Previous research has indicated that racial identity invalidation has negative effects on multiracial individuals. Using a 2x2 mixed factorial design, this study investigates the effects of who does the invalidating (between subjects: Ingroup A vs. Unspecified Outgroup) and which of a multiracial individual’s strongest two racial identities is being invalidated (within subjects: Racial Identity A vs. Racial Identity B). Participants were 65 multiracial individuals recruited via social media to complete an online Qualtrics survey. Participants’ levels of psychological distress and identification with their strongest racial group were measured after they read each of two racial identity invalidation scenarios. We found that multiracial individuals reported higher levels of distress when the source of invalidation was an ingroup member belonging to their strongest racial ingroup and the basis of invalidation was the shared racial identity. Additionally, controlling for baseline racial group identification, multiracial individuals reported lower identification with their strongest racial group when the source of invalidation was an ingroup member belonging to their strongest racial ingroup and the basis of invalidation was the shared racial identity. Therefore, it is not necessarily the source or basis of invalidation that matters, but rather the interaction between them – racial identity invalidation only has negative effects on multiracial individuals when the identity of the source of invalidation matches the racial identity being invalidated.

The research presented in “Creating Identity” investigates Black identity formation within the Steve Biko Cultural Institute (Biko) in Salvador, Bahia, Brazil, a pre-vestibular – or college entrance exam preparation course – for Afro-Brazilian high school and aspiring college students. The curriculum, Cidadania e Consciência Negra (Black Consciousness and Citizenship; abbreviated CCN) serves as a vital pillar to the institutional approach to Black identity. In a Eurocentric society like Brazil and a world where Black identity is largely discriminated against including in educational spaces, Biko represents a movement to combat the exclusion of Afro-descendant youth from university, improve self-esteem and perceptions of the value of Black identity, and change who graduates from Bahia state universities. Over the course of nine months, in 2015 and 2016, field data were collected in the city of Salvador, Brazil and at the Biko institute. Since the research was cross-linguistic, cross-cultural, and hosted internationally, I assumed a methodologically narrative approach. The research design incorporated a survey, interviews, observations, and document analysis. Forty-two students completed surveys, twenty-six Biko students, staff and alumni participated in interviews, and well over 400 hours of participatory field observation were completed. Policy, demographic and curricular documents were also analyzed. CCN heavily influenced participants’ identity development through student and teacher discourse. The institution is a center of critical activism in the community. Aside from being a major part of the instructional approach to preparation for the college entrance exam, CCN heavily influenced the relationships between participants and their families and friends over newly affirmed Black identities. Although Biko students and alumni became more socially alert to the racial issues in their communities, they remain at risk of being racially profiled. Additionally, understanding blackness through the eyes of participants required an understanding of class and gender structures in Brazil. One major implication of the research for the participants is: blackness is CCN is Biko. Thereby, knowledge production and interaction with universities by Biko students are heavily influenced by Biko tenets and ideologies discussing race and racism, prejudice, discrimination, women’s rights, and economic development.

American Mnemonic: Racial Identity in Women’s Life Writing of the Civil War takes up three American women's autobiographies: Emilie Davis’s pocket diaries (1863-65), Elizabeth Keckley’s Behind the Scenes: Thirty Years a Slave and Four in the White House (1868), and Louisa May Alcott’s Hospital Sketches (1863). Chapter one is devoted to literary review and methodology. Chapter two, "the all-absorbing topic': Belonging and Isolation in Emilie Davis’s Diaries," explores the everyday record of Emilie Davis in the context of Philadelphia’s free black community during the war. Davis’s position as a working-class free woman offers a fresh perspective on the much-discussed “elite” black community in which she participated. Chapter three, “'The Past is Dear': Nostalgia and Geotemporal Distance in Elizabeth Keckley’s Behind the Scenes,” explores Keckley’s memories of the South as she narrates them from her position as an upwardly mobile free black woman in Washington, D.C. My analysis illuminates the effect of shifting subject positions (e.g., from slave to free) on the process of self-narration, a process that I argue ultimately recasts Keckley in a more abolitionist light. Finally, chapter four, “'A Forward Movement': Louisa May Alcott’s Hospital Sketches and the Racialized Temporality of Progress,” argues that Alcott uses the geotemporal conditions of the war hospital to gain social mobility. This forward movement for Alcott leads her to cast black characters in a regressive light, revealing the racial hierarchy of progress. All of these authors express their experiences of time in unique ways, but in each case, the temporal cultural shifts catalyzed by the Civil War impact how they process their racial identities, and the genre of autobiography offers an intimate view of that process.

