{"id":13413,"date":"2011-04-22T02:51:40","date_gmt":"2011-04-22T02:51:40","guid":{"rendered":"http:\/\/www.mixedracestudies.org\/wordpress\/?p=13413"},"modified":"2016-06-06T00:08:40","modified_gmt":"2016-06-06T00:08:40","slug":"the-missing-box-multiracial-student-identity-development-at-a-predominately-white-institution","status":"publish","type":"post","link":"https:\/\/mixedracestudies.org\/wp\/?p=13413","title":{"rendered":"The Missing Box: Multiracial Student Identity Development at a Predominately White Institution"},"content":{"rendered":"<p><strong><em><a href=\"http:\/\/digitalcommons.unl.edu\/cehsedaddiss\/66\/\" target=\"_blank\">The Missing Box: Multiracial Student Identity Development at a Predominately White Institution<\/a><\/em><\/strong><\/p>\n<p>University of Nebraska, Lincoln<br \/>\nMay 2011<br \/>\n153 pages<\/p>\n<p><strong>Ashley Michelle Loudd<\/strong><\/p>\n<p><em>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<\/em><\/p>\n<p>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\u2019 stories, and the participants\u2019 pathways through negotiating their racial identities were linked with Renn\u2019s (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.<\/p>\n<p>This study explored how five self-identified multiracial students\u2019 experiences attending a predominately white institution led to Renn\u2019s (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\u2019 connection to Renn\u2019s (2004) five ecological patterns of multiracial identity development: \u201cI think diversity is important,\u201d \u201cI am proud of my heritage,\u201d \u201cI\u2019ll switch back and forth between my identities,\u201d \u201cIdentifying as \u2018x\u2019 and \u2018y\u2019 \u2013 that\u2019s key,\u201d \u201cWhy can\u2019t you be both,\u201d \u201cI classify for ease, but this is who I really am,\u201d \u201cPeople like me only happen in America,\u201d \u201cI\u2019m racially ambiguous,\u201d \u201cToo Black to be White, too White to be Black,\u201d and \u201cThe amount of non-White people is very low.\u201d 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.<\/p>\n<p><strong>Table of Contents<\/strong><\/p>\n<ul>\n<li>Chapter 1 &#8211; Introduction\n<ul>\n<li>Context<\/li>\n<li>Purpose Statement<\/li>\n<li>Significance of Study<\/li>\n<li>Research Questions<\/li>\n<li>Research Design<\/li>\n<li>Definition of Terms<\/li>\n<li>Delimitations<\/li>\n<li>Limitations<\/li>\n<li>Conclusion<\/li>\n<\/ul>\n<\/li>\n<li>Chapter 2 \u2013 Literature Review\n<ul>\n<li>Introduction<\/li>\n<li>The Culture of Predominately White Institutions<\/li>\n<li>The Student of Color Experience at Predominately White Institutions<\/li>\n<li>Racial Identity Development Models\n<ul>\n<li>Helms\u2019s People of Color and White Racial Identity Models<\/li>\n<li>Cross\u2019s Model of Black Identity Development<\/li>\n<li>Ferdman and Gallegos\u2019s Model of Latino Identity Development<\/li>\n<li>Kim\u2019s Asian American Identity Development Model<\/li>\n<\/ul>\n<\/li>\n<li>Theoretical Approaches Exploring the Multiracial Experience of Identity Development\n<ul>\n<li>The Problem Approach<\/li>\n<li>The Equivalent Approach<\/li>\n<li>The Variant Approach<\/li>\n<\/ul>\n<\/li>\n<li>Foundational Theories and Models of Multiracial Identity Development\n<ul>\n<li>Integrated Identity<\/li>\n<li>Multiracial Identity<\/li>\n<li>Positive Alterity<\/li>\n<\/ul>\n<\/li>\n<li>Summary of the Literature<\/li>\n<li>Theoretical Framework\n<ul>\n<li>Student holds a monoracial identity<\/li>\n<li>Student holds multiple monoracial identities, shifting according to situation<\/li>\n<li>Student holds a multiracial identity<\/li>\n<li>Student holds an extraracial identity by deconstructing race or opting out of identification by U.S. racial categories<\/li>\n<li>Student holds a situational identity, identifying differently in different contexts<\/li>\n<\/ul>\n<\/li>\n<li>Looking Ahead<\/li>\n<\/ul>\n<\/li>\n<li>Chapter 3 &#8211; Methodology\n<ul>\n<li>Introduction<\/li>\n<li>Study Rationale<\/li>\n<li>Research Questions<\/li>\n<li>Methodology Rationale<\/li>\n<li>Epistemology and Theoretical Perspective<\/li>\n<li>Participants<\/li>\n<li>Research Site<\/li>\n<li>Data Collection\n<ul>\n<li>Interviews<\/li>\n<li>Focus Group<\/li>\n<\/ul>\n<\/li>\n<li>Data Analysis<\/li>\n<li>Validation Techniques<\/li>\n<li>Researcher Bias and Assumptions<\/li>\n<li>Limitations<\/li>\n<li>Strengths<\/li>\n<li>Conclusion<\/li>\n<\/ul>\n<\/li>\n<li>Chapter 4 &#8211; Findings\n<ul>\n<li>Introduction<\/li>\n<li>Introduction to the Participants<\/li>\n<li>Overview of Emergent Themes and Sub-themes\n<ul>\n<li>Theme 1: Monoracial Identity\n<ul>\n<li>\u201cI think diversity is important.