Mixed Race Studies

A Multiracial Movement and a Multiracial Box Won’t Solve the Racism Problem

Rachel’s Tavern: Race, Gender, and Sexuality from a Sociological Perspective
2007-04-02

Rachel Sullivan, Associate Professor of Sociology
Montgomery College, Germantown, Maryland

In a comment on the last thread on Rachel’s Tavern about how biracial children affect family approval of black/white relationships Dave of mulatto.org, made the following comment:

Professor Rachel Sullivan here gives a good textbook example of propaganda that facilitates white/black biracial subordination, by making the case that white/black biracials shouldn’t be considered a population with challenges distinct from blacks except for being more privileged.

The problem is that this is not what I said, but I do think this is an opportunity to talk about some of the politics of multiracial identity. For the record, my dissertation was not on how people of mixed race identify. It was about family approval of black/white relationships, and the reason children (biracial or not) were important was because the most common reason given for opposing an interracial relationship was the idea that the children would suffer. That belief was premised on the “tragic mulatto myth.” In this study, all of the people I interviewed were couples in Black/White interracial relationships. Only one of those people self identified as biracial. I did not interview the children of these couples, so I did not get their opinions.

However, for the record I do not agree with Dave’s position, which to me reads that “people who have one black parent and one white parent are a distinct racial group and should identify as biracial, mixed race, or mulatto, not as black.” (I’m not sure how he feels about people of mixed parentage identifying as white.) Here’s a quote from his comment:

It’s logically inconsistent to say (1) white/black biracials should be identified as black because most white people will only see and treat them as black, and (2) whites treat white/black biracials better than black people because they see them as different than dark-skinned black people. Although I don’t think this makes logical sense, I think it’s crafted to be anti-white/black biracial propaganda. The first part implies that white/black biracials shouldn’t have a distinct affinity identity to organize and advocate for ourselves, because we aren’t treated differently, and the second part implies that white/black biracials are less deserving of telescopic philanthropy (definition on Wikipedia) than black people.

Dave’s belief is that mixed race people mixed ancestry should organize their own groups, and they should see themselves as distinction from African Americans. I have no objection to organizing some multiracial groups, but I also thinking that many of the needs, concerns, and issues overlap with those of other people of color. Personally, I do not think it would be beneficial to try to create a new racial group akin to the “colored” population in South Africa.

I am tired of multiracial activists who say people should have an option to choose their race, and then these same people get mad if people do not choose “biracial” or “multiracial.” People should have the choice, regardless of their color of phenotype, to define themselves racially. I also feel that these choices may change over time or circumstances; making racial identities fluid in some cases. I feel that both the one drop rule, and the assertion that people must choose biracial are racist because they encourage essentialist definitions of race and because they do not allow the freedom of self definition…

Read the entire entry here.

Black-White interracial parenting in the Midwest: Naturalistic inquiry into race-related experiences, race identity choices, and education realities

University of South Dakota
May 2009
133 pages
Publication Number: AAT 3367641
ISBN: 9781109276206

Anita A. Manning

A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education

On November 4, 2008, the United States of America elected the first biracial president, Barack Hussein Obama, a Black man of Black and White heritage. President Obama’s self-claimed identity reinforced this image. Many of the laws and ways of classifying people changed since President Obama’s generation and with these changes arose a growing population of people with one White parent and one Black parent. This group claimed neither a Black nor White identity, but rather a biracial identity. “Biracial is not currently a recognized racial category within the American cultural landscape” (Rockquemore & Brunsma, 2002, p. 336).

According to Root (1996), “The US Census (1992) reported that while the number of monoracial white babies was 15%, the number of Black/White biracial babies has grown almost 500%” (p. xv). For the first time in history, the number of biracial babies is increasing at a faster rate than the number of monoracial babies (p. xiv). Root (1996) referred to this phenomenon as the biracial baby boom (Root, 1996, p. xv).

