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.

Factor Structure of the Vocational Identity Status Assessment (VISA) in University, Liberal Arts, and Community College Students

2020 ◽  
pp. 106907272097527
Author(s):  
Arne Weigold ◽  
Ingrid K. Weigold ◽  
Margo A. Gregor ◽  
Emily M. Thornton
Keyword(s):  
Community College ◽  
College Student ◽  
Identity Development ◽  
Emerging Adults ◽  
Factor Structure ◽  
Liberal Arts ◽  
The United States ◽  
Vocational Identity ◽  
Identity Status ◽  
Status Assessment

The Vocational Identity Status Assessment (VISA) measures vocational identity development in adolescents and emerging adults. Although the initial six-factor structure has been confirmed, there have not yet been studies assessing other plausible factor structures. Additionally, the VISA has not previously been examined in some major types of institutions of higher education in the United States. The current study assessed five potential factor structures for the VISA in three college student samples: 857 from a large public university, 196 from a small, private, minority-majority liberal arts college, and 320 from a community college. The six-factor structure was the best-fitting model of the ones examined and showed evidence of multigroup invariance up to the strict level. There were notable latent mean differences across samples, as well as frequency differences for vocational identity statuses. These findings have implications for the appropriate modeling of the VISA and its use within diverse college student samples.

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 Towards a Different Construction of Blackness: Black Immigrant Scholars on Racial Identity Development in the United States

2015 ◽  
Vol 17 (2) ◽  
pp. 53 ◽  
Author(s):  
Kathy-Ann C. Hernandez ◽  
Kayon K. Murray-Johnson
Keyword(s):  
Racial Identity ◽  
Black Women ◽  
Identity Development ◽  
The United States ◽  
Identity Status ◽  
Racial Identity Development ◽  
Black Immigrant ◽  
The Us ◽  
Identity Positioning ◽  
Part Model

In this collaborative autoethnography, two immigrants interrogate their evolving self-definitions as Black women in the U.S. academy. Using a variety of data sources, they uncover several commonalities and differences in their experiences which have coalesced into a four-part model in their journey towards a different construction of Black identity: positioning themselves in the Black box, apprehending their outsider-within positionalilty, navigating the “us/them” to “we” switch, and integrating a different construction of Blackness while remaining true to their cultural/ethnic identity. In elaborating on these themes, they critique the journey towards apprehending minority identity status for people like them.

“Mom, You Don’t Get It”: A Critical Examination of Multiracial Emerging Adults’ Perceptions of Parental Support

2020 ◽  
pp. 216769682091409
Author(s):  
Annabelle L. Atkin ◽  
Kelly F. Jackson
Keyword(s):  
Identity Development ◽  
Emerging Adults ◽  
Parental Support ◽  
The United States ◽  
Constructivist Grounded Theory ◽  
Critical Examination ◽  
Multiracial Families ◽  
Support Strategies ◽  
Racial Experiences ◽  
Identity Expression

Multiracial families are becoming increasingly common in the United States, yet there is a dearth of research examining how parents of Multiracial youth provide support for navigating challenges associated with being mixed race in a monocentric society. The purpose of this study was to gain a deeper understanding of the parental support strategies that Multiracial emerging adults perceived to be helpful in their own development. Twenty Multiracial emerging adults (50% female, mean age = 20.55) with diverse Multiracial heritages were interviewed about conversations they had with their parents regarding their racial experiences throughout their childhood. Critical supplementary analysis using constructivist grounded theory identified three themes of parental support (i.e., connection support, discrimination support, and Multiracial identity expression support) and informed a conceptual model demonstrating relationships between environmental context, parent characteristics, family dynamics, risks, and identity development. Findings are discussed in terms of implications for researchers and practitioners serving Multiracial families.

Intersectionality and Identity Configurations: A Qualitative Study Exploring Sexual Identity Development Among Emerging Adults Within the United States

2020 ◽  
pp. 216769682094659 ◽  
Author(s):  
Joshua G. Parmenter ◽  
Renee V. Galliher ◽  
Ashley C. Yaugher ◽  
Adam D. A. Maughan
Keyword(s):  
United States ◽  
Identity Development ◽  
Identity Formation ◽  
Sexual Identity ◽  
Emerging Adults ◽  
Sexual Minority ◽  
The United States ◽  
Identity Conflict ◽  
Sexual Identity Development ◽  
Individual Interviews

Although modern comprehensive conceptual models of sexual identity development acknowledge contextual factors, existing models have placed less emphasis on (a) the influence of multiple domains of identity on sexual identity formation and (b) centrality and negotiation of various domains of identity. The present study sought to explore processes, identity conflicts, and management of sexual identity relative to other identity domains among sexual minority emerging adults in the United States. Fourteen sexual minority emerging adults (20–25 years) with a diverse array of identities participated in semistructured individual interviews, and five participants engaged in two follow-up focus groups. Findings supported two broad categories with subthemes: identity conflict (unaffirming and oppressive contexts, lack of resources to explore identity) and identity coherence (resources used to manage and facilitate identity coherence; acceptance, affirmation, and harmony; and centrality and salience of sexual identity within identity configurations). Findings have implications for the study of sexual identity development within the context of other domains of identity.