\u201d<\/li>\n<li>\u201cI am proud of my heritage.\u201d<\/li>\n<li>Ecological Analysis<\/li>\n<\/ul>\n<\/li>\n<li>Theme 2: Multiple Monoracial Identities, Shifting According to Situation\n<ul>\n<li>\u201cI\u2019ll switch back and forth between my identities.\u201d<\/li>\n<li>\u201cIdentifying with \u2018x\u2019 and \u2018y\u2019 \u2013 that\u2019s key.\u201d<\/li>\n<li>Ecological Analysis<\/li>\n<\/ul>\n<\/li>\n<li>Theme 3: Multiracial Identity\n<ul>\n<li>\u201cWhy can\u2019t you be both?\u201d<\/li>\n<li>\u201cI classify for ease, but this is who I really am.\u201d<\/li>\n<li>Ecological Analysis<\/li>\n<\/ul>\n<\/li>\n<li>Theme 4: Extraracial Identity\n<ul>\n<li>\u201cPeople like me only happen in America.\u201d<\/li>\n<li>\u201cI\u2019m racially ambiguous.\u201d<\/li>\n<li>Ecological Analysis<\/li>\n<\/ul>\n<\/li>\n<li>Theme 5: Situational Identity, Identifying Differently in Different Contexts\n<ul>\n<li>\u201cToo Black to be White, too White to be Black.\u201d<\/li>\n<li>\u201cThe amount of non-White people is very low.\u201d<\/li>\n<li>Ecological Analysis<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Conclusion<\/li>\n<\/ul>\n<\/li>\n<li>Chapter 5 &#8211; Discussion\n<ul>\n<li>Introduction<\/li>\n<li>Summary of Findings and Link to Theoretical Perspective\n<ul>\n<li>Research Sub-question 1<\/li>\n<li>Research Sub-question 2<\/li>\n<li>Research Sub-question 3<\/li>\n<li>Overall Implications<\/li>\n<\/ul>\n<\/li>\n<li>Implications of the Current Study for Student Affairs Practitioners<\/li>\n<li>Recommendations for Future Research<\/li>\n<li>Conclusion<\/li>\n<\/ul>\n<\/li>\n<li>References<\/li>\n<li>Appendices<\/li>\n<\/ul>\n<p><strong>List of Tables<\/strong><\/p>\n<ul>\n<li>Table 1: Participant Demographic Information<\/li>\n<li>Table 2: Qualitative Research Validation Techniques<\/li>\n<li>Table 3: Research Themes and Sub-themes<\/li>\n<\/ul>\n<p><strong>List of Appendices<\/strong><\/p>\n<ul>\n<li>Appendix A: Informed Consent Form<\/li>\n<li>Appendix B: Recruitment E-mail to Potential Participants<\/li>\n<li>Appendix C: Reminder E-mail to Participants<\/li>\n<li>Appendix D: Participant Demographic Sheet<\/li>\n<li>Appendix E: Semi-Structured Interview Protocol<\/li>\n<li>Appendix F: Un-Structured Focus Group Protocol<\/li>\n<li>Appendix G: Transcriptionist Confidentiality Agreement<\/li>\n<li>Appendix H: Example of Coded Participant Transcript<\/li>\n<\/ul>\n<p>Read the entire thesis <a href=\"http:\/\/digitalcommons.unl.edu\/cgi\/viewcontent.cgi?article=1066&amp;context=cehsedaddiss\" target=\"_blank\">here<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>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 [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2895,838,125,8,20],"tags":[6096,6095,6094,6097],"class_list":["post-13413","post","type-post","status-publish","format-standard","hentry","category-campus-life","category-dissertations","category-identitydevelopment","category-media-archive","category-usa","tag-ashley-loudd","tag-ashley-m-loudd","tag-ashley-michelle-loudd","tag-university-of-nebraska"],"_links":{"self":[{"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=\/wp\/v2\/posts\/13413","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=13413"}],"version-history":[{"count":1,"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=\/wp\/v2\/posts\/13413\/revisions"}],"predecessor-version":[{"id":47343,"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=\/wp\/v2\/posts\/13413\/revisions\/47343"}],"wp:attachment":[{"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=13413"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=13413"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=13413"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}