Biracial Identity Development at Historically White and Historically Black Colleges and Universities
Biracial Identity Development at Historically White and Historically Black Colleges and Universities
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DOI：
10.1177/0038040720926163
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发表时间：
2020-05-25
影响因子：
3.9
通讯作者：
Clayton, Kristen A.
中科院分区：
文献类型：
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作者：
Clayton, Kristen A.
本研究探讨了两族认同发展与大学背景之间的关系。我对49名黑人和白人混血的一年级和二年级学生进行了采访，这些学生就读于历史上的黑人学院/大学(HBCU)或历史上的白人学院/大学(HWCU)，并在大学毕业后对这些学生进行了后续采访，以探索他们的种族身份是如何以及为什么随着时间的推移而发生变化的。大多数参与者在研究过程中经历了种族认同的变化，这种变化最常见的方向是HBCU和HWCU的学生的黑人认同感得到加强。随着对种族主义的理解不断加深，这两种机构的学生都形成了更强烈的黑人身份认同。然而，导致这种种族主义意识提高的过程在不同的机构是不同的。反映性评估(HBCU学生对同龄人包括并接受他们为黑人的印象，以及HWCU学生对白人同龄人被排除在外并将他们贴上非白人标签的印象)也在加强学生的黑人身份认同方面发挥了作用，与黑人同龄人的接触增加(尤其是对HBCU学生来说)。本文描述了混血认同发展对混血学生的心理社会幸福感、校园社会适应和大学坚持性的影响。
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.