This qualitative naturalistic inquiry study described the experiences of six interracial couples raising biracial children. The interracial couples consisted of Black men married to White women. The source of information for this study came from individual audio-recorded face-to-face interviews from the 12 participants. The interviews were transcribed, verified by the participants, and analyzed by the researcher and a peer debriefer for themes. Themes of the six interracial couple’s experiences emerged.

The overall consensus of the respondents was that society has not changed significantly during the past 10 years. The participants are still experiencing discrimination, racism, negative classification, social rejection, marginalization, negative stereotypes, exclusion, and ignorance from the members and practices of society.

Most of the participants’ experienced their children being excluded, marginalized, and forgotten at school, and shared situations of condemnation, name calling, and racist remarks. At parent conferences, practices of not having eye contact with the Black father and directing communication toward the White mother were reported.

The participants in this study voiced concern about teachers, principals, and administrators lacking knowledge in regard to the teaching of biracial students. Respondents stated that teachers had low expectations of biracial students and used low-level curriculum.

Table of Contents

• 1. Introduction
  • Statement of Problem
  • Purpose of the Study
  • Research Questions
  • Significance of the Study
  • Definition of Terms
  • Delimitations
  • Assumptions
  • Organization of the Study
• 2. Review of Selected Literature
  • Historical Classification of People
  • Laws and Customs
  • Marriage
  • Parenting
  • Family Dynamics
  • Extended Families
  • Societal Issues
  • Identity Development
  • Racial/Ethnic Identity Development
  • Biracial Identity Development
  • Models of Biracial Identity Development
  • School Environment
  • School Practices
  • School Achievement
  • Teachers/Staff
  • Summary
• 3. Methodology
  • Purpose of the Study
  • Research Questions
  • Researcher’s Perspective
  • Participants
  • Data Collection
  • Data Analysis
  • Verification
  • Ethical Considerations
  • Dissemination of Results
• 4. Findings
  • Statement of the Problem
  • Purpose of the Study
  • Research Questions
  • Participants
  • Findings
  • Experiences Raising Biracial Children
    • Biracial Parenting
    • Identification/Classification
    • Family
    • President Obama
    • Society
  • Child Development
    • School Environment
    • School Practices/Achievement
    • Teachers
  • Recommendations for Respondents about Making Improvements
    • Society
    • Schools
  • Summary
• 5. Summary Conclusion, Discussion, and Recommendations
  • Summary
    • Purpose of the Study
    • Research Questions
    • Literature Review Summary
    • Methodology
    • Findings
  • Conclusions
  • Discussion
  • Recommendations
    • Recommendations for Practice
  • Recommendations for Further Study
• References
• Appendixes
  • A. Interview Protocol Questions
  • B. Invitation to Participate
  • C. Informed Consent
  • D. Audit Trail

Statement of the Problem

What did parents in this study believe their children experienced in the Midwest in the largest urban environment in South Dakota? This study was designed to explore through a naturalistic research model how a selected small group of these parents experienced the social and educational environment of the community of Sioux Falls, South Dakota, a city of increasing diversity. Additionally, this study was designed by a researcher who herself is a White mother with a Black husband and has raised their son in this environment. The study asked a group of interracial parents what they perceived their biracial children experienced and what meaning the parents ascribed to these experiences that affected the maturation of the children.

There are few research studies that explore interracial parental perceptions of the experiences and meanings that these parents believe their children experience. While literature on self-identity is extensive, little is written to identify what an increasing number of interracial parents in an urban center in the Midwest (Sioux Falls, South Dakota) have seen as the experiences of their children. The problem of this study was to identify and explore parental perceptions regarding the matters of their children’s racial identity, personal efficacy, and self-worth that might influence social acceptance and educational achievement.

Purchase the dissertation here.