Ego Identity Status in Cross-Cultural Context: A Replication Study

1999 ◽  
Vol 85 (2) ◽  
pp. 457-461 ◽  
Author(s):  
Lene Stegarud ◽  
Beate Solheim ◽  
Maya Karlsen ◽  
Jane Kroger
Keyword(s):  
United States ◽  
Identity Development ◽  
Economic System ◽  
Cultural Context ◽  
Free Market ◽  
The United States ◽  
Ego Identity ◽  
Identity Status ◽  
Late Adolescents ◽  
Ego Identity Status

The purpose was to replicate research by Jensen, Kristiansen, Sandbekk, and Kroger. In that 1998 study, patterns of identity development were examined for late adolescents raised in the mixed liberal welfare-state economic system of Norway compared with late adolescents raised in the free-market economic system of the United States. In the present study, scores for ego identity status were examined for a further sample of 58 (38 women, 20 men) Norwegian and 1,498 (814 women, 684 men) American undergraduate students using the Extended Objective Measure of Ego Identity Status-2. Present results were consistent with those of Jensen, et al., which found Norwegian students to score consistently lower on extent of exploration and of commitment than American students. This study provides further evidence that in late adolescence, Norwegian students may undergo greater moderation in identity exploration and commitment processes than their United States peers. Findings are discussed in the light of social, political, and economic differences between the two nations.

Ego Identity Status in Cross-Cultural Context: A Comparison of Norwegian and United States University Students

1998 ◽  
Vol 83 (2) ◽  
pp. 455-460 ◽  
Author(s):  
Mette Jensen ◽  
Ingvill Kristiansen ◽  
Merete Sandbekk ◽  
Jane Kroger
Keyword(s):  
United States ◽  
Identity Development ◽  
University Students ◽  
Economic System ◽  
Free Market ◽  
The United States ◽  
Ego Identity ◽  
Identity Status ◽  
Late Adolescents ◽  
Ego Identity Status

To examine patterns of identity development for late adolescents raised in the Norwegian mixed liberal welfare-state economic system compared with late adolescents raised in the free-market economic system of the United States, ego identity status scores and distributions were examined for 56 (37 women, 19 men). Norwegian and 1498 (814 women, 684 men) United States undergraduate university students using the Extended Objective Measure of Ego Identity Status–2. The United States sample was drawn from four geographic regions and comprised of those who had participated in prior studies performed by Adams. Significant differences were found between the two nations on all identity status subscales in the ideological and interpersonal domains for each sex. The more moderate identity status scale scores evidenced by the Norwegian sample may reflect a cultural trend toward greater moderation in the exploration and commitment process.

scholarly journals Subjective Well-Being and Religious Ego Identity Development in Conservative Christian University Students

2021 ◽  
pp. 64-86
Author(s):  
Angela Watson ◽  
Emily Goodwin ◽  
Claire Michael
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Emerging Adults ◽  
Psychosocial Development ◽  
Early Adulthood ◽  
Well Being ◽  
Ego Identity ◽  
Identity Status ◽  
Subjective Well Being ◽  
Christian University

Spiritual maturity greatly impacts psychosocial development (Bravo, Pearson, & Stevens, 2016; Dreyer & Dreyer, 2012; Power & McKinney, 2014). Much of the identity formation process occurs during adolescence and early adulthood (Good & Willoughby, 2014; Hardy et al., 2011). The current study sampled students from a private Christian university to examine the relationship between religious ego identity status and subjective well-being. Positive relationships were found between religious ego identity and subjective well-being. Discussion includes the unique developmental needs of emerging adults to help Christian universities better facilitate their students’ growth and education.

scholarly journals Self-Acceptance in Black and White

2019 ◽  
Vol 9 (2) ◽  
pp. 143
Author(s):  
Abigail Hasberry
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Predominantly White ◽  
Professional Community ◽  
The United States ◽  
Racial Identity Development ◽  
Support Network ◽  
Main Research ◽  
Research Questions ◽  
Self Acceptance

This reflective, autoethnographic qualitative case study at focus in this article is based on broader research on the experiences of Black teachers working at predominantly white and affluent private schools in the United States. It was motivated by the author/researcher’s own experiences of personal, academic, and professional racial identity development as a student, educator, parent, and educational administrator while living and working in predominantly white and affluent communities. The two main research questions this study engaged were: (1) How did the author/researcher develop her Black identity as a transracial adoptee living at the intersection of race and class; and, (2) What was the author/researcher’s journey towards her present state of racial self-acceptance and understanding? Three ancillary research questions were also engaged: (a) How did social and societal factors influence the author/researcher’s racial identity development? (b) How did the author/researcher build a support network of personal and professional community? and, (c) How was the author/researcher able to get to a place of self-love? Using Hill Collins’ (1998) intersectional analysis framework and Cross’s (1991) theory of Black racial identity development, this article explores the author/researcher’s experiences as an affluent racialized minority by unpacking lived experiences, coping strategies, and support mechanisms that led to her current professional calling.

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