse cultures across the communi-
that assisted in defining one’s identity (i.e. citi- ty. For two hours, students personified a cultural
zenship, culture, race, class, religion, sexual ori- identity that was either foreign or opposite their
entation) as it relates to societal norms, self and own. As part of their assignment students were
others. This assignment lasted two weeks and encouraged not to break character when interact-
allowed students to identify and reflect on im- ing with others, and embrace the cultural interac-
bedded biases. Finally, students presented their tion associated with the public setting. The
reflections to the professor and each other using length of the immersive experience is much de-
a media of their choice. bated (Ishii, Gilbride, & Stensrud, 2009; Nieto,
Alter-identity selection. Students were 2006), therefore, the two-hour time frame was
challenged to create an alter-identity once they chosen as it fit within the time constraints of the
clearly articulated their individual identity and course.
embedded biases. Identifying ones embedded Reflection. Immediately following the im-
cultural bias was critical as it provided a rubric mersion, students gathered with the instruc-
for alter-identity development. For example, a tor/researcher to orally reflect on their experi-
student may have religious values that promote ence and re-establish their personal identity.
modesty and valuing of the human body. This This reflection period, lasting an hour and a half,
individual may choose a social subculture that is allowed students to reflect on their experience
identified by tattoos, piercings, and revealing and compare their stories with their peers. It
clothing to serve as their alter-identity. Alter- also allowed the instructor/researcher the oppor-
identities represented a culture, sub-culture, or tunity to interact informally with his students,
group of people that was either foreign to the enhancing his understanding of their process
student or opposed tenets of their true identity. experience. Finally, a written reflection was due
It is important to note that students selected their one week after the experience, allowing for
deeper analysis.
Journal of Agricultural Education 213 Volume 54, Issue 3, 2013
Hains, Tubbs, and Vincent Embracing Alter-Identities…
sociated with multicultural education and diver-
Research Design sity awareness.
The coding analyst used holistic coding as a
While the research incorporated a graduate first cycle technique. Saldaña (2009) described
level advanced teaching methods course, the holistic coding as method of coding which looks
primary unit of analysis was the individual grad- at a set of data and records or grasps emerging
uate student. Therefore, a layered case study and basic themes based upon the entire selection
analysis was deemed most appropriate (Gall, as a whole; holistic coding does not transcribe
Gall & Borg, 2003). Layered case studies are line by line.
small individual cases (individual graduate stu- Next, the coding analyst used developmental
dents) that provide insight and/or explain the stages and sub-phases associated with the Model
larger case (all student responses to the CCC) for Cultural Identity Development and Practice
(Patton, 2002). as a rubric to categorize first cycle themes, com-
Eight students within an Advanced Teaching pleting the second cycle analysis. The coding
Methods in Career and Technical Education analyst triangulated first cycle and second cycle
course participated in the study. All participants data from such sources as 1) student journals 2)
received prior academic training in one of three instructor’s journal 3) course assignments and 4)
areas: agricultural education, extension educa- post experience phone interviews; confirming
tion, or leadership education. Six participants thematic categories associated with the Model
were practicing professionals; two were full time for Cultural Identity Development and Practice.
graduate students. Participants were studied Participant quotes, representing thematic catego-
over a 15-week spring semester. ries, were referenced back to student participants
as a form of member checking; establishing
Data Collection and Analysis credibility (Patton, 2002). Finally, the analyst
met with their co-researchers, who were partici-
Students maintained course journals pant observers throughout the study, to further
throughout the CCC process. Within their jour- clarify and discuss both first and second cycle
nals students were asked by the instructor to re- codes, enhancing the comfirmability of the data.
flect on each phase. Additionally, non-formal
conversations with both the instructor and stu- Limitations to the study
dents were documented in an instructor journal.
Furthermore, course assignments associated with This study represented eight participant re-
the CCC were collected for analysis. Upon sponses toward a culturally based educational
course completion, data were collectively gath- process. One primary limitation includes the
ered for analysis. Finally, a co-researcher inter- students’ ability to choose their alter-identity.
viewed study participants, by phone, after a year While students are encouraged to stretch their
had passed to examine the long-term impact of cultural capacity during this process, they may
the process. Phone interviews were recorded and choose roles that are familiar to them or even
transcribed for analysis. support established biases. Another limitation
Data analysis consisted of both first cycle may include the time frame students were given
(open) and second cycle (axial) coding tech- to embrace their alter-identity. Yet, the research
niques (Patton, 2002). One member of the re- surrounding time for immersion is still inconclu-
search team, trained in qualitative analysis, cod- sive. Additionally, the length of experience is
ed student data. The analyst was chosen based often dependent on the intensity of the individu-
on their limited exposure to the educational pro- al experience. Moreover, the CCC is tied to a
cess and research design; this was purposeful as course grade; students may embellish their expe-
it assisted in reducing bias associated with par- rience if they perceived it would enhance their
ticipant observation and/or course instruction. grade. Furthermore, results only pertain to the
Additionally, the analyst had a substantial inter- participant’s chosen alter-identity and cannot be
est and background in researching processes as- generalized to other cultures or subcultures.
