abstract: Over 35% of multiracial college students fail to earn a degree, which can have significant economic and health costs over their lifespan. This study aimed to better understand college and psychological adjustment among multiracial college students of Hispanic/Latinx and White non-Hispanic descent by examining students’ racial identities and use of resilience resources. Latent profiles of identity were identified to better understand how different aspects of racial identity are clustered in this population. Multiracial college students (N=221) reported on racial identity as measured on multiple dimensions: Hispanic/Latinx identity, Hispanic/Latinx cultural orientation, White identity, identity integration, shifting expressions of identity, and identity malleability. Students also reported on their use of multiple resilience resources (personal mastery, social competence, perspective taking, coping flexibility, familism support values) and both college and psychological adjustment. Through regression and SEM analyses, results indicated that, of the resilience resources, only personal mastery was positively related to both college and psychological adjustment, while social competence was positively related to college adjustment. More shifting expressions of identity was related to poorer college and psychological adjustment, which was partially mediated via personal mastery. Stronger Hispanic/Latinx identity was related to higher perspective taking and coping flexibility, while stronger White identity was related to higher familism support values. Latent profiles of identity indicated a four-class solution, consisting of 1) “low identity”, 2) “integrated, low shifting”, 3) “integrated, shifting”, and 4) “high shifting, low integration”. Findings highlight the need for person-centered and ecological approaches to understanding identity development and resilience among multiracial college students, and can inform prevention and intervention efforts for multiracial college students of Hispanic/Latinx and White non-Hispanic descent. Results also demonstrate the importance of assessing multiracial identity via multiple dimensions including factors such as identity integration, shifting expressions of identity, and identity malleability. / Dissertation/Thesis / Doctoral Dissertation Psychology 2020

Thesis (MDev.) --Univesity of Limpopo, 2006 / The education sector in South Africa is in a process of transformation and learners attend schools of choice. Currently, educational statutes prohibit discrimination in any form in schools. The Constitution of the Republic of South Africa (Act no 108 of 1996) gives everyone the right to basic education without being discriminated against by the management of any school. The South African Schools (Act No 84 of 1996) that ensures equal education for all learners further advances this basic right. This has therefore encouraged parents to enroll children in schools of their choice. Racial integration is a way of life that promotes multiculturalism and diversity of the entire society and schools in particular. An exploration study was conducted with the aim of exploring to what extent integration has been realised among learners in selected multiracial public schools in the Limpopo Province. The snowball sampling method in the form of interviews was used in this study. Teachers and learners participated in this interview process. The observation method was also used in data collection. The study was motivated by the researcher’s observation of conflicts among learners from different racial backgrounds attending multiracial schools. These conflicts have been constantly reported in the media. In most cases, such conflicts are racially motivated and schools experience problems in handling and managing such conflicts. The results of this study show that most learners who participated in the interview process are positive towards integration. They indicated that they learn more about cultural diversity. However, some white learners still have a problem of integrating with black learners. Parents, who are not willing to accept change in this country, at times fail to motivate their children to accept and understand other racial groups. Most white learners leave such schools to attend Afrikaansonly or private whites-only schools in order to avoid being racially integrated into v multiracial public schools. During data collection, it was revealed that the problem in some schools is compounded by lack of tolerance among members of the teaching staff who come from different racial and cultural backgrounds. This study recommended among others, that more workshops on cultural diversity should be conducted on a continuous basis to assist both teachers and learners to understand and accept one another better. Furthermore, schools should develop integration programmes that will motivate everyone to understand different racial groups. Through these programmes it is hoped that schools will be assisted to overcome their differences and conflicts will be minimized. All racial groups will be united and transformation in the education sector will be promoted. White learners leaving multiracial schools will be motivated and encouraged to understand different racial groups who live in this democratic country. / Not listed

