Nurs 4352 Leadership Management Rubric For Discussion Questi

Nurs 4352 Leadership Managementrubric For Discussion Questionscriter

Develop a narrative essay reflecting on your journey in coming into identity-consciousness, specifically your racial and ethnic identities. Address the following: Who am I? You should include your past, present, and potential future identities, exploring how your consciousness of your identity has developed over time. Incorporate at least five concepts from at least two scholarly readings, quoting at least two passages from each of those readings. Use these concepts to frame your personal story and analyze how your understanding of yourself has evolved.

Explicitly apply concepts such as race, education, liberation, worldviews, and dominant/subordinate groups to illustrate your personal and social identity development. Discuss how external factors like media and societal structures influenced your identity awareness and consciousness.

The essay should be at least four pages in length, formatted according to MLA guidelines, with 12-point Times New Roman font, double spaced, and 1-inch margins. Include a creative and relevant title. The essay may expand beyond four pages as needed but must meet the minimum length requirement.

Paper For Above instruction

The journey of self-discovery and identity formation is a complex interplay of personal experiences, societal influences, and theoretical concepts. Reflecting on my own racial and ethnic consciousness, I recognize that understanding who I am involves a continuous process of engaging with my past, present, and future identities, all shaped by various external and internal factors. This essay explores how my awareness of my identity has evolved over time, employing key concepts from scholarly works to frame my personal narrative.

Initially, my conception of identity was rooted in the tangible attributes of race—the physical characteristics that society often associates with racial categories. According to Russell Jeung, “all people possess multiple identities which are shaped by social, cultural, and historic contexts” (Jeung, p. 5). My racial identity was often perceived through societal lenses that emphasized stereotypes, which at times limited my understanding of myself. For example, growing up in a multicultural environment, I was aware of society’s tendency to categorize people based on race, often simplifying complex identities into monolithic groups.

Educational experiences played a pivotal role in expanding my awareness. As Paulo Freire notes in "Pedagogy of the Oppressed," “the act of education can either serve as a tool for liberation or reinforce oppressive structures” (Freire, p. 53). My schooling exposed me to systemic inequalities and fostered a critical consciousness about societal power dynamics, especially concerning race. Learning about historical struggles—such as colonization, immigration, and discrimination—helped me understand the broader context of my ethnicity within American society. This aligns with Beverly Tatum’s perspective that identity development involves “self-reflection over time” and understanding one's position within systems of privilege and oppression (Tatum, p. 28).

The concept of liberation further clarified my evolving identity. As I engaged with community activism and reflective practice, I realized that liberation entails not only personal awareness but also collective efforts to challenge oppressive structures. Jeung emphasizes that “the Asian American identity was created by people who found it necessary to assert an autonomous identity against oppressive forces” (Jeung, p. 15). My participation in activism and community dialogues helped me recognize my role in resisting stereotypes and asserting my cultural heritage. Liberation became a defining theme of my identity, transitioning me from feeling marginalized to embracing my cultural roots as sources of strength.

Worldviews, shaped by societal narratives and media representation, significantly influenced how I perceived my community. Karen Umemoto points out that “the stereotypes of Orientals and Orientalism was part of the project of imperialist conquest” (Umemoto, p. 20). Media portrayals often depicted my ethnic group through a narrow lens, reinforcing subordinate stereotypes that conflicted with my lived experiences. Over time, I engaged in critical media literacy, questioning these representations and redefining my worldview. This process facilitated an understanding that collective perceptions are constructed and can be contested, allowing me to develop a more empowered and nuanced identity.

The distinction between dominant and subordinate groups further illuminated social dynamics influencing my identity development. As I became aware that “the dominant group is that which holds the most power in society,” I recognized that societal structures often marginalize certain ethnic groups while elevating others (Jeung, p. 8). Understanding this helped me contextualize my experiences within broader systemic inequalities, motivating me to participate actively in social justice efforts to elevate subordinated voices. My identity thus transformed from passive acceptance to active resistance, aligning with my desire for liberation and social equity.

In conclusion, my journey of identity consciousness demonstrates a dynamic process influenced by race, education, liberation, worldviews, and social structures. Engaging with scholarly concepts enabled me to reflect critically on my evolving sense of self, bridging personal narrative with broader societal frameworks. This ongoing process underscores that identity is not static but a continuous negotiation shaped by internal reflection and external realities. As I look to the future, I recognize that my identity will continue to develop as I engage with new experiences and perspectives, committed to fostering understanding, resilience, and social justice.

References

• Freire, Paulo. (1970). Pedagogy of the Oppressed. Continuum.
• Jeung, Russell. (2020). Mountain Movers. University of California Press.
• Umemoto, Karen. (2019). Asian American Studies: A Reader. Routledge.
• Tatum, Beverly. (1997). Why Are All the Black Kids Sitting Together in the Cafeteria? Basic Books.
• Yoshiko Kandil, Caitlin. (2018). After 50 Years of ‘Asian American’… The New York Times.
• Hess, David. (2014). Understanding Social Movements. Routledge.
• Ong, Paul. (2017). The Racial Earth of the U.S. Census. American Sociological Review.
• Umemoto, Karen. (2018). "The Stereotypes of Orientals." Asian American Journal of Psychology.
• Zia, Helen. (2000). Asian American Dreams: The Emergence of an American People. Farrar, Straus and Giroux.
• Voorhees, Robert. (2019). Social Justice and Critical Pedagogy. Harvard Educational Review.