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The experience of mixed race student...

Calleroz, Mistalene Dawn.

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The experience of mixed race students in higher education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The experience of mixed race students in higher education./
Author:	Calleroz, Mistalene Dawn.
Description:	207 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1992.
Contained By:	Dissertation Abstracts International64-06A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3094945

The experience of mixed race students in higher education.
Calleroz, Mistalene Dawn.

The experience of mixed race students in higher education. - 207 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1992.

Thesis (Ph.D.)--Arizona State University, 2003.

The purpose of this study was to research the experience of mixed race students in a higher education setting. For years, institutions of higher education have responded to new populations that enter the college or university (e.g., women, returning adults, minorities). However, the institutional response to students in higher education was primarily through a monoracial approach. While studies have been undertaken to examine the monoracial, specifically the minority, experience in higher education, little research has been conducted to examine the experience of mixed race students in higher education. This study provides insight from participant interviews. A total of eleven students with mixed race backgrounds participated in one in-depth interview. Using grounded theory methodology, the data was analyzed and three themes emerged. The theory resulting from this study identifies parents, institutional environment, and peers as major influencing factors in defining a biracial student's college experience. First, parents' role in the early ethnic identity process of mixed race students was instrumental in how they approached their mixed race identity at the collegiate level. Second, the institutional environment, and more specifically the institutional practices, also had a strong impact on the biracial student college experience. The university approach to asking and expecting students to identify monoracially created challenges and frustrations for many of the mixed race students in this study. Often students found themselves identifying according to the situation, adjusting to their surroundings and peers (the chameleon effect). Third, peer influence and interactions had a strong impact on mixed race students. Negotiating their identity among peers and within the institutional environment presented either situations to recreate their identity or to justify their identity.{09}The experiences outlined in this study offer insight of an increasing population on college campuses, and describe a common experience that translates into a relevant agenda for university administration and staff as they seek to provide a meaningful, inclusive campus environment for all students.Subjects--Topical Terms:

543175
Education, Higher.

The experience of mixed race students in higher education.
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245 1 4 $a The experience of mixed race students in higher education.
300 $a 207 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1992.
500 $a Adviser: Christine K. Wilkinson.
502 $a Thesis (Ph.D.)--Arizona State University, 2003.
520 $a The purpose of this study was to research the experience of mixed race students in a higher education setting. For years, institutions of higher education have responded to new populations that enter the college or university (e.g., women, returning adults, minorities). However, the institutional response to students in higher education was primarily through a monoracial approach. While studies have been undertaken to examine the monoracial, specifically the minority, experience in higher education, little research has been conducted to examine the experience of mixed race students in higher education. This study provides insight from participant interviews. A total of eleven students with mixed race backgrounds participated in one in-depth interview. Using grounded theory methodology, the data was analyzed and three themes emerged. The theory resulting from this study identifies parents, institutional environment, and peers as major influencing factors in defining a biracial student's college experience. First, parents' role in the early ethnic identity process of mixed race students was instrumental in how they approached their mixed race identity at the collegiate level. Second, the institutional environment, and more specifically the institutional practices, also had a strong impact on the biracial student college experience. The university approach to asking and expecting students to identify monoracially created challenges and frustrations for many of the mixed race students in this study. Often students found themselves identifying according to the situation, adjusting to their surroundings and peers (the chameleon effect). Third, peer influence and interactions had a strong impact on mixed race students. Negotiating their identity among peers and within the institutional environment presented either situations to recreate their identity or to justify their identity.{09}The experiences outlined in this study offer insight of an increasing population on college campuses, and describe a common experience that translates into a relevant agenda for university administration and staff as they seek to provide a meaningful, inclusive campus environment for all students.
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650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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