abstract: A growing body of research indicates that people of multiple racial lineages in the US encounter challenges to positive psychological adjustment because of their racial status. In response, they also exhibit unique resilience strategies to combat these challenges. In this study, the moderating roles of previously identified multiracial resilient factors (i.e., shifting expressions, creating third space, and multiracial pride) were examined in the associations between unique multiracial risk factors (i.e., multiracial discrimination, perceived racial ambiguity, and lack of family acceptance) and psychological adjustment (i.e., satisfaction with life, social connectedness, and distress symptoms) of multiracial adults. Drawing on risk and resilience theory, results first indicated that the multiracial risk factors (i.e., multiracial discrimination, perceived racial ambiguity, and lack of family acceptance) relate negatively with social connectedness and distress symptoms, but did not significantly relate with satisfaction with life. Additionally, a differential moderating effect for one multiracial resilient factor was found, such that the protective or exacerbative role of creating third space depends on the psychological outcome. Specifically, results suggest creating third space buffers (e.g., weakens) the association between multiracial discrimination and satisfaction with life as well as lack of family acceptance and satisfaction with life among multiracial adults. Results further suggest creating third space exacerbates (e.g., strengthens) the negative association between perceived racial ambiguity on social connectedness and distress symptoms as well as lack of family acceptance on social connectedness and distress symptoms. Moreover, no two-way interaction effects were found for either of the other multiracial resilient factors (i.e., shifting expressions and multiracial pride). This study highlights the complex nature of racial identity for multiracial people, and the nuanced risk and resilience landscape encountered in the US. / Dissertation/Thesis / Masters Thesis Counseling 2018

This study helps us understand the complexities of transnational abandonment, and transnational abandonment in the context of Saudi heritage in particular. Based on a textual analysis of narratives on a blog by individuals abandoned by their Saudi fathers, my findings suggest that they discursively construct their identity in three ways: a) by negotiating their illegitimate status as perceived by many Saudis, and the validity of their search; b) by making sense of the absence of father and the cultural knowledge of the paternal side, while negotiating the inevitable presence of the father in many other ways and their ethnic difference; c) by navigating the tensions of continuing with the search and anticipating the consequences. These themes highlight how conditions of father absence, particularly where the father has a national origin different from one's own has dynamic and conflicting implications socially and culturally, and for production of identities for their children. In sum, this study challenges uncritical celebration of multiculturalism in the US, and broadens the understanding of the complexities of hybrid identities.

The current study examined the way that personal identities influenced psychology trainees’ experiences during clinical supervision and how these trainees engaged in multicultural conversations during this process. Researchers have identified the ways that systemic andinterpersonal marginalization are pervasive across contexts and affect one’s well-being. This is present both in general graduate school experiences as well as the clinical supervision process. Few researchers have explored the experiences of multiracial women in graduate school and supervision. Further, there is a dearth of literature exploring how supervisees promote justice through resistance during the supervision process. This study filled that gap by exploring the way that multiracial trainees engaged in intersectional resistance during the supervision process. A consensual qualitative paradigm was used to highlight participant voices and providean exploratory examination of these experiences. Core domains identified included: community, participant identity, graduate programexperiences, positive experiences in clinical supervision, challenges in clinical supervision, experiences of multiracial identity, multicultural considerations, resistance, and recommendations. Participants defined resistance as speaking out about injustice, advocating for clients, and helping others to see new perspectives. Identity and resistance were best conceptualized from an ecological framework that examined the impact of graduate school context (e.g., peers, supervision). The supervisory relationship was a particularly important factor that impacted participants’ ability to engage in resistance. Implications for supervisorsand trainees are explored.

No description available.

Team projects in engineering are critical sites for professional and personal development as students interact with peers and faculty on projects designed to simulate engineering work. These projects allow students to try on professional roles and establish a sense of identity within their field, which in turn influences their retention through college and into engineering careers. However, team projects can present challenges specific to students from underrepresented populations. While research on women's team experiences is strong, few researchers have studied African-Americans. To fill this gap, the current study explores the experiences of African-American males on multiracial student teams and the impact of those teams on these students' identities. This qualitative study employed a phenomenological approach, using a three-interview sequence with eight African-American male engineering students as they worked on team projects at a predominantly white institution (PWI). The interviews gathered background information about each participant, explored the team functionality during the project, and enabled participants to reflect on the team experience. Two theoretical frameworks were considered during the study design: 1) intergroup contact theory provided a lens to explore interracial interactions, and 2) multiple identities provided a lens to analyze the impact of team dynamics on students' intersecting identities. The findings provide a rich understanding of the team experiences of African-American male students that can enhance project-based teaching within engineering to more explicitly attend to team dynamics, including interracial interactions for students of color. Both positive and negative impacts on African-American males in engineering emerged from the intergroup contact within the team environment. Specifically, the results indicate that these participants enjoyed their multiracial student teaming experiences, supported by informal social interactions among team members and generally positive professional interactions. However, the study participants also entered their team experiences fully aware of the negative stereotypes about African-Americans in engineering and proactively worked to dispel those stereotypes. / Ph. D.

