Multiracial Youth Identity Meta-Ethnography

2018 ◽  
Author(s):  
Silvia C. Bettez ◽  
Aurora Chang ◽  
Kathleen E. Edwards
Keyword(s):  
Young Adults ◽  
Identity Development ◽  
White Supremacy ◽  
Mixed Race ◽  
Multiracial Identity ◽  
Theoretical Frameworks ◽  
Youth Identity ◽  
Problems And Solutions ◽  
Discursive Strategy ◽  
Multiracial Youth

“Multiracial Youth Identity Meta-Ethnography” describes the findings from a meta-ethnography of research accounts about Multiracial identity development in young adults. This chapter examines eight purposefully selected studies about Multiracial identity uncovering how identity theories are being deployed in qualitative studies of mixed-race youth and what is revealed in the collective that may be obscured when each study is independently evaluated. These themes came to the fore: (a) fluid identities, (b) isolation from “monoracial” individuals and communities, and (c) the importance of place/space for Multiracial people. The analysis also revealed (a) a lack of attendance to intersectionality in both participants’ identities and authors’ positionalities and (b) the absence of attention to Whiteness and White supremacy in discussing Multiraciality, a discursive strategy the authors call Whiteblindness. This meta-ethnography revealed that researchers’ paradigmatic perspectives and theoretical frameworks impact the framing of problems and solutions related to understanding and working with Multiracial youth.

scholarly journals “There Are Stereotypes for Everything”: Multiracial Adolescents Navigating Racial Identity under White Supremacy

2022 ◽  
Vol 11 (1) ◽  
pp. 19
Author(s):  
Courtney Meiling Jones ◽  
Leoandra Onnie Rogers
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Emerging Adults ◽  
White Supremacy ◽  
The United States ◽  
Identity Status ◽  
Multiracial Identity ◽  
Peak Period ◽  
Multiracial Adolescents ◽  
Multiracial Youth

Despite the enduring popular view that the rise in the multiracial population heralds our nation’s transformation into a post-racial society, Critical Multiracial Theory (MultiCrit) asserts that how multiracial identity status is constructed is inextricably tied to systems and ideologies that maintain the white supremacist status quo in the United States. MultiCrit, like much of the multiracial identity literature, focuses predominantly on the experiences of emerging adults; this means we know little about the experiences of multiracial adolescents, a peak period for identity development. The current paper uses MultiCrit to examine how a diverse sample of multiracial youth (n = 49; Mage = 15.5 years) negotiate racial identity development under white supremacy. Our qualitative interview analysis reveals: (a) the salience of socializing messages from others, (b) that such messages reinforce a (mono)racist societal structure via discrimination, stereotyping, and invalidation, and (c) that multiracial youth frequently resist (mono)racist assertions as they make sense of their own identities. Our results suggest that multiracial youth are attentive to the myriad ways that white supremacy constructs and constrains their identities, and thus underscores the need to bring a critical lens to the study of multiracial identity development.

Transition from Childcare Institutions to Adulthood for Youth: Through the Lens of Identity and Gender

2020 ◽  
pp. 234930032098055
Author(s):  
Garima Sharma
Keyword(s):  
Young Adults ◽  
Qualitative Study ◽  
Social Factor ◽  
Smooth Transition ◽  
Structured Interviews ◽  
Male And Female ◽  
Female Youth ◽  
Youth Identity ◽  
The Social ◽  
And Gender

This article explores the transition of youth from childcare institutions as young adults through the lens of youth identity and gender. The research revolves around rethinking the delicate boundaries of adolescence and adulthood for the ‘institutionalised’ youth that is already on the edge of the society. This research tries to understand and decode the experiences of youth, who have lived in the childcare institutions. The childcare institutions reinforce the gender roles through its practices and structure, enabling gaps and challenges for both male and female youth outside the childcare institutions. There is an absence of a strong mechanism, enabling the smooth transition of youth from childcare institutions to adulthood. This results in unprepared young adults for an unplanned transition, fostering several challenges on them as they exit the childcare system. This is a qualitative study. The research includes both male and female youth who have lived in childcare institutions situated in Delhi. The data was collected using semi-structured interviews with the youth. This study finds that youth leaving the childcare institutions are at higher risks of having negative adult outcomes in life. While there is an absolute absence of any body or mechanism to help the youth transit smoothly, childcare institutions reinforce the inferiority and exclusion on a child during the stay period, creating a foundation for youth to perceive the social factor outside the institutions.

