Mixed Race Studies

Seeking Black, Multiracial Women for Research Study

2021-12-19

Shwana Gann, Ph.D. Candidate
The Chicago School of Professional Psychology

Are you a Black, multiracial woman aspiring to be a senior leader? Has your employer recently implemented diversity, equity, and inclusion initiatives in response to the race-based social unrest of 2020?

You may be the person I am looking for!

I am searching for volunteers to participate in a recorded, confidential, hour-long 1:1 virtual Zoom interview as part of research to understand how Black, multiracial women describe the level of organizational fairness they experience in their workplace.

Your participation will be a contribution to current research about racial equity in the workplace. Please feel free to pass this along to anyone else that you think would be interested in participating. Eligible participants will be entered into a drawing for a chance to win $50 (USD) as a thank you for their contribution.

Eligible participants:

• are Multiracial women 18+ years of age
• have at least one biological parent that racially identifies as Black
• are full-time employees (working at least 30 hours/week) in a mid-level position
• aspire to be a senior leader
• have worked in their current organization for at least 2 years
• work in an organization with new or renewed diversity, equity, and inclusion (DEI) initiatives in response to the racially charged social unrest following events in the spring and summer of 2020

Some examples of DEI initiatives include but are not limited to:

• establishing or restructuring a Diversity Council or task force
• establishing or restructuring Employee Resource Groups (ERGs) or Affinity Groups
• hiring a dedicated DEI professional
• publishing public statements condemning police brutality, racism, and discrimination
• implementing DEI training
• conducting pay and policy audits
• conducting DEI climate assessments/employee surveys

If you would like to volunteer, follow the link here to complete the online eligibility form. For more information, contact Shawna Gann at sgann@ego.thechicagoschool.edu.

Promoting Secure Multiracial Identity Development: A Qualitative Study Investigating Level of Knowledge, Awareness, and Concern among Parents of Multiracial Children

The Chicago School of Professional Psychology
2011-07-21
73 pages
Publication Number: AAT 3515236
ISBN: 9781267414342

Kelly Grace Arteaga

It has been widely supported through research that secure racial identity is positively correlated with overall psychological well-being and that parents are often considered the most important figures in the development and expression of racial identity. Previous research suggests that parents of multiracial individuals overwhelmingly neglect to address racial and ethnic issues both within and outside of the family home. This study reviewed current research and attempted to highlight the special role that parents play in multiracial identity development. Through phenomenological inquiry, the participants’ experiences of parenting a child that is racially different from themselves and their partners were explored. Further examined were the quality and quantity of discussions that occurred between parents and their children in which the focus was on their child’s racial identity. Overall, parents reported a high level of comfort and interest in discussing racial issues with their children, coupled with limited knowledge and understanding of multiracial identity and issues. Several other themes emerged including parents’ emphasis on their child’s physical appearance, the positive and negative aspects of integrating two or more cultures within the family, and curiosity about the racial and/or ethnic background of their child’s future romantic partner. Implications of the findings for future research and practice are discussed.

Purchase the dissertation here.

A Phenomenological Study of the Life Experiences of Biracial Adolescents

The Chicago School of Professional Psychology
September 7, 2004
86 pages
Publication Number: AAT 3177441
ISBN: 9780542168468

Nicole Alease Tefera

A Dissertation Submitted to the Faculty of The Chicago School of Professional Psychology In Partial Fulfillment of the Requirements For the Degree of Doctor of Psychology

The “biracial baby boom” (Root, 1996, p. xv) in the United States started approximately 25 years ago around the time the final laws against miscegenation were repealed by the United States Supreme Court 1967 decision (Loving v. Virginia, 1967). After the historical ruling, the number of children being born to parents with different racial backgrounds tripled from less than 400,000 in 1970 to 1.5 million in 1990 (Wright, 1994). The emergence of a racially mixed population is rapidly changing the face of the United States causing Americans to ask questions related to our identity such as: (a) Who are we?, (b) How do we see ourselves?, and (c) Who are we in relation to one another? These questions originate in a country that has maintained particular views of race and one that subscribed to race as a fixed construct, perceived itself as White, and has been dedicated to preserving racial lines. Therefore, the questions posed in relation to race and identity can only be expected to contribute to an identity crisis that this country is unprepared to resolve. Resolving the identity crisis may force Americans to reexamine our construction of race and the hierarchal social order it supports (Root, 1992).