Lastly, while the analysts substantiated back-
Journal of Agricultural Education 214 Volume 54, Issue 3, 2013
Hains, Tubbs, and Vincent Embracing Alter-Identities…
ground in multicultural education and diversity cultural educational process. The following re-
was viewed as a strength during the coding pro- sults are presented using the participant’s voice.
cess, his passion toward the topic could have It is important to note that the presented quotes
influenced the coding process. This was coun- are representative of a larger data set categorized
tered through member checking and peer de- by the CCC process. In some cases, thematic
briefing. categories, identified within each stage, are pre-
sented as subheadings. In order to maintain ano-
Results and Findings nymity, all students are identified by their alter-
identity (Table 1).
Researchers’ sought to evaluate graduate Table 1
student responses toward a faculty developed

Student alter-identities
Autistic Adult Abusive Wife
Victorian Goth Goth
Pregnant Teenager Lesbian
Homeless person Adult with Obsessive Compulsive Disorder

Understanding of Self first time, the assignment highlighted cultural
bias and/or unfamiliarity; “Being a little bit of
Researchers’ emphasize the importance for an extrovert, I enjoy meeting with people and
students to understand themselves before they socializing. I don’t know what it would be like
comprehend their relationship with others to not be able to communicate with others” (Au-
(Chickering, 2008; Evans, Forney, & Guido- tistic Adult). This was also the case with the stu-
DiBrito, 1998). The first CCC assignment dent who embraced a gothic identity, “I’m usual-
prompted students to clarify their adult identity ly a very happy person that likes to smile, I love
and examine their relationship with others, set- bright colors, and I’m pretty plain. I don’t nor-
ting a foundation for their cultural journey. This mally like to stand out or do things that draw
self-identifying process allowed students to in- attention to myself” (Victorian Goth). During an
ternally reflect on personal morals, ethics and informal discussion she stated that she had never
embedded biases. thought about what it was like to live what she
The following outlines student responses to considered to be a “darker” lifestyle.
the self-identification process. This process best
represents the sub-phase Recognizing Cultural Pre-determined bias: Religious base.
Independence and/or Interdependence within the
Model for Cultural Identity Development and Other students were openly able to
Practice as students began to recognize their acknowledge their cultural biases, leading the
unique culture and characteristics that define researchers to believe there had been prior re-
them. flection regarding cultural dealings. Many stu-
dents credited their religious beliefs as a catalyst
Cultural bias: Initial recognition. for their cultural viewpoints, “As a devout Cath-
olic, I am opposed to homosexual relationships
While all students were able to sufficiently and don’t understand their choices.” (Lesbian).
articulate their adult identities, a few used the “I have grown up with a grounded family life
assignment as a first step toward examining their and the Christian belief. Therefore, among the
relationships with others. In fact, as if for the many morals instilled in me is saving sex for
Journal of Agricultural Education 215 Volume 54, Issue 3, 2013
Hains, Tubbs, and Vincent Embracing Alter-Identities…
marriage” (Pregnant Teenager). “I am also a de- ize that many folks do not view sexual relation-
voted Christian who teaches the teen Sunday ships the same way, I am hoping for some hate-
school class… Stating this, I know that it is ful glances or concerned looks because without
wrong to be judgmental towards others no mat- these reactions I will fear that teen pregnancies
ter what the reason” (Homeless Person). During have become an accepted norm in our society.”
the self-identification process, most students It was interesting to find that each student chose
identified their family, friends and/or church as his or her role for completely different reasons.
having great influence on their cultural percep- The Autistic student used the opportunity to en-
tions. These entities helped shape their moral hance his professional aptitude and student rela-
and ethical values. However, upon entering their tions. Yet, the Abusive Wife chose her role to
profession, they interacted with individuals who gain deeper insight into her family. Finally, the
often challenged their personal values. This was Pregnant Teenager chose her role in hopes of
specifically the case of the Homeless person confirming her moral and ethical beliefs. These
who identified himself as a Christian, yet admit- examples highlight the sub-phase Developing
tedly passed judgment on the homeless popula- Intercultural Understanding, as students varied
tion. regarding their basic understanding of cultures
within society.
