Mixed Race Studies

School counselors’ perceptions of biracial students’ functioning

Columbia University
September 2010
178 pages
Publication Number: AAT 3400544
ISBN: 9781109673753

Mai Margaret Kindaichi

Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of The Graduate School of Arts and Sciences Columbia University

The number of biracial school-aged youth has continued to increase dramatically (Jones & Smith, 2001), and has drawn timely attention to the extent to which practicing school counselors address biracial youths’ concerns in a culturally competent manner. This study examined the perceptions of a nationally-based random sample of 203 White school counselors who provided their assessment of a students functioning (i.e., GAF) and case conceptualizations (i.e., multicultural case conceptualization ability [MCCA]; Ladany et al., 1997) in response to a summary of a fictitious student. In the summary, the student was identified as White, Black, Asian, Biracial Black-White, Biracial Black- Asian, or Biracial Asian-White; the student summaries were identical less the racial background of the identified student. Potential differences in assessments of students’ functioning and inclusion of racial-cultural information in case conceptualizations were examined across the six student conditions, which yielded non-significant results. Nearly 89% and 93% of participants failed to address race or culture in their conceptualizations of students’ presenting concerns and treatment conceptualizations, respectively. Additionally, school counselors’ denial of racism (i.e., color-blind racial attitudes) was shown to moderate their inclusion of racial-cultural information in their treatment conceptualizations across students’ racial backgrounds. Implications of the findings, future research directions, and multicultural education in school counseling curricula are discussed.

Table of Contents

• CHAPTER I
  • INTRODUCTION
    • Multicultural Counseling Competence in School Counselors
    • Color-Blind Racial Attitudes
    • Attitudes toward Multiracial Youth
    • Overview of the Dissertation Project
• CHAPTER II
  • LITERATURE REVIEW
    • Multicultural Counseling Competence in School Settings
    • Explanation of Terms
    • Research concerning Biracial Individuals
      • Unique Challenges in Research Concerning Biracial and Multiracial Individuals
      • Perceptions of Biracial and Multiracial Individuals and Interracial Marriage
      • Empirical Literature on Biracial Adolescents’ Psychological Well-Being and Adjustment
      • Summary Models of Biracial Identity Development and Identity Resolution
      • School Professionals’ Attitudes toward Biracial and Multiracial Children and Adolescents
    • Color-Blind Racial Attitudes
    • Summary and Research Questions
• CHAPTER III
  • METHOD
    • Research Goals
    • Participants and Sampling Method
    • Sample
    • Instruments
• CHAPTER IV
  • RESULTS:
    • Preliminary Analyses
    • Main Analyses
      • Question 1
      • Question 2
      • Question 3
      • Question 4
      • Question 5
    • Summary
• CHAPTER V
  • DISCUSSION
    • Limitations
    • Implications for Education and Training
    • Future Research Directions
• REFERENCES
• APPENDICES
• APPENDIX A. SAMPLE SURVEY PACKET
• APPENDIXB. COLOR-BLIND RACIAL ATTITUDES SUBSCALES
• APPENDIX C. ATTITUDES TOWARD MULTIRACIAL CHILDREN CODING
• APPENDIX D. CODING SCHEME FOR MULTICULTURAL CASE CONCEPTUALIZATION ABILITY

List of Tables

• Table 1. Summary of Stage Progressions in Linear Biracial Identity Development Models
• Table 2. Demographic Characteristics of Participants
• Table 3. Participants’ Demographic Information across Student Conditions
• Table 4. Participants’ Descriptions of School Counseling Settings
• Table 5. Mean GAF, MCCA Etiology, and MCCA Treatment Scores across Student Conditions and Participants’ Race/Ethnicity
• Table 6. Mean CoBRAS Subscale and AMCS Scores by Student Condition and Participants’ Race/Ethnicity
• Table 7. Correlations among White School Counselors’ Experience, Race-Related Attitudes, Case Conceptualization Ability, and GAF Scores
• Table 8. Analysis of Variance in GAF by Student Conditions (N=201)
• Table 9. Hierarchical Regression of School Counselors’ AMCS and CoBRAS Scores on GAF Scores for Biracial Students (N = 83)
• Table 10. Analyses of Variance in MCCA Etiology and MCCA Treatment by Students’ Backgrounds (N=201)
• Table 11. Multivariate Analysis of Variance in MCCA Etiology, MCCA Treatment, and GAF Scores
• Table 12. Summary of Hierarchical Multiple Regression Analyses for Moderator Effects

List of Figures

• Figure 1: Frequency Distribution of MCCA Etiology Scores Offered by White School Counselors across Student Conditions
• Figure 2: Frequency Distribution of MCCA Treatment scores offered by White School Counselors across Student Conditions
• Figure 3: Interaction Effect of Color-Blind Racial Attitudes across Student Conditions on Mean MCCA Treatment Scores

Purchase the dissertation here.

