Mixed Race Studies

The Missing Box: Multiracial Student Identity Development at a Predominately White Institution

University of Nebraska, Lincoln
May 2011
153 pages

Ashley Michelle Loudd

A Thesis Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts

The purpose of this study was to add to the growing body of research aimed at deciphering the unique identity development experiences of multiracial college students. In doing so, this particular study sought to explore the process for self-identified multiracial students attending a Mid-western predominately white institution. Personal interviews and a focus group were utilized to delve into the students’ stories, and the participants’ pathways through negotiating their racial identities were linked with Renn’s (2004) ecological identity development patterns. The result was an in-depth and critical understanding of how a predominately white institution places multiracial students in an unsupportive environment, where they are often forced into racial identities that they might not have otherwise chosen for themselves.

This study explored how five self-identified multiracial students’ experiences attending a predominately white institution led to Renn’s (2004) ecological patterns of multiracial identity development through the completion of five interviews and one focus group. The following sub-themes emerged from the analysis of the participants’ connection to Renn’s (2004) five ecological patterns of multiracial identity development: “I think diversity is important,” “I am proud of my heritage,” “I’ll switch back and forth between my identities,” “Identifying as ‘x’ and ‘y’ – that’s key,” “Why can’t you be both,” “I classify for ease, but this is who I really am,” “People like me only happen in America,” “I’m racially ambiguous,” “Too Black to be White, too White to be Black,” and “The amount of non-White people is very low.” The results from this qualitative study indicated that the process of identity development for multiracial students attending a predominately white institution is highly influenced by the environment, leaving them little agency in determining how they racially identify and forcing them to enter situational modes of identity. Implications for multiracial student identity development, as well as, student affairs practitioners are provided. Additionally, recommendations for future research are reviewed.

Table of Contents

• Chapter 1 – Introduction
  • Context
  • Purpose Statement
  • Significance of Study
  • Research Questions
  • Research Design
  • Definition of Terms
  • Delimitations
  • Limitations
  • Conclusion
• Chapter 2 – Literature Review
  • Introduction
  • The Culture of Predominately White Institutions
  • The Student of Color Experience at Predominately White Institutions
  • Racial Identity Development Models
    • Helms’s People of Color and White Racial Identity Models
    • Cross’s Model of Black Identity Development
    • Ferdman and Gallegos’s Model of Latino Identity Development
    • Kim’s Asian American Identity Development Model
  • Theoretical Approaches Exploring the Multiracial Experience of Identity Development
    • The Problem Approach
    • The Equivalent Approach
    • The Variant Approach
  • Foundational Theories and Models of Multiracial Identity Development
    • Integrated Identity
    • Multiracial Identity
    • Positive Alterity
  • Summary of the Literature
  • Theoretical Framework
    • Student holds a monoracial identity
    • Student holds multiple monoracial identities, shifting according to situation
    • Student holds a multiracial identity
    • Student holds an extraracial identity by deconstructing race or opting out of identification by U.S. racial categories
    • Student holds a situational identity, identifying differently in different contexts
  • Looking Ahead
• Chapter 3 – Methodology
  • Introduction
  • Study Rationale
  • Research Questions
  • Methodology Rationale
  • Epistemology and Theoretical Perspective
  • Participants
  • Research Site
  • Data Collection
    • Interviews
    • Focus Group
  • Data Analysis
  • Validation Techniques
  • Researcher Bias and Assumptions
  • Limitations
  • Strengths
  • Conclusion
• Chapter 4 – Findings
  • Introduction
  • Introduction to the Participants
  • Overview of Emergent Themes and Sub-themes
    • Theme 1: Monoracial Identity
      • “I think diversity is important.”
      • “I am proud of my heritage.”
      • Ecological Analysis
    • Theme 2: Multiple Monoracial Identities, Shifting According to Situation
      • “I’ll switch back and forth between my identities.”
      • “Identifying with ‘x’ and ‘y’ – that’s key.”
      • Ecological Analysis
    • Theme 3: Multiracial Identity
      • “Why can’t you be both?”
      • “I classify for ease, but this is who I really am.”
      • Ecological Analysis
    • Theme 4: Extraracial Identity
      • “People like me only happen in America.”
      • “I’m racially ambiguous.”
      • Ecological Analysis
    • Theme 5: Situational Identity, Identifying Differently in Different Contexts
      • “Too Black to be White, too White to be Black.”
      • “The amount of non-White people is very low.”
      • Ecological Analysis
  • Conclusion
• Chapter 5 – Discussion
  • Introduction
  • Summary of Findings and Link to Theoretical Perspective
    • Research Sub-question 1
    • Research Sub-question 2
    • Research Sub-question 3
    • Overall Implications
  • Implications of the Current Study for Student Affairs Practitioners
  • Recommendations for Future Research
  • Conclusion
• References
• Appendices

List of Tables

• Table 1: Participant Demographic Information
• Table 2: Qualitative Research Validation Techniques
• Table 3: Research Themes and Sub-themes

List of Appendices

• Appendix A: Informed Consent Form
• Appendix B: Recruitment E-mail to Potential Participants
• Appendix C: Reminder E-mail to Participants
• Appendix D: Participant Demographic Sheet
• Appendix E: Semi-Structured Interview Protocol
• Appendix F: Un-Structured Focus Group Protocol
• Appendix G: Transcriptionist Confidentiality Agreement
• Appendix H: Example of Coded Participant Transcript

Read the entire thesis here.