I struggle to present work that reflects a psychological expressivity which at the same time conveys intellectual concepts that are of concern to me. It seems that the fluidity of an image can communicate a certain pathos, and correspond to the fluid nature of one’s identity. Drippy paint, distorted bodies, and vertiginous video clips can give an indication about what a body feels like from within. Depictions of these bodily feelings help to communicate ideas about what it means to be alive in general, and a mixed race woman, in particular.

The current study explored how White racial identity influences the relationship between affective reactions to racism and one’s internal or external motivation to respond without prejudice. The first aim was to examine the bivariate relationships between White racial identity ego schemas and affective reactions to racism. The second aim examined the bivariate relationships between affective reactions to racism and an internal/external motivation to respond without prejudice. The third aim explored whether Phase I or Phase II White racial identity ego schemas explained the relation of affective reactions to racism and internal/external motivation to respond without prejudice. PROCESS mediation models were used to assess the direct and indirect effects. Results indicated that the affective reactions “fear of others” and guilt, were related to the Phase I ego schemas, Disintegration and Reintegration. Guilt and Empathic reactions to racism were correlated with the Phase II ego schema Immersion/Emersion. The Phase I ego schemas, Disintegration and Reintegration, mediated the relation between all affective reactions and an external motivation to respond without prejudice. The Phase II ego schema Immersion/Emersion failed to mediate the relation between any of the affective reactions and internal motivation.

The present study explored private regard and public regard, two subcomponents of racial identity, as mediators of the association between critical consciousness and appropriated racial oppression. In a sample of 75 Black emerging adults, ages 18-25, the current study examined (1) the relationships between critical consciousness, racial identity, and appropriated racial oppression and (2) whether racial identity mediates the relationship between critical consciousness and appropriated racial oppression. Relationships in the expected direction were evident between private regard and both critical consciousness and appropriated racial oppression. Relationships in the expected direction were evident between public regard and critical consciousness. Further, mediation analyses indicated that the relationship between critical consciousness and appropriated racial oppression was mediated by private regard. These findings indicate how critical consciousness and private regard may play a significant role in influencing appropriated racial oppression in Black emerging adults.

As the student body in the United States continues to become more diverse, it is critically important to understand the factors that influence African American and Latinx students’ engagement, including what they bring to the classroom, and their perceptions of what is occurring in the classroom. During early adolescence, youth are making meaning and internalizing the proximal influences their classrooms have on their sense of self and subsequent academic outcomes. Among school variables, teaching quality accounts for some amount of variation in student achievement. This dissertation project explored whether there were gender differences among 205 middle school students’ perceptions of classroom practices. The study also assessed whether differences in boys’ and girls’ perceptions of classroom practices had different influences on their self-systems (e.g., components of ethnic-racial identity and social efficacy with teacher), and classroom engagement. Study results suggest that boys and girls rate similar exposure to social-emotional classroom practices from their teachers, however invariance tests demonstrate these practices have different meanings for boys and girls. In addition, results indicate that exposure to social-emotional classroom practices is affirming for components of boys’ ethnic-racial identity, such as their racial centrality, public regard, and private regard, which in turn predicted higher classroom engagement. Whereas for girls, classroom practices only affirmed their private regard which in turn predicted higher classroom engagement. Social efficacy with one’s teacher did not mediate the association between classroom practices and classroom engagement as previously hypothesized for neither girls nor boys. This study also found that girls’ grade level was an important covariate in the model, which implies there are important developmental considerations in the dynamic relationship between the classroom context and students’ self-systems. Findings from this study suggest some important implications for policy and curricula development around teacher training and teaching practices that enhance academic and social outcomes for students of color. In particular, practices that encourage collaboration and sharing of ideas and knowledge among African and Latinx students are both developmentally, and culturally responsive for students’ sense of self and engagement in class.