During the past two decades, interracial marriages have produced biracial children, many of whom are now adolescents and young adults, located primarily in urban areas in the East, the Midwest, and the West Coast (Gibbs, 1987). According to the 2000 U.S. Census, there are approximately 6.8 million individuals in this country who identify as two or more races (U.S. Census Bureau, 2000). However, no reliable estimates of Black-White youth are available. Based on the current statistics of Black-White marriages, it can only be hypothesized that these unions produce nearly one-fourth of biracial children in the United States of America. The dual racial identity of a biracial adolescent is likely to pose a challenge in the development of a cohesive, well-integrated self-concept.

This phenomenological study explored the life experiences of six biracial adolescents (Travis, Karen, Shelly, Michael, Erin, and Ayana) of European American and African American decent living in both the inner city and surrounding suburbs of a large urban city located in the Midwest. Data was analyzed horizontally and vertically to ascertain the meanings of being biracial, specifically during adolescence. Themes emerged with respect to the participants’ ethnic/racial identification, experiences in adolescence, social influences, and racial resemblance.

This study revealed tasks for identity formation and biracial identity development during adolescence. Participants in this study clearly struggled with normal adolescent identity formation while simultaneously attempting to integrate their dual racial heritage. As with identity formation models, peer influences were most influential in how participants’ identified themselves. Therefore, one can hypothesize that biracial identity development and identity formation are not mutually exclusive. With respect to clinical implications, this theory offers the assumption that treatment interventions should focus on helping the adolescent to effectively navigate through normal identity formation while simultaneously addressing conflict surrounding their dual racial/ethnic background.

Table of Contents

• Copyright.
• Signature Page.
• Acknowledgements
• Abstract
• List of Tables
• Chapter 1: Introduction
  • Statement of Topic
  • Rationale for the Study
• Chapter 2: Literature Review
  • Identity Formation in Adolescence
  • Racial/Ethnic Identity Development
  • Biracial Identity Development
  • Models of Biracial Identity Development
  • Review of Research on Biracial Youth and Young Adults
• Chapter 3: Methodology
  • Methodology and Participants
  • Procedures
  • Analysis
• Chapter 4: Presentation of Data Analysis
  • Participant #2: Travis
  • Participant #3: Karen
  • Participant #4: Shelly
  • Participant #5: Michael
  • Participant #6: Erin
  • Participant #7: Ayana
  • Composite Description of Participant Interviews
• Chapter 5 Summary, Implications, and Outcomes
  • Emerging Themes
  • Limitations of the Study
• References
• Appendix A: Demographic Questionnaire
• Appendix B: Study Participant (ages 12-17) Assent Form
• Appendix C: Study Participant (Age 18) Informed Consent Form
• Appendix D: Parent Informed Consent Form
• Appendix E: Interview Guide
• Appendix F: Advertisement

Purchase the dissertation here.

A phenomenological study of the experience of biracial identity development in Black and White individuals

The Chicago School of Professional Psychology
2007-04-23
101 pages
Publication Number: AAT 3312832

Niccole K. Brusa

Racial identity literature neglects biracial identity development. Given the tremendous increase in interracial partnerships and biracial children in the United States over the past three decades and the impact that racial identity has on fostering a sense of self and belonging, this is an important phenomenon to study.

In this qualitative phenomenological study, the process of biracial identity development was explored by interviewing six self-identified biracial first-generation offspring of one self-identified White biological parent and one self-identified Black biological parent. The semi-structured interview questions were organized around five main areas: memorable experiences regarding race, representation of and communication about race in the family and community, racial appearance, the participants’ beliefs about biracial identity development, and general feedback. Consistent with qualitative data procedures, these interviews were analyzed and coded through content analysis for the purpose of developing interpretive themes.

Fourteen themes emerged through the data analysis. External factors and situations such as inquires from other people brought about awareness of race. Participants also reported differences in how race was represented and addressed in their families and communities. Furthermore, some participants experienced racism and prejudice in their communities whereas other participants had positive experiences in their communities. All participants perceived themselves as looking biracial, yet all participants were also perceived by others as racially ambiguous. Other people also associated negative personality characteristics with the participants’ physical appearance. For the women participants, their hair was a defining feature for them when it came to others’ assumptions about their race. In general, all the participants were satisfied with their racial appearance, yet a common realm in which participant’s felt that their biracial appearance became a problem was during their dating experiences.

Participants attributed their biracial identity development to their backgrounds and lack of pressure to define themselves exclusively as one race. Additionally, participants believed that their identity development makes them place more emphasis on others’ personality characteristics rather than other’s race, more open-minded to multiple viewpoints, and more comfortable in multiple environments. Additional feedback from the participants included the theme of external factors such as other people’s attitudes creating challenges in biracial identity development rather than internal conflicts. In addition, implementing an accurate racial classification system was also addressed. This study supports this criticism of much of the literature on biracial identity development because the participants’ reported many positive experiences and personality traits resulting from their biracial identity.

Purchase the dissertation here.