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Book part
Publication date: 11 August 2014

Robert Harrison and Kevin Thomas

The purpose of this chapter is to explore the intersection of identity, culture, and consumption as it relates to multiracial identity development.

Abstract

Purpose

The purpose of this chapter is to explore the intersection of identity, culture, and consumption as it relates to multiracial identity development.

Methodology/approach

The authors employed a phenomenological approach wherein 21 multiracial women were interviewed to understanding the lived experience and meaning of multiracial identity development.

Findings

Findings of this study indicate that multiracial consumers engage with the marketplace to assuage racial discordance and legitimize the liminal space they occupy.

Research implications

While there is much research related to the variety of ways marketing and consumption practices intersect with identity (re)formation, researchers have focused much of their attention on monoracial populations. This research identifies and fills a gap in the literature related to how multiple racial backgrounds complicate this understanding.

Practical implications

Due to their growing social visibility and recognized buying power, multiracial individuals have emerged as a viable consumer segment among marketers. However, there is a dearth of research examining how multiracial populations experience the marketplace.

Originality/value

This study provides a better understanding of the ways in which multiracial individuals utilize consumption practices as a means of developing and expressing their racial identity.

Details

Consumer Culture Theory
Type: Book
ISBN: 978-1-78190-811-2

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Book part
Publication date: 18 December 2016

Ashley Macrander and Rachelle Winkle-Wagner

Amidst changing national racial demographics, multiracial college students have begun reframing how postsecondary institutions define diverse campus environments. Interest…

Abstract

Amidst changing national racial demographics, multiracial college students have begun reframing how postsecondary institutions define diverse campus environments. Interest in how multiracial students self-identify has grown; yet, their identity development remains a complex and largely undefined process. This chapter examines how multiracial students navigated their identity development at a predominantly White institution (PWI). In particular, we connect Renn’s (2004) multiracial identity patterns with the philosophical idea of recognition desires. Findings indicated that White peers’ recognition (or misrecognition) of racial categories moderated multiracial students’ situational identities, particularly their agency with respect to self-identifying their race.

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The Crisis of Race in Higher Education: A Day of Discovery and Dialogue
Type: Book
ISBN: 978-1-78635-710-6

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Book part
Publication date: 7 June 2007

Mohammadali Zolfagharian and Ann T. Jordan

Compared to monoracials, multiracials appear (a) to be more concerned about acceptance within their select social groups and within society at large and (b) to have higher…

Abstract

Compared to monoracials, multiracials appear (a) to be more concerned about acceptance within their select social groups and within society at large and (b) to have higher differentiation and uniqueness needs. Artworks help consumers successfully fulfill these needs, and multiracials are heavily dependent on artworks in their (racial) identity negotiations. In addition to these needs, familial background, school, and technical qualities of artworks serve as antecedents to artwork consumption. Multiracial identity influences artwork consumption both directly and indirectly. The indirect influence is mediated by social acceptability, group identification, and uniqueness needs. Artwork consumption serves multiracials in two ways: pleasure/escape and communication/identity negotiation.

Details

Consumer Culture Theory
Type: Book
ISBN: 978-1-84855-984-4

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Book part
Publication date: 25 May 2017

Gennifer Furst

To examine the race making experiences of multiracial men in carceral facilities.

Abstract

Purpose

To examine the race making experiences of multiracial men in carceral facilities.

Methodology/approach

I interviewed 58 incarcerated multiracial males.

Findings

Officially, multiracial incarcerated people are ascribed monoracial labels. They describe the variables used by those who racially categorize them and how their expectations about how others see them influence their racial self-identity. It is possible, they report, to maintain a multiracial self-identity, even if it is unofficially. They also describe interacting with men outside their racial category, behavior that supports the color-blind ideology.

Originality/value

Previous work on race making in carceral facilities has been collected in California; the present data were collected in the northeast. In addition, this research is the first study to consider the experiences of race making among incarcerated multiracial people.

Details

Race, Ethnicity and Law
Type: Book
ISBN: 978-1-78714-604-4

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Book part
Publication date: 1 October 2008

Matthew Oware

This chapter examines whether the racial identification of mixed-race adolescents can be understood through several theories: Status Maximization Theory, the rule of…

Abstract

This chapter examines whether the racial identification of mixed-race adolescents can be understood through several theories: Status Maximization Theory, the rule of hypodescent, or social identity theory. Status Maximization theory posits that mixed-race adolescents will attempt to identify as the highest racial status group they possibly can. The rule of hypodescent or hypodescent theory, also known as the one-drop rule, is a legacy of the Plantation-era South and prescribes that mixed-race individuals identify as their lowest status racial identity. Social identity theory posits that the higher frequency or quality of contacts with parents or individuals in mixed-race adolescents’ peer networks affect the racial identification of mixed-race adolescents. Also, social identity contends that a mixed-race adolescent's intergroup dynamic (measured here as a child's level of self-esteem, whether there is prejudice at school, and a child's self-concept) dictates how he or she will racially identify. Through analyses of mixed-race adolescents in the National Longitudinal Adolescent Health (Add Health), I find that Asian-white and American-Indian-white adolescents do not status maximize nor abide by hypodescent, while black-white adolescents do not status maximize but do adhere to hypodescent when forced to choose one race. There is no tendency for the frequency or quality of contact with parents, romantic partners, or school composition to affect racial identity, as predicted by social identity theory. Yet, several of the aforementioned social-psychological variables are found to influence the racial identification of mixed-race adolescents. Specifically, whether they felt positively about school, if they experienced prejudice, whether they had higher levels of self-esteem, and if they felt socially accepted by their peers. Another key finding from this research suggests that racial identification for Asian-white and American-Indian-white adolescents are both fluid and optional; this is not the case for black-white adolescents. I conclude by offering the implications of these findings for black-white multiracial individuals.