Rhetoric, Identity and the Obama Racial Phenomenon: Exploring Obama’s Title as the “First Black President”

Wichita State University
May 2010
75 pages

Krystal Cole

A Thesis by Krystal Cole Bachelors of Communications, Southwestern College, 2008 Submitted to the Department of Communication and the faculty of the Graduate School of Wichita State University in partial fulfillment of the requirements for the degree of Master of Arts

In 2008, a nearly 200 year U.S. historical precedent was overturned when Barack Obama was named the “first Black president.” Although Obama is of mixed heritage, he adopted an almost singularly Black identity and has long been characterized by the media as Black. This study is concerned with the role that society and Obama’s acceptance of the title play in identifying and portraying him as the “first Black president.” This study compares Barack Obama’s self-portrayal in his book, Dreams From my Father, to mainstream and Black media portrayals of his race. Results track Obama’s self portrayal as Black, mainstream media’s sensemaking of his classification as the “first Black president” and Black media’s unquestioned acceptance of the classification.

TABLE OF CONTENTS

• I. Introduction
• II. Literature Review
  • a. Racial Classification in History
  • b. Racial Classification in Today’s Society
  • c. Racial Classification of the Self
  • d. Mass Media and Social Impact
• III. Methodology
• IV. Results
  • a. Research Sub-Question 1a
  • b. Research Sub-Question 1b
  • c. Research Sub-Question 1c
• V. Discussion
  • a. Research Sub-Question 1a
  • b. Research Sub-Question 1b
  • c. Research Sub-Question 1c
• VI. Future Research and Conclusion
• BIBLIOGRAPHY
• APPENDIX

…CHAPTER 5: CONCLUSION

Racial identity is not fixed or mutually exclusive, but rests on individualistic choices within structurally and culturally defined parameters (Rockquemore & Brunsma, 2008). The common theme in research studies is that the one-drop rule is a significant factor in socially classifying race (Korgen, 1998: Rockquemore & Brunsma, 2008). Obama has primarily adopted a Black identity due to his life experiences, cultural upbringing and the effects of the one-drop rule. Consistent with prior findings, the one-drop rule still proves to be a potent, active agency in determining race. The larger society still sees Biracial individuals as Black, thus, in order to assist in their survival/success, having a Black identity is seen as the only option (Rosenblatt, Karis, & Powell, 1995). It is clear that racial classification has been a complex), multi-layered process in U.S. history.

As prior research notes, the addition of the “check all that apply” option in 2000 for reporting race on the U.S. Census suggests that the notion of assigning Biracial children to the Black race, is considered outmoded (Brunsma, 2006). This is not the case when it comes to Barack Obama’s self-portrayal. Anecdotal evidence indicates that multiracial people still encounter mono-racial categorizations (Shih & Sanchez, 2005). As a result of his Ambivalent Identity, Obama’s lifelong struggle with his race has led him to choose a Singular Identity. He has chosen to claim his Black ancestry. Although it took centuries for multiracial people to finally have the opportunity to “check all that apply'” on the U.S. Census, Obama chose to disregard the option.

On April, 2, 2010 it was reported by Washington Post that Obama had officially announced that he is Black on the U.S. Census. “The White House confirmed on Friday that Obama did not check multiple boxes on his U.S. Census form, or choose the option that allows him to elaborate on his racial heritage. He ticked the box that says Black, African American, or Negro” (Smith, 2010). Thus, Obama has proudly marked history as the “first Black president.” This characterization disregards his White ancestry and could possibly counteract the mixed-race movement if his example encourages Biracial people to identify with their Black heritage. Ironically, his acceptance of the title as the “first Black president” could indicate that America will never enter a post-racial future if Biracial individuals continue to allow themselves to be placed in arbitrary categories. Unfortunately, Biracial individuals may never break away from being caught between the two ends of the dominant race continuum.

Read the entire thesis here.

