Biracial Identity Development at Historically White and Historically Black Colleges and Universities

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kristen A. Clayton
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引用次数: 11

Abstract

This study explores the relationship between biracial identity development and college context. I draw on interviews with 49 black-white biracial first- and second-year students attending historically black colleges/universities (HBCUs) or historically white colleges/universities (HWCUs) and follow-up interviews with the same students at the end of college to explore how and why their racial identities changed over time. Most participants experienced racial identity change over the course of the study, and this change was most often in the direction of a strengthened black identity for both HBCU and HWCU students. An increasing understanding of racism led students at both institutional types to develop stronger black identities. The processes that led to this heightened awareness of racism, however, differed across institutions. Reflected appraisals (HBCU students’ impression that their peers included and accepted them as black and HWCU students’ impression that their white peers excluded and labeled them as nonwhite) also played a role in students’ strengthening black identities, as did increased contact with black peers (especially for HBCU students). This article describes the implications of biracial identity development for biracial students’ psychosocial well-being, campus social adjustment, and college persistence.
历史上白人和黑人大学的种族认同发展
本研究探讨了混血儿认同发展与大学环境的关系。我采访了49名在传统黑人学院/大学(HBCUs)或传统白人学院/大学(hwcu)就读的黑白混血一年级和二年级学生,并在大学结束时对这些学生进行了后续采访,以探索他们的种族身份如何以及为什么会随着时间的推移而变化。大多数参与者在研究过程中经历了种族认同的变化,这种变化通常是在HBCU和HWCU学生加强黑人身份的方向上。对种族主义的理解不断加深,导致这两种院校的学生形成了更强烈的黑人身份认同。然而,导致种族主义意识提高的过程在各机构之间有所不同。反映的评价(HBCU学生的印象是他们的同龄人包括并接受他们作为黑人,而HWCU学生的印象是他们的白人同龄人排斥他们并给他们贴上非白人的标签)也在学生加强黑人身份认同方面发挥了作用,与黑人同龄人(特别是HBCU学生)的接触增加也是如此。本文描述了混血儿身份发展对混血儿学生的心理社会健康、校园社会适应和大学持久性的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.90
自引率
5.10%
发文量
15
期刊介绍: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
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