Cycles of Development

Owned by Darlene Edgar
Mar 04, 2024
2 min read

Byrd, C. M. (2021). Cycles of development in learning about identities, diversity, and equity. Cultural Diversity and Ethnic Minority Psychology. Advance Online Publication. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2021-68000-001&custid=s7439054

In the article by Byrd (2021), the focus is on how instructors, community organizers, and worship leaders can promote cultural confidence and critical consciousness in their students, both in classrooms and beyond. The author proposes a new model of development for individuals engaging in learning opportunities to foster cultural competence and critical consciousness.

  • Cultural competence is defined as the understanding of social identity groups, while critical consciousness refers to the ability to analyze structural inequity, desire to develop skills, and take action to address it.

  • The developmental cycles outlined in the model involve three stages:

    1. Awareness of social identities: Understanding that individuals have multiple overlapping social identities that influence their interactions with others and their experiences.

    2. Awareness of structural inequality: Recognizing that certain social groups have more power and access to resources than others, and understanding the systemic nature of prejudice and discrimination.

    3. Knowledge of identity: Acquiring general characteristics of equality and understanding mechanisms of oppression specific to various social identities.

  • Stage two of the model involves two cycles:

    1. Outer cycle: Focuses on understanding information about social identity.

    2. Agency/action/reflection cycle: Involves taking critical action informed by knowledge and reflection on its effectiveness.

  • Resistance to learning about identities, diversity, and equity is discussed, including forms such as denial, minimization, overwhelm, misdirection, focus on intent, disbelief in methods of social transformation, and avoidance of conversation.

  • Resistance may vary depending on individuals' competencies and familiarity with the topic. Denial and minimization may be more common in early stages of learning, while disbelief and avoidance of conversation may arise when individuals have familiarity with potential actions but disagree on methods of social transformation.

  • Effective critical action requires multiple competencies, each of which can be translated into learning objectives. Development cycles can assist in determining where students are in their understanding and where they can be expected to go, helping to promote positive motivation, reduce resistance, and facilitate better learning outcomes.