xvi, 135 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Research has suggested that multiracial individuals may vary in how they racially identify depending on the context in which they operate (Renn, 2004; Root, 1998, 2003). To examine this assertion, multiracial identity and variance in multiracial identity were examined in this exploratory study of a nationally representative sample of 199 multiracial college students. Additionally, the relationship of multiracial identity variance with factors common to adult transitional development and to the college student experience, including social connectedness, various forms of facilitative support, college adjustment, and depression, were also examined in this study. Sex differences among these study variables were also explored. The results of descriptive analyses revealed that this generally connected, adjusted, and non-depressed sample consistently varied their racial identity depending on their context. Results of Pearson product-moment correlations among study variables for the whole sample demonstrated that this multiracial identity variance was not related to adjustment, social connectedness, facilitative supports, or depression. But results differed when breaking down the sample by sex. For males, increased variance in multiracial identity across contexts was related to lower perceived availability of, support from, and connectedness to student support groups. For females, increased multiracial identity variance was related to lower participation in ethnic and cultural student support groups. A series of subsequent simultaneous multiple regression analyses revealed that increased involvement in one form of facilitative support in the college environment-ethnic/cultural student support groups- actually predicted lower multiracial identity variance for the sample. Regarding connectedness, for the entire sample, higher social connectedness was related to higher college adjustment but lower participation in ethnic and cultural student support groups. Sex differences also emerged for connectedness. For males, social connectedness was directly related to availability of student groups, adjustment, and institutional attachment, and for females social connectedness was directly related to college adjustment, but inversely related to participation in ethnic/cultural groups. Findings of this study are consistent with multiracial identity theory, social connectedness theory, and with research related to college student and adult transitional development, and confirm that multiracial individuals vary their identity based on social context. Implications for future research and intervention are discussed. / Adviser: Benedict T. McWhirter

Due to the on-going growth of the Multiracial population in the U.S. (Rockquemore, et al., 2009; Shih & Sanchez, 2005, 2009) and the continuous struggle minorities face regarding racial attitudes, discrimination, and understanding their own racial identity, it is more important than ever for mental health professionals, including professional counselors and counselor educators, to work to further understand how these factors interact and ultimately impact Multiracial people. This study explored the relationships between the constructs of Multiracial identity, color-blind racial ideology, and discrimination in Multiracial individuals through data analysis including correlation, hierarchical regression, and moderation analysis. Participants (n = 287) were Biracial and Multiracial adults living in the U.S. Participants were recruited primarily through a southeastern university and through social media, and they each anonymously completed a questionnaire packet that included the following measures: demographic questions, the Multiracial Identity Integration Scale (MII; Cheng & Lee, 2009), the Color-Blind Racial Attitudes Scale (CoBRAS; Neville et al., 2000), the Brief Perceived Ethnic Discrimination Questionnaire – Community Version (PEDQ-CV; Brondolo et al., 2005), and the Marlowe-Crowne Social Desirability Scale (short version) (M-C II; Strahan & Gerbasi, 1972). Bivariate correlations revealed significant relationships among the color-blind racial attitudes outcome factors of Unawareness of Blatant Racial Issues and Unawareness of Institutional Discrimination with Multiracial identity integration and all four subscales of the experiences of discrimination variable (Exclusion, Workplace Discrimination, Stigmatization, and Threat and Harassment) with Multiracial identity integration. Controlling for social desirability and gender, a blockwise hierarchical regression indicated that several subscales of the constructs contributed to Multiracial Identity Integration. Surprisingly, participants’ Unawareness of Blatant Racial Issues and experiences of discriminatory Exclusion, most significantly predicted Multiracial Identity Integration. A moderation analysis revealed that color-blind racial attitudes does not moderate the relationship between experiences of discrimination and Multiracial identity integration in Multiracial people. Implications for professional counselors and counselor educators working with Multiracial clients, students, and supervisees, as well as limitations, and future research are discussed.

Thesis advisor: Zine Magubane / Interviews with 20 members of Black female-White male intimate couples were conducted and, utilizing a grounded theory approach, revealed multiple situations where members of these couples had to self-disclose to others that they were romantically involved with a person of a different race. Using one of the largest study samples to date of Black female-White male couples, I demonstrate how race and gender affect these unplanned and strategic self-disclosure events that members of these couples engage in, and how members of these couples make sense of these public inquires that are the remnants of our country's racially-charged history. I argue that the ways in which privilege is uniquely distributed within these relationships -- where White men simultaneously possess racial and gender privilege and Black women possess neither -- makes these couples structurally and fundamentally different than other interracial couples, and, ultimately, exemplifies that race and gender matter in the experiences of these couples and how society-at-large views them. Therefore, it is pivotal that experiences of interracial couples are not generalized and that each race and gender pairing receives its own individualized study. / Thesis (MA) — Boston College, 2013. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.