Details

Biculturalism, Self Identity and Societal Transformation
Type: Book
ISBN: 978-0-7623-1409-6

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Book part
Publication date: 8 July 2016

Donna Y. Ford, Gilman W. Whiting and Ramon B. Goings

As the United States continues to see an increase in biracial and multiracial citizens, there has been limited scholarship on gifted students who identify as biracial…

Abstract

As the United States continues to see an increase in biracial and multiracial citizens, there has been limited scholarship on gifted students who identify as biracial and/or multiracial. Thus, this chapter seeks to fill this void in the literature. We discuss demographics for self-identified biracial/multiracial persons, share two biracial or multiracial identity development models, and describe the characteristics of gifted biracial/multiracial students. We conclude this chapter with recommendations for education professionals and families to support this unique group of students.

Details

Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future
Type: Book
ISBN: 978-1-78560-119-4

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Book part
Publication date: 23 August 2018

Remi Joseph-Salisbury

Abstract

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Black Mixed-Race Men
Type: Book
ISBN: 978-1-78756-531-9

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Book part
Publication date: 22 November 2019

Jennifer Patrice Sims and Chinelo L. Njaka

Abstract

Details

Mixed-Race in the US and UK: Comparing the Past, Present, and Future
Type: Book
ISBN: 978-1-78769-554-2

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Book part
Publication date: 18 December 2016

Linling Gao-Miles

This chapter is an inquiry into the paradoxes in discourses of ethnicity and race as well as of diversity and inclusion, centering on current movements in higher…

Abstract

This chapter is an inquiry into the paradoxes in discourses of ethnicity and race as well as of diversity and inclusion, centering on current movements in higher education. It aims to problematize the essentialized racial structure in American social discourses while re-evaluating academic institutions’ approaches to diversity. With a focus on Asian American students, it employs student narrations and statistical evidence to underline the neglected aspects of the heterogeneity, hybridity, and marginalization of “Asians.” The complex diversity among “Asians” and their ambiguous positionality provide insights into the challenges and paradoxes of our conceptions and practices of ethnicity, race, and diversity in general. On the one hand, I argue about the risk of prevalent practices that, to varying degrees, reconsolidate the black-white dichotomy; as they constantly strengthen disparities between the two races under the premises of the homogeneity within each category, they exclude the experiences of non-black minorities in social spheres. On the other hand, I challenge the disjuncture of diversity in theory versus in practice. While calling for a multiracial coalition to practice diversity and inclusion, I underscore the salience of unbiased perspectives in pedagogical approaches, in which, interethnicity and multiraciality are promoted, as hybrid identities beyond race are recognized. This de-Eurocentric approach ultimately aims to undermine racial essentialization and white supremacy.

Details

The Crisis of Race in Higher Education: A Day of Discovery and Dialogue
Type: Book
ISBN: 978-1-78635-710-6

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Book part
Publication date: 19 December 2016

Clara M. Chu, Linda Ueki Absher, Renate L. Chancellor, Karen E. Downing, Shari Lee and Touger Vang

This chapter argues that, though the field of library and information science has made some progress in advancing diversity and inclusion, race still needs to be…

Abstract

Purpose

This chapter argues that, though the field of library and information science has made some progress in advancing diversity and inclusion, race still needs to be acknowledged as a barrier and its collateral damage needs to be spoken in order to ensure equity in our practice, research, and/or service. Core to the argument is that race as a univariate measure, equated with phenotype, is problematic and simplistic. This chapter instead makes a case for race as multidimensional. Although race figures in how one is perceived, this lens diminishes the agency of people of color to define themselves through their own worldview, experiences, and actions.

Methodology/approach

The chapter is a collection of interwoven first-person essays that reveal what people see, perceive, and mask, with the intention to continue to push an authentic conversation on race in the field. Contributors include librarians, educators, and scholars, who represent distinct dimensions of the race spectrum, question such categorization, and do not necessarily neatly fit into a racial category. They explore how they view race in the library and information field, the extent to which they feel included or not, and how they have attempted and continue to shape the field through their practice, research, and/or service.

Findings

As individuals, each contributor speaks in their own voice, and as a collective, the authors move the race dialogue forward by speaking about dimensions of race from their own experiences, representing individual stories, and allowing their intersections to be revealed.

Details

Celebrating the James Partridge Award: Essays Toward the Development of a More Diverse, Inclusive, and Equitable Field of Library and Information Science
Type: Book
ISBN: 978-1-78635-933-9

Keywords

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