Alter-identity Selection
Alter-identity Research
Individual motivation. Once students were
able to articulate their identity, they were asked Next, students were encouraged to research
to choose an alter-identity representing a culture, their newly established identities. The methods
sub-culture, or group of people that was either by which they researched their roles also varied
foreign to the student or opposed tenets of their from individual to individual.
true identity. One participant chose to explore an
alter-identity associated with autism as he had Social observation and individual discus-
difficulty relating to an autistic student he had in sion. Several students honed their alter-
his classroom, “I want to gather the view point identities by observing cultures within a natural
of what it is like for autistic individuals to focus setting, “I have taken a two-fold approach, one
and live out their day to day lives” (Autistic being observation and discussion and two being
Adult). Another student expressed difficulty un- the study of autism on a small scale” (Autistic
derstanding family members who were either Adult). One student did not have to externally
seen as verbally abusive or verbally abused, “I observe her identity as many of her family
don’t understand how people can have complete members exhibited characteristics of her chosen
disregard for the feelings of others… I would identity, “In order to prepare for this role, I have
like to see what that really must be like” (Abu- watched my peers, family and continued to read”
sive Wife). However, there was hesitation to- (Abusive Wife). Others requested interviews
ward immersion into subcultures: with cultural members, “I went to the (county)
I’ve never really had sympathy for County Health Department and spoke with a
Goths when they complain about the ste- health educator who deals with pregnant teens”
reotypes they receive and the looks and (Pregnant Teenager). “We [participant and an
comments because I feel like they bring open lesbian] met to break the ice and get to
it upon themselves…. I was not the least know each other better. We talked a lot about
bit excited about this activity. I was con- our background … and aligned our date night”
fused and most of all, worried that I (Lesbian).
could not pull off someone who was not Literary research. Others used written
me. (Victorian Goth) sources such as internet sites, books and pam-
In direct contrast, the student who per- phlets to become culturally informed. “To re-
sonified the Pregnant Teenager hoped the expe- search for this role, I spent quite a bit of time on-
rience would solidify her moral beliefs and ex- line. I looked up informational sites…as well as
pectations through social reaction, “While I real- sites specific to religious tolerance and the Goth
Journal of Agricultural Education 216 Volume 54, Issue 3, 2013
Hains, Tubbs, and Vincent Embracing Alter-Identities…
lifestyle” (Victorian Goth). “In preparation for cult social communication could be for autistic
the social role play night, I have read articles individuals.
from medical research journals, as well as publi- Other students found it difficult to embrace
cations from the International OCD Foundation their new identity even in a familiar social set-
to learn more about the condition” (Obsessive ting such as church:
Compulsive Disorder). I tried to practice maintaining a solemn
Within the course, students were given attitude on the Sunday afternoon before
latitude regarding research development. This the role play. It was fairly easy for me
allowed students to tailor their research toward to do when I was home alone, but I
their alter-identity. It also allowed them to ex- wasn’t very good at keeping it up
plore multiple social perspectives, establishing a around people at church. It just didn’t
more comprehensive understanding of their al- come natural for me. (Victorian Goth)
ter-identity. Variance in student research mirrors Participants who committed to practic-
the sub-phase Developing Intercultural Rela- ing their alter-identity professed frustration, ex-
tions, as students sought out relationships with pressing emotions associated with identity tran-
or observed cultural groups different from them- sition and social reactions toward their alter-
selves. identity. Student emotions exemplified the sub-
phase Developing Intercultural Understanding
Alter-identity Development and Managing Emotions within the Model for
Cultural Identity Development and Practice.
The continuum of comfort. Once students
adequately researched their roles and were con- Cultural Immersion
fident in their cultural knowledge, they began to
enact their alter-identity in a setting of their Once students had a clear understanding
choice. Students who were more comfortable of their new identity, had researched their role
with their alter-identity pilot-tested their role, and had practiced their identity, they were im-
experiencing cultural immersion for the first mersed into a public mall setting.
time. The Goth student’s cultural eyes opened
as she saw firsthand how members of society Emotional reactions to public perception.
perceived her newly formed identity: The immersion experience struck an emotional
When I finally got out of the car, the chord with student participants. Specifically, it
salesmen who were huddled outside the was the lack of social interaction that seemed to
building like vultures nodded to each disturb the Autistic Adult, “Tonight was intense.