scholarly journals 207. Identity Development Through Chosen Names Among Nonbinary Young Adults

2019 ◽  
Vol 64 (2) ◽  
pp. S105-S106
Author(s):  
Mx. M Killian Kinney ◽  
Mx. Finneran Muzzey ◽  
Heather McCauley
Keyword(s):  
Young Adults ◽  
Identity Development

A Journey Not Walked Alone: Who are the Influential Adults Identified by Catholic-Raised Young Adults during their Religious Identity Development?

2020 ◽  
Vol 19 (1) ◽  
pp. 4-24
Author(s):  
Danielle Vaclavik ◽  
Kelly Velazquez ◽  
Jakob Carballo
Keyword(s):  
College Students ◽  
Young Adults ◽  
Grounded Theory ◽  
Identity Development ◽  
Religious Identity ◽  
Crucial Role ◽  
Growing Up ◽  
Adult Type ◽  
Future Studies ◽  
Catholic College

Interactions with adults may play a crucial role in youths’ religious identity development. However, who these adults are and how they are influential is under explored. Twelve Catholic and twelve former Catholic college students were interviewed about their experiences growing up Catholic focusing on influential adults. Interviews were analyzed using modified grounded theory. Adult type categories were identified. Implications and future studies are discussed.

Creating Spaces for Urban Youth: The Emergence of Culturally Responsive (Hip-Hop) School Leadership and Pedagogy

2013 ◽  
Vol 8 (2) ◽  
Author(s):  
Muhammad Khalifa
Keyword(s):  
Identity Development ◽  
School Leadership ◽  
Urban Youth ◽  
Hip Hop ◽  
Culturally Responsive ◽  
Research Question ◽  
Ethnographic Study ◽  
Social Needs ◽  
Theoretical Frameworks ◽  
Student Identities

AbstractLadson-Billings, Gay and among others have demonstrated the strong need for educational curriculum and practice to respond to the specific academic, cultural, and social needs of culturally unique, minoritized students. This article focuses on culturally responsive leadership practices for students with Hip-Hop identity performatives. This research uses theoretical frameworks from culturally relevant pedagogies and the scholarship that addresses how young students negotiate, perform, and reinvent and reestablish themselves through Hip-Hop culture, literacy, and identity. Such scholarship situates Hip-Hop pedagogies and student identity. This 2-year ethnographic study of an alternative school reports on how a culturally responsive school leader recognized and validated Hip-Hop student identities. Though he was somewhat removed from the Hip-Hop performative himself, the principal was able to create a safe space in which these student identities were able to exist, and in doing so, prevent the visceral impulse toward marginalization and exclusionary practice of Black and Latino Hip-Hop students that so many of his teachers possessed. Thus, the study discusses leadership theory, as it answers the following research question: How can urban school leaders play a role in forging a space for Hip-Hop identity development in the schools they lead? Secondarily it asks – given the tensions and contestations in representations of Hip-Hop music – if they should actually do this, and if so, what are the characteristics of such leadership?

Social Media and Identity

2019 ◽  
pp. 1365-1386
Author(s):  
Erika Melonashi
Keyword(s):  
Social Media ◽  
Identity Development ◽  
Identity Formation ◽  
Political Identity ◽  
Empirical Studies ◽  
Future Research ◽  
Theoretical Frameworks ◽  
The Relationship ◽  
Media And Identity

The present chapter aims to explore the relationship between social media and identity by reviewing theoretical frameworks as well as empirical studies on the topic. Considering the complexity of the concept of identity, a multidisciplinary theoretical approach is provided, including Psychological Theories, Sociological Theories and Communication Theories. These theories are revisited in the context of online identity formation and communication through social media. Different aspects of identity such as gender identity, professional identity, political identity etc., are discussed and illustrated through empirical studies in the field. Moreover, the role of social media as a factor that might either promote or hinder identity development is also discussed (e.g., phenomena such as cyber-bulling and internet addiction). Finally recommendations and suggestions for future research are provided, including the need for multidisciplinary theoretical frameworks to the investigation of the relationships between social media and identity.

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