“I’m the Best of Both Worlds” Factors Influencing the Racial Identities of Biracial Youth

Oregon State University
2008-06-11
140 pages

Christine LeAnn Mouzong

A Thesis submitted to  Oregon State University in partial fulfillment of the requirement for the degree of Master of Science

This study examined the social and contextual factors that lead to differences in the way biracial adolescents interpret their racial identity. Using 11 interviews with a sample of biracial youth between the ages of 14 and 17-years-old, this study also explores the strategies these individuals use to achieve social validation for their preferred racial self-understanding. Theoretically, the factors shaping identity construction and the strategies used to negotiate identity are studied through both a bioecological model and a symbolic interactionist framework.

The findings from this study provide new insights into adolescent biracial identity that involve issues ranging from cultural racism to the impact of video media on adolescent development. The main themes emerging from youth narratives suggest that four primary factors shape how biracial youth understand and reconcile their racial identities. First, community messages about race define the parameters of adolescents’ racial identity options. Secondly, social meanings attached to physical appearance play a pivotal role in how racial identities are understood by self and others. Thirdly, peer endorsements of color-based stereotypes, especially those derived from popular media images of Black entertainers, are crucial to how these adolescents frame their racial identity options. Lastly, racial socialization in the familial context provides an important, though often ambiguous, piece to biracial identity formation.

As well, four strategies surfaced in this study that biracial adolescents appear to use when negotiating identity claims in interactions with others. These strategies include compromise, evoking mixed parentage, emotion regulation, and using humor.

TABLE OF CONTENTS

• Chapter 1: Introduction
  • Purpose of Study
  • Background
  • Historical Context
  • Research Questions
• Chapter 2: Literature and Theory Review
  • Symbolic Interaction
    • Self-concept and Identity
    • Individuals as Social Actors
  • Bioecological Perspective
    • Proximal Processes
    • Person Factors
    • Context
    • Time
    • Summary
  • Adolescent Identity Development
  • Race and Ethnicity
    • Race/Ethnic Identity Development
  • Multiracial Identity
    • The Multidimensional Model of Biracial Identity
    • Part-Black Youth
    • Part-Hispanic Youth
  • Factors that Influence Identity Options
    • Social Networks
    • Schools
    • Peers
    • Family Influences
    • Physical Appearance
  • Summary
• Chapter 3: Method
  • Recruitment
  • Sample
  • Site Selection
  • Interview Procedures
  • Interview Protocol
  • Data Coding and Analysis Procedures
• Chapter 4: Results
  • Qualitative Data Analysis
  • “My Mississippi self” Community Messages and Racial Identity
    • General Impressions of Community
  • Identity Options and Community
    • Mixed Messages
    • Prejudice and Identity Options
    • Messages Conveyed at School
    • Conclusions from Community Influences
  • The Role of Physical Appearance in Racial Identity
    • Reconciling Ambiguous Appearance
    • “How do people tell you apart?”
    • Conclusions about Appearances and Identity
  • “The Whitest Black girl” Racial Identity through the looking glass of Peer Culture
    • Media and “Cool-Pose” Culture
    • “It’s so funny!”
    • Conclusions from Peer Influences on Racial Identity
  • “You’re in the South now girl, you’d better buck up” Family Influences on Racial Identity
    • “Stop talking!”
    • Explicit Messages
    • Implicit Messages
    • Conclusions from Family Influences on Racial Identity
• Chapter 5: Discussion and Conclusions
  • Conclusions
    • Community Interpretations of Appearance
    • Gender and Color-based codes of Behavior
    • Construing Parental Messages
    • Negotiating Identity
    • Compromising
    • Evoking Mixed Parentage
    • Emotion Regulation
    • Using Humor
  • Discussion
  • Color-stratification and Identity
  • The Paradox of “Cool-Pose” Culture
  • The Familial Context
  • Negotiating Self
  • Limitations
  • Implications
    • Future Research
    • Symbolic Interaction
    • Bioecological Perspective
• References
• Appendices
  • Appendix A Informed Consent Document
  • Appendix B Assent Document
  • Appendix C In-Depth Interview Guide

LIST OF TABLES

1. Description of Respondents
2. Contextual Factors Salient to Racial Identity Development
3. Negotiation Strategies for Validating Racial Identity

Read the entire thesis here.

