2 Stages of racial identity development in the secondary years
In your reminiscing of your teenage years, you may have remembered how it felt walking into school, navigating friendships and trying to fit in. You may have also remembered worrying about what you looked like or how you sounded. There might have been moments where you questioned who you were or where you belonged.
Secondary school is a time when identity becomes more visible and more complex. For some, it’s a time of experimentation and growth. For others, it’s when they first start to feel the weight of being seen differently.
Now imagine experiencing all of that while also working out what it means to be racially minoritised. For many racially minoritised students, secondary school isn’t just about figuring out who they are, it’s also about understanding how race affects the way they are treated, seen and expected to behave. For students from the racial majority, this stage can involve beginning to recognise the many racialised messages embedded in school, society and the media, and learning how to question and unlearn them, rather than internalise them.
Psychologist Dr Beverly Daniel Tatum (2003) offers a useful way to think about how racial identity develops during adolescence. Building on the work of William Cross (1971, 1978, 1991), she describes a series of stages that Black young people may move through as they begin to make sense of racism, representation, and who they are in a racialised society.
Activity 1 Black racial identity development
Read each stage below and reflect on the accompanying scenario. Write a few lines about how you might respond as a teacher or educator.
Stage 1: Pre-encounter
‘Race doesn’t really matter to me.’
At the pre-encounter stage, race may not feel relevant to the young person. They may try to ‘blend in’ or reject parts of their racial identity, especially if they’ve internalised negative messages. At this stage, a young person may be trying to navigate life while holding on to the belief that race doesn’t really affect them or that it shouldn’t. As Tatum (2003) explains, this often means accepting society’s messages about race without question, including the idea that whiteness is the norm and that success or belonging might require distancing oneself from their own racial group. This doesn’t mean the young person hasn’t experienced racism, but that they may not yet be naming it or linking it to a wider pattern. The pressure to ‘fit in’ can be strong, and part of that can involve absorbing negative ideas about Blackness, often without even realising it.
Classroom scenario
A Black Year 7 student avoids discussions about race and says they ‘don’t see why what colour I am is important’ and ‘we’re all the same anyway’. They seem uncomfortable when classmates talk about racism.
Home scenario
A young person starts insisting they don’t want their traditional home food as packed lunch anymore because the food ‘smells weird’ or is ‘too different’. They start to ask for school dinners or want to eat what their friends eat, even if they enjoyed traditional meals before. They may also ask to stop speaking a home language in public.
Your turn
Choose one of the scenarios. What would you say or do in this situation? How might you support a child at this stage without pushing them too quickly?
Discussion
Classroom scenario
You might:
- acknowledge their feelings without dismissing them (‘I hear that you feel we’re all the same, that’s one way to look at it …’)
- ensure your classroom materials naturally include diverse voices and perspectives
- create opportunities for all students to see positive representations of different racial backgrounds
- be patient as pushing too hard at this stage can cause young people to retreat further.
Home scenario
You might:
- acknowledge their feelings without making them feel guilty (‘I understand you want to fit in with your friends’)
- continue offering traditional foods alongside other options, without making a big issue of it
- share positive stories about your family’s heritage in natural, non-pressured moments
- model pride in your own identity through your actions and choices
- remember this is one phase of development – many young people return to embracing their heritage later.
Stage 2: Encounter
‘That wasn’t fair. Was it because I’m Black?’
The encounter stage is often triggered by a specific experience of racism. When a young person begins to realise that no matter how much they try to fit in, they will still be seen and treated as part of a racially minoritised group, it can be eye-opening, upsetting or confusing. They may start to shift their focus. Instead of trying to downplay or avoid their racial identity, they begin to confront what it means to be part of a group that experiences racism.
Classroom scenario
A student is stopped and searched by police on their way to school. They come into school distracted and disengaged. Later, they challenge the teacher’s perspective during a PSHE lesson on justice.
Home scenario
During a family conversation, a young person suddenly asks, ‘Why don’t we ever talk about racism?’ or ‘Why does no one on TV ever look like us unless it’s for something bad?’ They may also begin to ask questions about family history or want to understand how racism has affected older generations.
Your turn
Choose one of the scenarios. How would you support this young person? What might they need from you right now?
Discussion
Classroom scenario
You might:
- listen without minimising their experience (‘That sounds really difficult, how are you feeling about it?’)