The purpose of this research was to identify coping mechanisms that African American men use when they perceive race-related stressors. Race-related stress derives from the occurrence of racism and discrimination that individuals, generally African Americans in the United States, experience in addition to daily life stress. Race-related stress may involve cultural racism, individual racism, or institutional racism. The coping mechanisms used by African American men when perceiving race-related stress were identified through the use of an online survey that consisted of 3 instruments: The Index of Race-Related Stress-Brief Version (IRRS-B), Brief Coping Orientation to Problems Experienced Inventory (Brief COPE), and People of Color Racial Identity Attitude Scale (PRIAS). Participants were required to be African American males, ages 18 and older. Eighty-five participants completed the study. The data was analyzed through the use of Statistical Package for Social Sciences (SPSS) as a quantitative methodology specifically using multiple regression. Results of this study indicated that there was a moderate statistically significant correlation between race-related stress (cultural racism, institutional racism, and individual racism) and coping mechanisms (active coping, planning and religion) of African American men. This research has the potential to set the foundation for a greater understanding of racism and how it affects African American men specifically.

<p>The increasing ethnic diversity among Black people in the United States is growing at a near exponential rate due to the migration of Afro-Caribbean, Afro-Latino, and African immigrants to the United States. This study is an endeavor to understand how this increasing diversity in ethnicity among Blacks in the U.S. will influence the boundaries of Black identity and Black politics. I ultimately aim to gain a sense of the processes by which Black immigrants come to embrace or reject a racial identity, the mechanisms by which African-Americans become more accepting of "cross-cutting" political issues, and the extent to which an intraracial coalition and a broader, more inclusive racial consciousness--a diasporic consciousness--might develop among Black immigrants and African Americans. This study utilizes survey data, in-depth interviews with African Americans and Black immigrants, and controlled experiments to examine the questions presented here. This study finds that African Americans and Black immigrants are accepting of a Black identity that is inclusive of ethnic diversity, largely due to shared racialized experiences. Moreover, this study concludes that while group consciousness influences the behaviors and attitudes of Black immigrants and African Americans in very similar ways, there are important differences between the groups that will need to be considered in future Black politics studies. Finally, this study finds that there are obstacles to raising a more inclusive racial consciousness because African Americans and Black immigrants do not see eye-to-eye on what issues should be be prioritized on a unified Black political agenda.</p> / Dissertation

This qualitative study explored racial/ethnic and gender identities of African descent women. Specifically, 13 African descent women were interviewed about influences on their racial/ethnic and gender identities, the process by such identities developed in order to assess the applicability of current theories, and whether they perceive an interaction between their racial/ethnic and gender identities. Phase One, an initial focus group informed Phase Two of the study; individual interviews. Phase Three, a member-checking focus group, validated themes generated from data analysis. All focus groups and interview sessions followed a semi-structured format. Family, educational experiences, physical features, oppressive experiences, political movements, and religious/spiritual influences were found to shape racial/ethnic identity among participants. Gender identity was found to be influenced by family, motherhood, religion, and physicality. Current identity models were found to, in partially, describe racial/ethnic identity development. Womanist identity was found to most accurately describe the participant’s gender identity development. Finally, an interaction between racial/ethnic and gender identity development was endorsed, however articulation of this relationship was difficult. Research and practical implications are discussed.