Identity Politics: The Ambiguity of Race and the “End of Racism”

The Atlanta Post
2011-07-11

Ezinne Adibe

Professor and author Kwasi Konadu discusses identity politics and what it means to be African

One hundred years from now what weight will race and/or ethnicity have on our understanding of identity?  Are we moving towards a society where race will become so ambiguous that notions tied into race will become a thing of the past? The concept of a post-racial society seemed to gain further traction during the election of President Barack Obama, but as author Dr. Kwasi Konadu notes, there hasn’t been much of a post-racial anything in the years since President Obama’s election. Dr. Konadu recently shared his thoughts on identity, post-racialism, and what it means to be African.

Ezinne Adibe: How has your identity shaped your work?

Dr. Kwasi Konadu: My work been very personal in that a lot of my research has been shaped by my ancestry. For instance, it was after a number of years of doing my family history through family elders that a dream about my great-great-grandmother led me back to Ghana to find out more. That led to my dissertation in Ghana, which led to a decade of research and partnership in Ghana, another home of mine in the African world. So, indeed, identity shaped by ancestry has been critical to how I choose what I am interested in, how I approach those matters with a kind of passion, and always the quest for getting the story right.

Ezinne Adibe: I come across many conversations about identity, especially with regards to national identity. There are some that feel national identity is more important than racial or ethnic affiliation. What are your thoughts?

Dr. Konadu: If we make the matter of identity an either or question, whether it is the clan or the nation, in terms of how we define nations and nationalism, or it is some other kind of affiliation, I think we miss a very subtle but important point about how Africans, and other humans, have historically identified themselves. Humans tend to have concentric circles of a composite identity. So, at the same time I can be a father, a husband, a professor, a brother to my own biological kin or a brother in a communal sense. And there can be no conflict with either of those circles, because these identities are not in conflict but are expressions of a composite, whole identity. I think they become conflictual because of the historical experiences that brought Africans to whatever side of whatever ocean/sea they now find themselves. Whatever means by which Africans were exported from their homelands, they have endured a certain kind of transformation where blackness became the demonic inverse, that is, it became the opposite of Judeo-Christian whiteness, and blackness also became a synonym for Africaness. And so, it’s not surprising to find that many of our peoples worldwide, but certainly in North America, are offended if called African, because African, in their mind, is shorthand for this package of barbarism, backwardness, idol worshippers, lacking beauty and intelligence. All this is packaged into being African. So, who wants to be African?…

…Ezinne Adibe: There is another interesting conversation related to identity, which is this idea that we will all be mixed sometime in the future. There are a lot of people who say that it will be great once we can move to that point where race is so ambiguous, because then people won’t be racist. What are your thoughts on this post-racial idealism?

Dr. Konadu: Well, I’m sorry to disappoint the people that feel that way or have come to that conclusion. You can have racism without race…I’ll give you a historical note. In the 15th century Spain and Portugal, there were dominant and pejorative ideas about African peoples as savages, barbarians, non-Christians, and therefore heathens, and under Papal or Catholic doctrine these Africans could be enslaved. The concept of race wasn’t truly refined as we know it today, but there was racism. Take for instance, the first group of Africans taken from the Senegambia region, what is now Senegal and the Gambia, and transported to Portugal. They were stripped naked and paraded through the streets of the capital city, Lisbon. It was a spectacle. You can imagine, from the Africans’ perspective, the sheer terror of having all these white folks stare at you as kind of a voyeur, and especially with the belief these white folks were cannibals. That was the introduction of Africans into this and perhaps other early European societies. So, there were ideas about race and racism; however, race wasn’t fully refined, whereby it was linked to the institutional terror and injustices as we find today. But there was racism without race. So, racism need not race as an appendage in order to be real. You can have the end of race as the New York Times announced when Barack Obama was elected, “a post-racial society” (laughs). Since his election, whatever people think about him and his administration, African folks in Africa and in North America have suffered greatly. There is greater racial violence, whether it is the unleashing of these white supremacist groups and even allied Chicano Mexican groups terrorizing black folks. There is another kind of violence – economic violence. In this so-called recession, black folks have felt it the hardest, in housing, jobs, prisons, hospital and educational program closings, the poorest quality foods, criminalization, and so. The point is the quality of black folks lives has exponentially declined since his inauguration and since the New York Times announced a post-racial society. So, if that’s any cue that this is what post-racialism looks like, I don’t think African folks want anything to do with it….