other and started laughing hysterically For an hour I did not have a person say a single
as they turned away… I wish now that I word to me. I got a lot of stares and glances, but
had pranced back through the mechan- zero interaction from the public.” The Goth stu-
ics’ bay and into the customer service dent also professed being angry, as she per-
department to glare one last time at the ceived discrepancies associated with the way the
inconsiderate, closed-minded men who public interacted with social subgroups, “It was
worked in ‘customer service’, but were surprising to me how blatant people were with
hesitant to wait on me. me. People will turn their heads to abusive
The Autistic Adult also perceived a differ- spouses or homosexuals, but look at a Goth
ence in social communication when enacting his chick like she does not deserve to live. Why? I
new identity, “At the checkout counter it was do not understand.”
one word responses to the point it made the
cashier uncomfortable and although she wanted Amplified social perception. Many stu-
to carry on a conversation, she was unsure how dents professed feelings of being socially evalu-
to do so.” While the cashier may not have identi- ated or judged. And while all students enacted
fied the student as autistic, his limited communi- their roles prior to the mall, the larger public
cation assisted him in understanding how diffi- setting seemed to enhance feelings of social
scrutiny, “Those high class ladies kept an eye on
Journal of Agricultural Education 217 Volume 54, Issue 3, 2013
Hains, Tubbs, and Vincent Embracing Alter-Identities…
me; I assume for shoplifting” (Pregnant Teenag- their course readings. Analysis revealed three
er). This was also the case with the student por- developmental themes.
traying a Homeless individual, “There was a Social discrimination. As part of their re-
period where the parking security drove by, cir- flection students acknowledged a deeper under-
cled around back in front of me, stopped to look, standing of covert social discrimination and its
and then continued on.” The perception of social impact on individuals with limited social skills:
scrutiny seemed to enhance student understand- Incredible, how we discriminate
ing of being different, however, it may also have unwittingly, those who are different. I
been a catalyst for individual cultural assump- do not know if the individuals in stores
tions associated with “high class ladies” and and kiosks who decided not to help me
“teenage shoplifting”. However, one student were purposeful in their ignoring me,
was cognizant that her chosen role was the rea- but it gave me a very isolated and lonely
son for heightened public perception: feeling that was uncomfortable for me
The mindset that you take on with ob- … I can never fully comprehend his [au-
sessive compulsive disorder almost in- tistic student’s] reality, but I do realize
creases your sensory perception … I now where the anxiousness and discom-
found myself more aware of what peo- fort come for him… The knowledge I
ple were doing, wondering if they were have gained from this allows me to form
watching me and if I was really noticea- better ways to communicate with people
ble at all. (Obsessive Compulsive Disor- of all ability. (Autistic Adult)
der) This was also true of social identities. One
In direct contrast, the Victorian Goth student student began to understand the complexities of
found members of society to have greater toler- individual identity. She was also able to experi-
ance for socially diverse identities, “I was sur- ence first hand social reactions associated with
prised when I walked by an older woman and the general unfamiliarity of Goth identity in so-
she asked me if I liked the dress she was looking ciety.
at. I really didn’t think anyone would ask me for We really should be more open-minded
my opinion on style, seeing as how I was to others’ individuality and not so quick
dressed a little out of the norm” (Victorian to judge. I’ve also come to realize that a
Goth). person’s outward appearance may be a
The public immersion assignment sur- reflection of how they feel inside, so
prised students, both positively and negatively, maybe what the person needs is not
as they evaluated public perception. Several stu- judgment, but rather compassion and
dents experienced an array of emotions while understanding. (Victorian Goth)
enacting their alter-identity, supporting the sub- Cultural empathy. In addition to social
phase Managing Emotions. Moreover, one stu- perception, students began to gain a deeper ap-
dent affirmed very few differences in social per- preciation of social groups associated with their
ception, “One woman looked us up and alter-identities:
down…we had a lot of interesting conversations At the end of the experience, I felt ex-
on our date which was great” (Lesbian). This hausted, both mentally and physically. I
example later led students to pose the questions, do not understand how people with
“Do behaviors differ between heterosexual and OCD can carry on with normal, every-
homosexual couples in a public setting?” day activities and deal with their obses-
sions… It makes it even harder to imag-
Reflection ine how students with OCD can manage
to focus and do well in school without
After the immersion experience students re- some kind of help. (Obsessive Compul-
flected on their experience for one week. This sive Disorder)
allowed for a metacognitive process in which The Homeless Person viewed the experience
participants aligned their experiences with their as a first step toward remitting his bias toward
initial personal identities and biases as well as homeless people, “I have definitely seen a per-
Journal of Agricultural Education 218 Volume 54, Issue 3, 2013