Mixed: A Mixed Heritage

Daily Bruin
University of California, Los Angeles
2010-11-09

Nicholas Greitzer

America has always been considered a melting pot – a melting pot of ideas, of ethnicities, of religions, of experiences and of people.

In the 2000 census, for example, this miscegenation resulted in more than 6.8 million Americans self-identifying as multiracial. While there may not be any similar statistics for UCLA, a look at the enrollment figures for 2009 lists 4.4 percent of students as having an ethnicity of unstated, unknown or other, close to the national percentage in 2000 of 2.4 of those who identify themselves as multiracial.

Second-year international development studies and Chicana/Chicano studies student Camila Lacques falls into that group that cannot be adequately fit into the racial options provided by the U.S. Census Bureau or the University of California undergraduate application.

“People want to put you in a box, but mixed people don’t fit into a box,” said Lacques, who identifies herself as half Mexican, a quarter Irish and a quarter eastern European Jewish.

Lacques’ cultural makeup is not limited to those backgrounds found within her blood, as she was raised in a predominantly black neighborhood and attended an elementary and middle school that was comprised primarily of Korean students…

…In a similar vein, for second-year sociology student Ay’Anna Moody, being multiracial revolves around teaching others that they need to be intellectually curious.

“I needed to know who I was in order for me to move forward, culturally and socially,” said Moody, whose dad is black Creole and whose mom is Scott-Irish, German and black.

While Moody said that Irish traditions such as St. Patrick’s Day held a prominent place in her family, it was the black cultural influence that dominated her household, which she shared with her mother and stepfather…

Read the entire article here.

“Hearing Radmilla” Film Screening

Northern Arizona University
Flagstaff, Arizona
Gardner Auditorium, W. A. Franke College of Business (bldg. 81, room 101)
2010-11-22, 19:00 to 21:30 (Local Time)

Native American Heritage Month

The film will be introduced by filmmaker/producer Angela Webb, Radmilla Cody–Miss Navajo Nation 1997-1998, followed by Questions & Answer session. The film follows Radmilla through her controversial reign as the first biracial Miss Navajo (Navajo and African-American). An inspiring story of an activist-artist’s triumph over adversity and an identity colored by the politics of race and ethnicity. Co-sponsored by the Department of English, NAISA, and the Student Activity Council. Contact: Jeff Berglund, 523-9237.

For more information, click here.

Profiles: Samuel Hickson – The Change Agent

State University of New York, Brockport
2010-10-28

BS in Sociology, ’10

“My understanding of what is important in life began with my family, who taught me about cultural diversity and having respect for people who are different from me.”

Samuel Hickson, a former McNair student, studied the processes of racial identification in multiracial students in modern America and the benefits and consequences of that racial choice. Through his study, “Silent but Real: The Struggle for Racial Identification for Multiracial Students in Modern America,” Samuel sought to understand how student’s racial classification changes as their education increases. In addition, Samuel worked on a senior project , which tells the story of social conditions of the world through photos. “One Voice, One Sound; Ghostly Voices, Stories Untold,” considers social conditions in five countries: Ghana, Uganda, Jamaica, Mexico, and the US. His project revealed that education comes in many forms—academic, physical, art, music, and others—and that by incorporating the physical aspects of education with the arts, the possibility for affecting positive change multiplies many times over. And that’s what Samuel’s life is all about—effecting positive change in the lives of people around him…

Read the entire profile here.

It’s Not Easy Being Green: Stress and Invalidation in Identity Formation of Culturally-Complex or Mixed-Race Individuals

Texas A&M University
May 2008
159 pages

Samaria Dalia Roberts Perez

Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of Master of Arts in Communications

This is an exploratory study to examine a population which has not been widely researched, mixed-race or “culturally-complex” individuals and identification. In the interest of this study, “culturally-complex” refers to individuals who report parents being from two or more different races/ethnicities; i.e. Black, White, Latino/Hispanic, Asian, Native-American, etc. Current literature reveals through quantitative methods that mixed-race adolescents often report more stress and are at greater health risks than most mono-racial adolescents. However, past studies have not thoroughly investigated why and how this stress exists and at times is inconsistent, which points to the need for qualitative inquiry. Although most of the previous literature focuses on mixed-race adolescents, this study focused on an adult population. Study participants were recruited through snowball sampling for in-depth, open-ended interviews. The data was analyzed by searching for common themes that illustrate the possible causes for stress in culturally-complex individuals.