Read the entire interview here.

College Students’ Multiracial Identity Perceptions and Experiences of Programs and Associations

Oregon State University
2011-04-19
89 pages

Lauren S. Plaza

A Thesis submitted to Oregon State University in partial fulfillment of the requirements for the degree of Master of Science

This thesis examined the identity transitions that occurred prior to enrollment at a predominantly, White, large, public research university and after completing at least one year of college for students who identify as multiracial. As a secondary purpose, this thesis also examined whether these students sought support through groups that are similar to their ethnic and cultural identities. Using a sample of 10 interviews and a review of the secondary research literature, the principal findings of this thesis are that multiracial students identify differently based on their age, physical appearance, and consciousness about their racialized heritage. Participation in student programs and associations was examined in conjunction with student identity development. In order to encourage success for the multiracial students at a large, public, research institution, the findings from this research suggest that there is a need to expand existing monoracial programs to include broader definitions of racialized categories. There is also a need to develop new programs and associations that are specifically targeted to multiracial students. By making these changes university administrators may be able to support the adjustment and transition to college for students who are often not included in one of the five recognized racial categories.

TABLE OF CONTENTS

• Chapter 1: Introduction
  • United States Data and National Trends
  • Higher Education and Multiracial Students
  • Research topic and Proposed Thesis
  • Definition of Key Terms
• Chapter 2: Literature Review
  • History of Higher Education and Access for Students of National Data
  • Multiracial Students on College Campuses and Related Theories
  • Assessment of Current Services and Programs
  • Conclusion
• Chapter 3: Methods
  • Research Design Overview
  • Participants and Recruitment Methods
  • Data Analysis
  • Personal Disclosure
  • Summary
• Chapter 4: Results
  • Data Collection
  • Summary of Participants
  • Summary
• Chapter 5: Conclusion
  • General Conclusions
  • Anticipated Findings
  • Unanticipated Findings
  • Implications for Practice
  • Limitations
  • Recommendations for Further Research
  • Concluding Thoughts
• References
• Appendices

Read the entire thesis here.

Brown on the Inside: Multiracial Individuals and White Privilege

Oregon State University
2011-04-27
147 pages

Shannon D. Quihuiz

A Thesis submitted to Oregon State University in partial fulfillment of the requirements for the degree of Master of Science

Biracial and Multiracial people are one of the fastest growing racial groups in the United States. Individuals with a mixed identity have the ability to choose endless racial/ethnic designations that best exemplify their racial/ethnic social identity. However, people who are racially/ethnically mixed may receive criticism if their proclaimed identity does not coincide with the societal perceptions of their racial/ethnic identity. People who identify with more than one race or ethnicity and have White ancestry can be perceived as White by society. Therefore, Biracial and Multiracial people have the ability to pass as White if they have White ancestry and appear White. This study explored racially/ethnically mixed peoples’ perceptions of passing as White. Qualitative surveys were conducted to find if Biracial and Multiracial people thought they could pass as White.

