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This thesis examines the various factors that influence how children in Latino/non-Latino white households are racially and ethnically identified. The question of multiracial/ethnic identity has come to prominence following the changes made to the U.S. Census questionnaire beginning with the 2000 survey which allows the option of more than one racial identifier. However, little research has focused a group which must still grapple with the complications of identification, namely Latino/non-Latino families. Latino identity is considered to be an ethnic identification rather than a racial identification, with ethnic identification still allowing only one option on the census survey. Thus, these families still must struggle with the decision as to how to identify their children. In this study, I use the 2005-2007 3-year sample of the American Community Survey to examine how various family dynamics and contextual factors can help to explain what drives the decisions of parents on how to racially and ethnically identify their children. Specifically, I use both multinomial logistic regression and multilevel binomial logistic regression to predict the outcome of the child either being identified as Latino (white or other) or non-Latino (white or other). These models incorporate characteristics of the Latino parent and the non-Latino parent as well as the ethnic composition of the area in which the family lives. The findings of this study indicate that certain characteristics of the Latino parent are most influential in determining how the child is identified. The language that the Latino parent speaks in the home, the nativity status of the Latino parent, and the ethnic origin group of the Latino parent are all important factors which influence the decision behind how to identify the children in the family. If the Latino parent speaks Spanish in the home, is Mexican in comparison to other Latino groups, and is U.S.-born, the child is more likely to be identified as Latino. However, influencing factors behind multiracial/ethnic identity go beyond the household. The percent Latino in the area in which the family lives also leads to a Latino identification for the child.

Biracial people are often stereotyped as cold and socially awkward. Two experiments assessed whether the racial context in which they are perceived influences the application of these stereotypes. Participants read about a Black/White student who chose or was assigned a White, Black or Black/White roommate. Roommate race was manipulated via photographs (Experiment 1), or written description (Experiment 2). When photos were provided, roommate race, not the relationship, influenced target evaluations. The biracial target with a White roommate was viewed the least positively and as least similar to participants, implying his minority status was highlighted by his roommate’s race. The written description produced only relationship effects. When the target chose his roommate he was evaluated as warmer, more competent and with more positive regard than when he was assigned a roommate. The results suggest that visual vs. narrative racial contexts produce divergent evaluations of biracial people.

Biracial people are often stereotyped as cold and socially awkward. Two experiments assessed whether the racial context in which they are perceived influences the application of these stereotypes. Participants read about a Black/White student who chose or was assigned a White, Black or Black/White roommate. Roommate race was manipulated via photographs (Experiment 1), or written description (Experiment 2). When photos were provided, roommate race, not the relationship, influenced target evaluations. The biracial target with a White roommate was viewed the least positively and as least similar to participants, implying his minority status was highlighted by his roommate’s race. The written description produced only relationship effects. When the target chose his roommate he was evaluated as warmer, more competent and with more positive regard than when he was assigned a roommate. The results suggest that visual vs. narrative racial contexts produce divergent evaluations of biracial people.

The current study builds on previous work that examines the factors that influence whether individuals adopt a multiracial identity. The key contribution of this study to the growing literature is the use of cultural sociological concepts to study multiracial identities from an alternative perspective. In addition to examining how individuals’ personal experiences affect how they racially identify, the current study also examines whether the adoption of a particular racial identity shapes the way individuals behave. Specifically, I explore how racial identification influences whether individuals become involved with a multiracial organization. Data were collected through two qualitative methods, semi-structured, in-depth interviews with 34 self-identified multiracial individuals and participatory action research conducted with the multiracial organization Community for Multiracial Action (CMA). The following research questions were addressed in this project: 1) what experiences have led individuals to currently identify as multiracial; 2) what personal factors compel individuals to engage in identity-related behaviors – specifically, why do some individuals decide to join a multiracial organization while others decline; 3) does becoming a part of a multiracial organization reinforce and/or challenge the individuals’ personal identity choices or understandings of multiraciality; and 4) are the behaviors and actions of multiracials, individually and/or collectively, performed in an effort to support a particular self-defined racial identity? Results support previous research which established that personal factors, socialization practices, and social networks, among others, influence racial identity development among multiracial individuals. With respect to the decision to participate in a multiracial organization, results indicate that differential rates of involvement are affected by racial identification. The national organization and the local chapter struggled over defining and projecting a cohesive image of multiraciality which negatively affected the sustainability of the local chapter. Findings from this study can be used to better understand the role of multiracial communities in identity development.

