A review of theories explicating identity processes and racial categorization demonstrate a growing trend towards continual adaptation and response to social context. However, current models of racial identity are characterized by relatively static, linear development. The current study introduces the construct of malleable racial identity in multiracial individuals as a means to resolve the current disconnect between racial identity models and definitions of race and identity as socially-constructed. Two methods of malleable racial identity were developed and tested, and predictors of malleable racial identity were explored. One hundred and twenty multiracial college students with parents from two different racial groups completed a series of measures assessing malleable racial identity, self-perception of skin tone, racial composition of social networks, and familial racial socialization practices. Three main findings emerged. First, confirmatory factor analyses provided preliminary support for the construct of malleable racial identity as assessed through an 8-item self-report measure. Second, individuals who identified as having darker skin tones reported greater levels of malleable racial identification. Third, shifts towards more racially homogenous academic environments during college were associated with increased levels of malleable racial identification. Improvements to study measures are described and results are discussed in terms of the implications for conceptualizations of race and identity.

<p> The experience of depression and overall well-being for multi-ethnic individuals is influenced by numerous factors including immigration experience, acculturative stress, English language proficiency, perceived discrimination, and ethnic identity. Multi-ethnic individuals are at a heightened risk for mental health difficulties due to limited access to resources within the community and mental health stigma. Lack of social support and culturally appropriate services magnify this disparity for this population. This study evaluates the impact of the Multi-ethnic Collaborative of Community Agencies (MECCA) Outreach &amp; Engagement (O&amp;E) program, a community-based program that provides culturally-responsive services, support, and resources for marginalized ethnic specific communities. Services of the program include case management, life coaching, skill building classes and groups, and referrals to services within the community. Using a pre and posttest design, outcomes related to depression symptoms and overall well-being were assessed for participants in the program for 2 fiscal years. For the 1^st fiscal year, participants reported an improvement in well-being and no significant decrease in depression symptoms. For the 2^nd fiscal year, participants reported both a decrease in depression symptoms and in increase in overall well-being. These findings suggest that culturally responsive community-based interventions focused on increasing social support, providing resources, and addressing mental health stigma can be valuable in addressing depression and well-being in multi-ethnic communities. In addition, the results also suggest that ethnic-specific services conducted in an individual&rsquo;s native language may have a positive impact on depression and well-being.</p>

<p> According to Pollock and Van Reken (2009), Third Culture Kids (TCKs) are individuals who have lived a significant amount of time in countries other than their passport country during their developmental years prior to repatriating. While TCK identity and identity development have been studied (Schaetti, 2000), there is a dearth of research that examines their racial identity development. This is unfortunate particularly for White United States American TCKs who have spent time in non-White countries, as their racial identity begins in a very different setting than the setting they enter upon repatriation. This author wishes to understand the White TCK experience of race, as it may not conform to current racial identity models (Helms, 1993; Sue &amp; Sue, 2009). It is this author&rsquo;s hope that if White TCK racial experience can be understood, it will be possible to educate White TCKs, their families, and their educators. This in turn may better prepare them for the experience of repatriation. In addition, just as many TCKs find comfort in learning that they develop specific traits and identities due to living across cultures (Pollock &amp; Van Reken, 2009; Schaetti, 2000), they may find comfort in having their racial experience normalized.</p><p>

War is a one of the major causes of child mortality and morbidity worldwide. Research evidence suggests that exposure to war trauma increases a child's risk of developing psychological problems, both short and long term. However, studies of resilience have shown that some children have a remarkable ability to survive trauma with little or no damage to their psyche. This dissertation is a study of individuals who have survived childhood war trauma and managed to rise above the odds to function well in major areas of life. The study was designed to explore factors contributing to their ability to remain resilient in the face of adversity. Using in-depth phenomenological interviewing, ten Cambodian child survivors were interviewed. All of the participants were separated from their families in 1975 when the Khmer Rouge took over and suffered extraordinarily difficult ordeals during their internment in the labor camps. Some managed to reunite with their families in 1979 after the Vietnamese invasion of Cambodia before fleeing to the refugee camps in Thailand. Others lost all of their family members and came to the US as accompanied minors. Findings emerging from this study reveal that family cohesion, positive childhood memories, supportive recovery environment, stubborn determination to overcome obstacles, and Buddhist values are important factors that work together to produce resiliency. All of the participants were raised by empathic parents and learned to become self-reliant at an early age. The affection and warmth which marked those early years were the most important in sustaining them during difficult times in their lives. The Buddhist values of accepting suffering as their fate allowed them to form greater tolerance of the hardships and enabled them to face adversity with optimism and confidence. As survivors, they are proud and determined to make the most of "the second chance" granted to them. In the resettlement phase, they were able to heal their wounds quickly by letting bygones be bygones and optimistically moving toward the future. The safe and supportive recovery environment combined with an easy access to different resources made it possible for them to quickly put their shattered lives back together.

This study assessed the degree to which ethnic identity, ethnic identity achievement, self perceived differences in skin color, self-esteem, gender and social class were associated with academic achievement (GPA) among Asian (105), Latino (40), Caucasian (204), Afro-American (40), and Native American (10) adolescents. The subjects, students from an independent residential high school in the Northeast, consisted of both genders, grades 9 through 13 from a range of socioeconomic statuses (N = 408). Each student was handed a packet to complete and signed the consent form. Each subject was then instructed to choose the closest skin color from a skin color chart specifically developed for this study. Interviews were completed after each student's skin color was also rated by three independent raters. Subjects completed the skin color chart developed by the examiner for this study, the Rosenberg (global) Self-esteem Scale, the Multigroup Ethnic Identity Measure, and the Hollingshead Two Factor Index of Social Position. Academic performance measures (GPA) and academic aptitude scores (V & MSAT) were obtained from school files, reflecting the yearly average performance. Correlations between ethnic identity and ethnic identity achievement revealed a significant negative correlation with GPA, VSAT and MSAT for the entire group but dissimilar results for the specific ethnic groups. In addition, correlations between gender, skin color, grade level, SES and GPA by ethnic group revealed significant findings for some but not all ethnic groups. In addition, multiple regression analysis results revealed, when SES was controlled, that Skin Color, Gender and Ethnic Identity Achievement (EIA), in order of strength, had a positive correlation with GPA, explaining 12% of the variance for the African American, Latino and Native American subgroups (in order of degree). On the other hand, multiple regression results revealed no difference in GPA scores for the Asian subgroup, whereas a negative trend was revealed for the White subgroup.