When Biracial and Multiracial people have the ability to pass as White, they are associated with the White group. Association with the White group equates to being afforded advantages and benefits. Thus, White privilege may be afforded to racially/ethnically mixed people who pass as White. Qualitative interviews were used to explore if Biracial and Multiracial people identified with having White privilege. The research also examined the connection between Multiracial/ethnic people who can pass as White and White privilege. Findings suggest racially/ethnically people who can pass as White identified with having White privilege. Moreover, participants and a research team evaluation identified factors that contribute to passing as White. The findings presented in this study are significant as it explores the intersection between Biracial and Multiracial identity, passing as White, and White privilege. The information presented in this study implies that the phenomenon of passing is an important concept toward social justice and racial equity.

TABLE OF CONTENTS

• CHAPTER 1: INTRODUCTION
  • Background of the Study
  • Statement of the Problem
  • Purpose of the Study
  • Significance of the Study
  • Overview of the Methodology
  • Definition of Terms
  • Summary
• CHAPTER 2: LITERATURE REVIEW
  • Multiracial Identity
    • Race and Ethnicity
    • Identity Development
  • Passing as White
    • Elements of Passing
    • Construction of Passing as White
  • White Privilege
    • Characteristics of Privilege
    • Becoming Aware of White Privilege
  • Summary
• CHAPTER 3: RESEARCH METHODOLOGY
  • Purpose of the Study
  • Research Design
    • Participants and Recruitment
    • Two-Phased Approach
  • Data Collection
  • Data Analysis
  • Human Participants Protection and Confidentiality
  • Perspective of the Researcher
  • Perspective of the Research Team
  • Limitations
  • Summary
• CHAPTER 4: FINDINGS, ANALYSIS, AND DISCUSSION
  • Participants
    • Anne
    • Chris
    • Daniel
    • Emma
    • Greg
    • Jill
    • Kayla
    • Laura
    • Lynn
    • Theresa
  • Categorizing the Data
    • Theme 1: White Privilege
    • Theme 2: Navigating Social Circles
    • Theme 3: Burden
  • Summary
• CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
  • Summary of the Study
  • Conclusions
    • Research Question 1
    • Research Question 2
    • Research Question 3
  • Implications
  • Recommendations for Future Research
  • Concluding Thoughts
• REFERENCES
• APPENDICIES

LIST OF TABLES

• Table Page
• Table 1. Participant Demographic Information
• Table 2. Participant Racial/Ethnic Identity and Perceptions of Passing as White
• Table 3. Themes and Categories

LIST OF APPENDICES

• Appendix Page
• Appendix A: Recruitment E-Mail
• Appendix B: Recruitment Flyer
• Appendix C: Standard Response to E-Mail Inquiries
• Appendix D: Informed Consent Form
• Appendix E: Participants’ Intake Form
• Appendix F: Research Team’s Evaluation Form
• Appendix G: Interview Questions

Read the entire thesis here.

Cultural education of mixed heritage children by single mothers: A narrative inquiry of ethnic identity development

University of Wyoming, Laramie
May 2011
150 pages
Publication Number: AAT 3453892
ISBN: 9781124624242

Lay-nah Blue Morris

A Dissertation submitted to the Counselor Education and Supervision Department and the University of Wyoming in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in COUNSELOR EDUCATION AND SUPERVISION

The purpose of this study was to discover how single mothers of mixed heritage children educated their children on their culture and ethnicity. Through the process of narrative inquiry, the impact this education had on the development of the cultural and ethnic identity of these children, who are now adults, was also explored. This study contributes to understanding the identity formation of mixed heritage individuals and the implications for multicultural counseling.