Though this study cannot be representational of all culturally-complex individuals it did provide for noteworthy findings. Race and ethnicity, and particularly being culturally-complex are topics that are often not spoken about in the family or between siblings. In general, culturally-complex individuals are not provided with space for dialogue and so thus, having a place to voice ideas, experiences, and opinions was appreciated by all participants. In all interviews, frustration and confusion was expressed towards box-checking. Though stress and invalidation was inconsistent in past literature surrounding mixed-race and culturally-complex individuals, only some participants in this study reported stress and invalidation, while other participants did not report having ever experienced stress or invalidation. While literature had posed that often culturally-complex individuals would identify with the ethnicity of the father, in this study most of those who identified as one culture over another had identified as the ethnicity of the mother. Participants additionally had―hierarchies of identities―where being culturally-complex was not always their most important role. Future research should examine populations from different socioeconomic groups and other demographics.

Read the entire thesis here.

Ethnic identity of biracial individuals with one Asian parent

California State University, Long Beach
2006
66 pages
Publication Number: AAT 1437924
ISBN: 9780542893049

Christina A. Nguyen

A Thesis Presented to the Department of Social Work, California State University, Long Beach In Partial Fulfillment of the Requirements for the Degree Master of Social Work

The purpose of this study was to examine ethnic identity of biracial, Asian individuals. Level of exposure to Asian culture of biracial Asian individuals was examined to find if there was a significant difference between males and females and with which parent he/she identified more strongly (i.e., Asian parent vs. other parent) and how they were influenced by their Asian culture. Self-administered surveys were gathered from a sample of 32 biracial, Asian individuals.

Results indicated that there was no significant difference between males and females and their levels of exposure to their Asian culture. However, results did indicate that males identified with their Asian parent more often than their female counterparts. Overall, most respondents felt accepted by their Asian community. Implications for social work practices and recommendations for future research were also addressed.

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Turning Aboriginal—Historical Bents

borderlands: e-journal
Volume 7, Number 2 (2008)
pages 1-19

Regina Ganter, Associate Professor, School of Humanities
Griffith University, Queensland, Australia

Under the pressures of binary identity politics the search for Aboriginal identity among people of mixed descent has become a Russian roulette that may end up with a public hanging where those with a larger public profile draw a bigger crowd. This essay explores the historical dimensions that underpin confusion and uncertainty: changing definitions of Aboriginality and the external, often discretionary, imposition of identity. Historical case studies illustrate that a certain slippage was always part and parcel of the quest to define who is, and who is not, considered as Aboriginal.

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The importance of being “other”: A natural experiment about lived race over time

Social Science Research
Volume 36, Issue 1 (March 2007)
pages 159-174
DOI: 10.1016/j.ssresearch.2005.11.002

J. Scott Brown, Associate Professor of Gerontology, Scripps Research Fellow
Miami University, Oxford, Ohio

Steven Hitlin, Assistant Professor of Sociology
University of Iowa

Glen H. Elder, Jr., Research Professor of Sociology and Psychology
University of North Carolina, Chapel Hill

Despite recent concern with the measurement of race, almost no scholarship has explored the residual response category of “other” itself. The 2000 census included a significant number selecting “other,” suggesting that the option was not simply a residual response. Using a serendipitous change in the measurement of race in the National Longitudinal Study of Adolescent Health (Add Health), we explore the social reality of the “other” category at three levels of analysis: self-identification, external attribution, and structural interpretation. Far from being a residual category, we find that “other” is a meaningful social category for about half of the Hispanics in Add Health. Current measurement conventions that distinguish between race and ethnicity, while established for laudable reasons, misrepresent the ways that Americans—Hispanic and otherwise—utilize social categories. Individuals do not treat Hispanics differently than blacks or Asians when seen as members of a meaningful social group. The separation of race from ethnicity leads to confusion and measurement difficulty. Such problems are compounded when “other” is removed as a potential response.

1. Introduction

“We are here on Earth to do good to others. What the others are here for, I don’t know.”
W. H. Auden (1907–1973)

Concern with racial measurement has flourished in recent years (Harris and Sim, 2002; Hirschman et al., 2000) as sociologists and demographers have increasingly focused on the fluid nature of a once taken-for-granted concept. The growing number of multiracial individuals in the United States has underscored the difficulty of adequately measuring what has long been understood to be a meaningful and stable criterion for social grouping. Studies of racialfluidity and multiracial individuals have largely overlooked an important aspect of racial measurement in the US, namely, the (supposedly) residual “other” category. Originally intended to allow individuals more latitude for recording their self-understandings of race (see Snipp, 2003), this category has a substantive reality in its own right (Hirschman et al., 2000). In almost all cases in the 2000 census, the “other” category represents a proxy for “Hispanic,” demonstrating that the lived experience of millions of individuals contradicts the academic reification between race and ethnicity. An in-depth examination of the “other” category suggests that current racial measurement conventions do not accurately reflect Americans’ social reality.

