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She was born into a world where she did not think about race at all for the first part of her life. 

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She was born into a world where she did not think about race at all for the first part of her life. 

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Lucy was born into a family that embraced their racial and cultural identity.  She did not realize or think about other people who may have a very different experience.

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Lucy was born into a family that embraced their racial and cultural identity.  She did not realize or think about other people who may have a very different experience.

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Lucy's parents engaged in their Jewish faith and traditions, taught Lucy, and celebrated all of the important milestones.  

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Lucy's parents engaged in their Jewish faith and traditions, taught Lucy, and celebrated all of the important milestones.  

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She was informed by her family of her heritage and attended bat mitzvahs. Informed of Sicilian roots to explain her dark complexion. Many traditions and love throughout childhood. Did not feel different from those around her. 

# data[].attributes.subject
She was informed by her family of her heritage and attended bat mitzvahs. Informed of Sicilian roots to explain her dark complexion. Many traditions and love throughout childhood. Did not feel different from those around her. 

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Lucy grew up in the Jewish community where race was not openly discussed

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Lucy grew up in the Jewish community where race was not openly discussed

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At school was asked "what are you?" specifically from peers of color. Did not mark a race on college app, but her race was selected for her, as black.

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At school was asked "what are you?" specifically from peers of color. Did not mark a race on college app, but her race was selected for her, as black.

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As Lucy's world broadened, she began to question where she fit in among her peers.  At the same time, he peers were wondering about her as well

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As Lucy's world broadened, she began to question where she fit in among her peers.  At the same time, he peers were wondering about her as well

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By college, Lucy was still trying to make sense of who she is, and did not check off a race on her application.  

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By college, Lucy was still trying to make sense of who she is, and did not check off a race on her application.  

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School reinforced need to categorize self on college applications

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College choosing her race based on her picture in her application. Gave her the opportunity for self reflection and to begin wondering how she identified. Was able to begin participating in organizations that gave her a sense of belonging.

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College choosing her race based on her picture in her application. Gave her the opportunity for self reflection and to begin wondering how she identified. Was able to begin participating in organizations that gave her a sense of belonging.

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Lucy was unsure of how to "be" in the world. There were advantages to allowing others to assume her race, but she also questioned if this was appropriate or likely, if she was even comfortable doing this.  Lucy realized her racial identity impacted her work with youth of color.

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Lucy was unsure of how to "be" in the world. There were advantages to allowing others to assume her race, but she also questioned if this was appropriate or likely, if she was even comfortable doing this.  Lucy realized her racial identity impacted her work with youth of color.

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When viewing from a lens of Lucy being part of a European culture in a rural area in New York, we assumed she was born as a healthy child to a healthy parent in a two parent family for first part of her childhood where access to quality healthcare available.

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Considering the socialization in High School, "What are you" by all racial identities and particularly black students

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Lucy's work with young people was challenged when she began noting that her race was of importance in building rapport and being effective. She began seeing injustices impacting her clients and appears to be unsure of how to proceed. Is feeling guilt, shame, and confusion. 

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Lucy's work with young people was challenged when she began noting that her race was of importance in building rapport and being effective. She began seeing injustices impacting her clients and appears to be unsure of how to proceed. Is feeling guilt, shame, and confusion. 

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Lucy engaged with her Jewish culture in synagogues, Hebrew School, and Bar Mitzvahs. In high school she was exposed to people of other races and was asked how she identifies. The college admissions committee identified a race for her w/out her consent.

# data[].attributes.subject
Lucy engaged with her Jewish culture in synagogues, Hebrew School, and Bar Mitzvahs. In high school she was exposed to people of other races and was asked how she identifies. The college admissions committee identified a race for her w/out her consent.

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Moving through stages of life school, divorce, working professional challenges her internalized patters and beliefs

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As Lucy is developing insight to her own racial identity she is looking to be more effective in helping others while also gaining an understanding of her worldview. Is wanting to heal from this cycle of socialization - leaving her feeling confused regarding her role in creating change. 

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As Lucy is developing insight to her own racial identity she is looking to be more effective in helping others while also gaining an understanding of her worldview. Is wanting to heal from this cycle of socialization - leaving her feeling confused regarding her role in creating change. 

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Personal identity feelings impacting work with clients who might be having similar experiences. Counter transference and confusion and likely disappointment

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Raised in a Jewish community during primary years

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Confusion but developing insight

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Currently: Questioning and Interrupting
Future: Change based on learning and integrating knowledge based on where Lucy is at

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Her family celebrated her as darker-skinned individual with strong connections to their Sicilian roots. Family traditions and her childhood was filled with family and love. A positive cultural identity through their Jewish faith such as attending Synagogue, Hebrew School and Bar Mitzvahs. Questions about historical implications of cultural identity and its impact on her development and socialization remain as a discussion point. Lucy had never seen anyone of any other race prior to high school.

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Lucy's solid identity that had developed when she was younger was challenged when she got to high school as a result of divorce and peers inquiring about her cultural background.

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Lucy had several institutional socializations within her synagogues and Hebrew School that appeared to in line with what her family socialization looked like. She also had different messages when she went to high school and from college around what messages those institutions were sending

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Lucy had several institutional socializations within her synagogues and Hebrew School that appeared to in line with what her family socialization looked like. She also had different messages when she went to high school and from college around what messages those institutions were sending