Poster #169 - An examination of diverse multiracial college students and the contextual influences shaping their identity

• In Event: 1-169 - Poster Session 04
  In Poster Session: PS 04 Section - Race, Ethnicity, Culture, Context

Integrative Statement

Multiracial individuals are a fast-growing population in the US. Seventeen percent of marriages in 2015 were interracial, and 80% of these interracial unions are between an individual with a White racial heritage and a minority group member (Pew Research Center, 2017). Thus, it is important to understand identity processes in this growing population. This study examines the complexity in multiracial heritages in college students and reveals how contextual influences can shape the identity of multiracial individuals. Guided by Bronfenbrenner’s ecological theory, we are primarily interested in how microsystem racial make-up (e.g., neighborhood and school), and individual level variables (e.g., phenotype; contact with White and non-White parents) inform identity. Given the complexity of identity development faced by multiracial individuals, which can result in simultaneously developing an identity with both majority and minority heritages (Gonzales et al., 2017; Phinney, 206), our study first examined selected racial labels, and then how these proximal systems can shape these identities among multiracial college students.

Our sample was collected using online survey administered to college students who endorsed multiracial heritages (n=78; mean age =19.22; SD = 2.09) participated. Participants provided both parent’s ethnic/racial heritages, in addition to their own chosen racial labels Family context was measured through parental contact, both White and Non-White parent. Participants phenotype was coded as looking more phenotypically White or more non-White. Neighborhood and school were coded as reflective of mostly White individuals or mostly Non-White individuals.

The racial labels chosen by the participant are demonstrated in Figure 1. 76% of our sample indicated sharing a White heritage. Thus, identity was analyzed across three dimensions (exploration, resolution, and affirmation) for both their White heritage and their non-White heritage. Correlation between parent contact and ethnic-racial identity are demonstrated in Table 1. Differential effects were found for school and neighborhood such that those who lived in mostly White neighborhoods growing up exhibited a higher level of White affirmation compared to those who lived in non-White neighborhoods (F(1,51)=14.60, p<.001, and those who attended a mostly White school growing up exhibited a lower level of White affirmation compared to those who attended a non-White school F(1, 51)=7.31, p>.01. The opposite pattern was found for non-White heritages; those who lived in a mostly Non-White neighborhood growing up, exhibited a lower level of non-White affirmation compared to those who lived in a White neighborhood F(1,64)=4,73, p<.05 and those who attended a mostly Non-White school exhibited a higher level of non-White affirmation F(1, 64)=3.88, p=.05 than those in a White school. Such results are likely driven by the discordance faced by individuals in contexts with differing neighborhood and school diversity and feelings regarding racial heritages. Individuals who look mostly non-White, exhibited a higher degree of non-White resolution F(1,64)=8.66, p<.01, affirmation F(1, 64)=7.20, p<.01, and exploration F(1, 64)=4.48, p<.05. Implications of these results will be discussed.

Authors

• Michele Chan, University of North Carolina at Greensboro
  Presenting Author

• Noah Keita N'youngou Christophe, University of North Carolina at Greensboro
  Non-Presenting Author

• Gabriela Livas Stein, University of North Carolina at Greensboro
  Non-Presenting Author