- validate that racism is real and affects people differently
- provide space for them to process their emotions, perhaps through one-to-one conversations
- connect them with positive role models or mentors who’ve had similar experiences
- ensure your teaching acknowledges the reality of racism while maintaining hope.
Should we have ‘Home scenario’ here?
You might:
- welcome their questions openly (‘I’m glad you’re asking about this – it’s important’)
- share age-appropriate family stories about overcoming challenges
- provide books, documentaries or other resources that explore these topics thoughtfully
- connect them with community elders or family members who can share their experiences
- create regular opportunities for these conversations rather than one-off discussions.
Stage 3: Immersion–emersion
‘I want to learn everything about my culture and history.’
At the immersion–emersion stage, young people begin to explore their own racial identity more deeply. They might actively look for opportunities to learn about their cultural heritage and history, often alongside peers who share similar experiences. The focus shifts away from anger towards white people or institutions, as their energy turns inward and towards developing pride, understanding and connection. Through this process, they start to develop a stronger, more grounded sense of who they are. Young people at this stage might want to spend time mostly with others from their own racial background. They may seem less interested in people who don’t share those experiences.
Classroom scenario
A Year 10 pupil becomes more vocal about the lack of Black representation in school texts. They write ‘Black Lives Matter’ across their homework folder and challenge the teacher on a lesson about the British Empire.
Home scenario
A young person becomes deeply engaged in books, music or online content about Black history, cultural pride or resistance movements. They start making strong statements like, ‘I only want to wear my natural hair now’, or ‘I’m tired of pretending I’m like everyone else’. They may express frustration if family members appear less engaged in the same topics.
Your turn
Choose one of the scenarios. How might you create space for their voice while still maintaining a supportive relationship?
Discussion
Classroom scenario
You might:
- acknowledge their perspective and thank them for raising important points
- work with them to find constructive ways to address curriculum gaps (perhaps a research project or presentation)
- set clear boundaries about respectful discussion while validating their concerns
- provide additional resources that reflect their interests and heritage
- help them channel their passion into positive action within school policies.
Home scenario
You might:
- support their learning by providing resources, books or opportunities to connect with cultural communities
- respect their choices about appearance and self-expression
- share your own journey of identity development and what you’ve learned
- help them understand that family members may be at different stages of their own racial identity journey
- encourage their passion while also fostering empathy for others’ perspectives.
Stage 4: Internalisation and commitment
‘I know who I am, and I want to make a difference.’
Here, in the internalisation and commitment stage, the young person feels more secure in their racial identity and is open to building respectful relationships across groups. They may want to challenge racism or act as a role model.
Classroom scenario
A student starts a lunchtime group to explore racial injustice and invites other students to join. They ask to lead an assembly on the Windrush Generation.
Home scenario
A young person takes on a leadership role at home, encouraging the family to support a social justice campaign, suggesting new books or TV shows that centre diverse voices, or asking to volunteer at a local community event. They are more vocal about injustices but also more grounded in how they talk about them.
Your turn
Choose one of the scenarios. How might you support and encourage the young person in this phase while making sure it’s not tokenistic?
Discussion
Classroom scenario
You might:
- collaborate with them to ensure the group has proper support and structure
- help them develop their presentation skills and historical research abilities
- ensure they have adult mentorship to guide their leadership development
- connect their initiative with the school’s broader diversity and inclusion goals
- provide opportunities for them to learn from other young leaders and activists
- avoid making them the sole ‘spokesperson’ for their racial group, but do recognise and nurture their leadership potential.
Home scenario
You might:
- support their initiatives and learn alongside them
- help them develop practical skills for making change (research, communication, organisation)
- connect them with family friends or community members who are involved in similar work
- ensure they maintain balance and don’t take on too much responsibility for educating others
- celebrate their growth while continuing to provide guidance and perspective.
Every stage of racial identity development is normal and necessary. As adults supporting young people, our role isn’t to rush them through these stages or make them ‘get over’ difficult feelings. Instead, you need to:
- recognise where a young person might be in their identity development
- provide appropriate support for each stage
- create safe spaces for exploration and questioning
- validate their experiences while offering guidance
- be patient with the process, knowing that growth takes time.
While individual identity development is crucial, young people don’t exist in a vacuum. The schools they attend, the policies that govern their education, and the outcomes they experience all play significant roles in shaping their journey. In the next section, you’ll examine how school systems and policies can either support or hinder positive racial identity development.