Using a serendipitous change in the measurement of race in the National Longitudinal Study of Adolescent Health (Add Health), we track individuals’ changes in racial self-identification across time when the “other” option is removed from the racial measurement item. We explore the socialreality of the “other” category at three levels of analysis: self identification, external attribution, and structural interpretation. This approach extends traditional concerns with racialmeasurement that focus on self-identification in two directions. First, it allows us to examine the process of social attribution as it reflects external views of racial/ethnic group membership. Second, we suggest that this measurement convention biases social science research findings. All three levels of analysis are based on social psychological understandings of the psychological process of social categorization that underlies the perception of race/ethnicity. We find that “other” is an important response category for Hispanics, the best proxy they have available within the currently separated race and ethnicity format. Such self-reports have profound implications for national statistics and social science analyses. We conclude with a call for altering the official racial measurement instrument to more accurately reflect the cognitive processes that individuals use to delineate their meaningful social groups.

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Our Changing Identities

The New Black Magazine
2010-10-18

Adam K. Raymond

On forms asking their racial or ethnic backgrounds, young people of multi-racial origin give different answers at different times.

As a teenager, Cameron Clark, whose mother is white and father is black, always checked “African-American” on forms that asked about his race.

“I needed to identify as being black so people would know I’m equally proud of both sides of my heritage,” said Clark whose blonde hair and blue eyes suggest that Caucasian might be a more apt description.

These days, though, Clark, a 22-year-old television reporter in Green Bay, Wisconsin, describes himself as multiracial. “I decided that identifying with one race shows you don’t embrace your other side as much,” he explained. “People need to be equally proud of both sides of their heritage, and using the label ‘multiracial’ is the most effective way to do that,” he said.

Clark is one of a large contingent of biracial young adults who have struggled with fluctuating ethnic identities.

A recent study by researchers at The University of Iowa, Miami University, and University of North Carolina at Chapel Hill found that biracial adolescents tend to change how they self-identify over time.

The researchers looked at how respondents described their race on the National Longitudinal Study of Adolescent Health over a period of five years. In the course of that time, the young adults’ answers changed.

“Ideas about race are not fixed,” said Steven Hitlin, assistant professor of sociology at Iowa University and one of the authors of the study. Racial identity, he said, seems to be “fluid.”…

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Multiethnicity and Multiethnic Families: Development, Identity, and Resilience

Xlibris
2010
384 pages
ISBN 13 Softcover: 978-1-4500-1231-7
ISBN 13 Hardcover: 978-1-4500-1232-4
ISBN 13 Ebook: 978-1-4500-0340-7

Edited By:

Hamilton McCubbin, Krystal Ontai, Lisa Kehl, Laurie McCubbin, Ida Strom, Heidi Hart, Barbara DeBaryshe, Marika Ripke and Jon Matsuoka

Guided by the increasing number of interracial marriages, cross-cultural adoptions and resulting multiethnic individuals and  families, scholars and scientists reveal the complex and persistent changes in the ethnic profile of Americans, families and their communities. 

The editors of this book selected the research of 31 nationally and internationally recognized scholars who present 14 chapters of current knowledge on the changing demographics of multiethnicity and their implications for human development and identity development, social and family relationships, functioning, stress, coping and resilience.

The senior contributing scholars and their disciplines are:  Sharon Lee, PhD, Demography; Emmy Werner, PhD, Child Development; Jonathan Okamura, PhD, Sociology; Cathy Tashiro, PhD, Nursing;  Hamilton McCubbin, PhD, Family Science; Barbara DeBaryshe, PhD, Human Development; Cardell Jacobson, PhD, Sociology; Jenifer Bratter, PhD, Psychology;  Xuanning Fu, PhD, Anthropology; Richard Lee, PhD, Psychology;  Laurie McCubbin, PhD, Counseling Psychology;  Farzana Nayani, PhD, Ethnic Studies; Jeannette Johnson,  PhD, Psychology; and Michael Ungar, PhD, Social Work.

Multiethnicity and Multiethnic Families: Development, Identity, and Resilience (Le`a Publications) addresses core theoretical, methodological and policy issues surrounding the changing demographics of multiethnic and particularly indigenous groups in the United States. The issues of historical trauma, schema, appraisal, adaptation, measurement and intervention are magnified. The introduction and fourteen chapters aim to build upon prior writings and research and to improve upon our understanding of these populations with all their complexities. Present and future research and knowledge gained on what it means to be multiethnic is vital to our efforts to shape their futures and improve upon our professional understanding and investment in enabling this emerging population to thrive as well as survive.

Chapters include:

Multiraciality and health disparities: Encountering the contradictions and conundrums of race, ethnicity, and identity, by Cathy Tashiro

Read the front matter here.