Table of Contents

• Copyright Page
• Dedication Page
• Acknowledgements
• Table of Contents
• CHAPTER ONE: INTRODUCTION
  • Statement of Problem
  • Purpose of Study
  • Research Questions
  • Discussion of Terms
• CHAPTER II: LITERATURE REVIEW
  • The Nature of Identity
  • Ethnic Identity Development Models
  • Influential Factors Contributing to Ethnic Identity Development
  • Recognizing Racial Difference
  • Formation of Family Identity
  • Myths of Multiracial People
  • Transmission of Culture
  • How Families Transmit Culture and How This Impacts Ethnic Identity
  • Summary
• CHAPTER III: METHODOLOGY
  • Conceptual Framework
  • Nature of Narrative Inquiry
  • Role of the Researcher
  • Research Questions
  • Participants
  • Data Sources
  • Interview Guide
  • Data Collection
  • Data Analysis
  • Research Ethics
  • Trustworthiness
  • Conclusion
• CHAPTER IV: PARTICIPANT NARRATIVES
  • Robert
  • Janet
  • Interlude
  • Ama
  • Neesa
  • Interlude
  • Michael
  • Gwen
  • Interlude
  • Summary
• CHAPTER V: CODA
  • Connection to Prior Research
  • Implications for Best Practices of Counselors
  • Implications for Counselor Education
  • Implications for Social Justice
  • Limitations
  • Future Research
• REFERENCES
• APPENDICES
  • IRBProposal
  • Informed Consent
  • Investigator Statement
  • Email to Participants

Purchase the dissertation here.

Environmental Influences on the Development of Female College Students Who Identify as Multiracial/Biracial-Bisexual/Pansexual

Journal of College Student Development
Volume 52, Number 4 (July/August 2011)
pages 440-455
E-ISSN: 1543-3382 Print ISSN: 0897-5264

Alissa R. King, Instructor in Social Sciences
Iowa Central Community College

Using Renn’s (2000, 2004) ecology of college student development model as a theoretical framework, I report and discuss the findings of my study involving 6 female college students who identify as multiracial/biracial-bisexual/pansexual. I describe how these findings validate Renn’s model, specifically discussing how the campus environment influenced the students’ identity development in relation to three themes that emerged from my study: trying on, negotiating self, and finding fit. Finally, I discuss the implications of the results of my study for student affairs practice.

Read or purchase the article here.

Behavioral Health in Multiracial Adolescents: The Role of Hispanic/Latino Ethnicity

Public Health Reports
Volume 121 (March–April 2006)
pages 169-174

Arthur L. Whaley
Hogg Foundation for Mental Health
University of Texas, Austin

Kimberly Francis
Hogg Foundation for Mental Health
University of Texas, Austin

SYNOPSIS

Objectives. The purpose of the present study was twofold: (1) to determine whether adolescents who self-identify as multiracial have more adverse health behaviors than their monoracial counterparts, and (2) to examine whether the health behaviors of adolescents who are multiracial and Hispanic are more similar to those who identify as monoracial Hispanic or those who are multiracial and non-Hispanic.

Methods. Secondary analyses of data in a subsample from the Youth Risk Behavior Survey of 3,704 (27.2%) adolescents who identified as Hispanic/Latino only, multiracial Hispanic, or multiracial non-Hispanic were conducted. Regression analyses were conducted using SUDAAN for the complex sampling to test for differences in health behaviors (i.e., smoking, exercise, substance abuse, and suicide risk) among the three ethnicity/race groups.

Results. Each health behavior scale yielded significant between-group differences according to ethnic/racial identity: Hispanic/Latino adolescents scored significantly lower than both multiracial groups on the measure of cigarette smoking, lower than multiracial Hispanic adolescents on the substance abuse scale, and lower than multiracial non-Hispanic adolescents on the measure of exercise. The multiracial Hispanic group was also at marginally increased risk for suicide compared to the Hispanic/Latino group.

Conclusions. The results support the hypothesis that multiracial Hispanic adolescents have more behavioral health problems than monoracial Hispanic adolescents. The second hypothesis—that multiracial Hispanic adolescents are more similar to multiracial non-Hispanic adolescents—was also supported. The implications of these findings for the classification of Hispanic adolescents in terms of ethnicity and race in relation to health behaviors are discussed.

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