Cross's Nigrescence Model, originally developed to describe the psychological processes associated with the development of Black identity, consists of five stages: Pre-Encounter, Encounter, Immersion-Emersion, Internalization, and Internalization-Commitment. Let's apply each of these stages to the event of struggling with or coping with new academic expectations at university.
1. Pre-Encounter
In the Pre-Encounter stage, individuals may hold a worldview that prioritizes assimilation into the dominant culture. For a student transitioning to university, this might manifest as initially believing that success is achieved through adapting to the prevailing academic standards and expectations without questioning or reflecting on one’s own cultural background or identity.
Reflection: At this stage, I may have underestimated the impact of my cultural background on my academic experience and felt pressured to conform to the norms of the predominantly white academic environment. This could lead to a lack of confidence and a feeling of isolation as I tried to fit in with my peers.
2. Encounter
The Encounter stage is marked by experiences that challenge the pre-existing identity and beliefs. In an academic context, this can be catalyzed by specific incidents like receiving low grades on assignments, feeling out of place in collaborative projects, or noticing the differences in academic approaches between myself and classmates.
Reflection: Experiencing academic challenges made me confront my preconceived notions about myself and my abilities. It was an awakening moment, as I recognized the distinct barriers and biases that might affect my performance and integration within this academic environment. It was a catalyst that pushed me to reassess my identity among peers.
3. Immersion-Emersion
During this stage, individuals start to immerse themselves in their racial or cultural group, seeking solace and understanding within their community. In an academic setting, this might involve joining cultural clubs, participating in workshops, or engaging with faculty who understand my experiences.
Reflection: As I navigated my academic challenges, I sought out support from peers who shared similar backgrounds and experiences. I participated in study groups, cultural organizations, and discussions that validated my feelings and fostered a sense of belonging. This engagement deepened my understanding of my identity and cultivated pride in my cultural roots.
4. Internalization
In the Internalization stage, individuals achieve a sense of comfort with their identity. They start to strike a balance between their cultural background and the academic expectations placed upon them, recognizing the importance of both spheres. This might involve developing strategies that blend cultural strengths with academic requirements.
Reflection: Successfully coping with academic expectations through this integrated identity allowed me to approach my studies more confidently. I began to embrace my unique perspective and experiences as assets rather than hindrances. I learned to assert my voice within academic discussions while respecting and valuing diverse viewpoints.
5. Internalization-Commitment
This final stage involves a commitment to social change and a deeper investment in one’s community. In the university context, this might mean mentoring underclassmen, advocating for diversity initiatives, or engaging in community-focused projects that address educational inequities.
Reflection: Having grappled with my academic journey, I now feel a strong commitment to supporting others who may face similar struggles. I engage in mentoring and activism that promotes diversity and inclusion within academic spaces. This commitment has further solidified my identity, as I recognize the interconnectedness of my experiences and those of my community, channeling my growth into positive change.
Overall Identity Shaping
Traversing through these stages of Cross’s Nigrescence Model in relation to my academic struggles has fundamentally shaped my identity. I have moved from a passive participant in my educational journey to an active advocate for myself and others. This process has reinforced my cultural pride, enhanced my understanding of systemic challenges, and unified my academic endeavors with a commitment to community service and empowerment. As a result, I now approach both academic and cultural challenges with resilience and intention.
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