Prior to this exploratory study, issues of multiracial identity development and imposed identity had not been explored in great detail. This study sought to expand the current knowledge base by offering an examination of a) multiracial identity development for different bi/multiracial backgrounds, b) the influence of the perception of race on social interactions (imposed identity), and c) racial identification in the public and private spheres from the perspective of multi-racial individuals. A literature based survey was developed and piloted with an expert panel to increase face and content validity. For the larger study, participants were recruited using snowball and convenience sampling. Forty-five participants provided in-depth interviews and an additional 166 completed the online version of the survey. Respondents were primarily female (n = 132; 83%), 26-30 years old (n = 37; 23%), from the South (n = 57; 36%), unmarried (n = 106; 67%), childless (n = 97, 63%) and reported a yearly household income of over $95,001 (n = 36; 24%). Findings from this study support identity development literature as respondents indicated family members were most responsible for their perceptions of race, even in mixed-raced families. Respondents also indicated they had experienced imposed identity based on what others believed their race to be. Perceptions of power influenced whether or not respondents corrected others' mistaken assumptions. Additionally, respondents indicated their belief that, despite their variances in skin tone, we do not live in a color-blind society, despite widely spread claims that we live in a post-racial society. Further, respondents indicated racial cues (such as skin tone, hair texture, facial structure) are still used to categorize people according to race. Qualitative data provided specific examples of when and how multiracial respondents had experienced racism and/or benefitted from others' beliefs about their race based on skin tone alone. For example, one bi-racial respondent indicated he was placed in advanced classes in high school because he appeared as only Asian, while another indicated his race was questioned at a government agency because of how he looked, but had never experienced that problem when conducting the same business with his White mother present.

In the 1990s, multiracial advocacy organizations emerged as a national movement. The primary purpose of this movement was to obtain recognition of multiracial identity by the U.S. government. Though possessing a common goal, the organizations within the movement advocated for multiracialism through different racial frames. Using extended case methodology, this study seeks to identify the racial frames utilized by the multiracial movement. Through in-depth interviews with founders and presidents, current and past, of multiracial advocacy organizations, I extend the current literature on racial framing. After critical analysis of my interviews, I identify the presence of the traditional white racist frame as well as a racial counter-frame. Reviewing the elements of both frameworks, I discuss how the use of these frames affects the struggle for racial justice in the United States. Finally, using Bell's principle of interest convergence, I conclude with an examination of how the utilization of the traditional white racist frame by the multiracial movement and the interest of whites in maintaining social domination resulted in the "mark all that apply" decision by the Office and Management and Budget.

No description available.

This study seeks to explore variations in the development of racial identities for multiracial Virginians in the 21st century by focusing on the roles that physical appearance, group associations and social networks, family and region play in the process. Simultaneously, this study seeks to explore the presence of autonomy in the racial identity development process. Using Michael Omi and Howard Winant's racial formation theory as the framework, I argue that a racial project termed biracialism, defined as the increase in the levels of autonomy in self identification, holds the potential to contribute to transformations in racial understandings in U.S. society by opposing imposed racial categorization. Through the process of conducting and analyzing semistructured interviews with mixed-race Virginia Tech students I conclude that variations do exist in the identities they develop and that the process of identity development is significantly affected by the factors of physical appearance, group associations and social networks, family and region. Furthermore, I find that while some individuals display racial autonomy, others find themselves negotiating between their self-images and society's perceptions or do not display it at all. In addition to these conclusions, the issues of acknowledging racism, the prevalence of whiteness, assimilation and socialization also emerged as contributors to the identity development process for the multiracial population. / Master of Science

Doctor of Philosophy / Special Education, Counseling and Student Affairs / Christy D. Craft / BeEtta L. Stoney / The United States of America’s demographic population has shifted vastly to include a “new” multiracial growing population. Multiracial individuals are those who self-identify as two or more races, which now reflects a very young population. Higher education institutions are noticing an influx of more and more multiracial individuals, and many institutions are grappling with how to recognize and to support this growing population. Specifically, higher education institutions need to understand how multiracial graduate students think about their own racial identities and how they navigate their graduate school experiences. The purpose of this research was to gain a deeper understanding of multiracial graduate students’ lived experiences. There is an imperative to understand the daily experiences of multiracial graduate students to allow these students to retell the stories of their everyday lives in graduate school. The theoretical framework used to guide this study was critical race theory. Narrative inquiry methodology was the methodology chosen to focus on the unique voices and experiences of the participants in this study. Narrative analysis was employed to make meaning of the data retrieved from self-reflective writing samples and two semi-structured individual interviews with each of three participants. The findings from this research revealed the ever-present importance of racism and colorism and their impact on racial identity, the continued challenges of the campus climate experienced by multiracial students at a predominantly White institution (PWI), the impact and influence of religion at a PWI, and how multiracial students manage different types of relationships with peers and faculty. Implications for research and practice are provided as a result of the insights gleaned through this research about the lived experiences of three multiracial graduate students at one predominantly White higher education institution.