Biracial lived experience: From encapsulated to constructive self

Hardesty, Monica

doi:10.1016/s0163-2396(01)80034-x

Cited by 6 publications

(4 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Root ([1990] 1998) argues that owing to pervasive racism and mistrust of racial out‐groups in neighborhoods and schools, biracial youth may feel rejected by and alienated from their peers and communities. Consistent with this argument, qualitative studies report that biracial students are more likely to encounter peer isolation and experience more school difficulties than monoracial students (McRoy and Freeman 1986; Gibbs 1989; Root 1992, 1996; Hardesty 2001; Rockquemore and Laszloffy 2003, 2005). As a result, biracial children may be more likely than monoracial students to experience social marginality and disrupted social ties in schools (e.g., broken friendships because of peer pressure).…”

Section: General Theoretical Backgroundmentioning

confidence: 84%

School Racial Composition and Biracial Adolescents' School Attachment

Cheng

Klugman

2010

The Sociological Quarterly

View full text Add to dashboard Cite

Despite extensive research on multiracial youth in recent years, to date, no empirical studies have analyzed how racial context may affect biracial adolescents' sense of belonging in a social institution beyond families. In this study, we examine how the racial makeup of the student body affects self‐identified biracial adolescents' school attachment. Using data from the National Longitudinal Study of Adolescent Health, we find that the proportions of white or black students in school significantly affect the school attachment of Hispanic/black, Asian/black, and American Indian/black biracial adolescents, but school racial composition in general has little influence on biracial adolescents with a partial‐white identification (i.e., black/white, Hispanic/white, Asian/white, and American Indian/white). Our analyses also show that on average, students of most biracial groups display lower school attachment than their corresponding monoracial groups, but the differences from the monoracial groups with the lower school attachment are generally small. We discuss the implications of our findings for biracial adolescents' perceived racial boundaries and contemporary American race relations.

show abstract

Section: General Theoretical Backgroundmentioning

confidence: 84%

School Racial Composition and Biracial Adolescents' School Attachment

Cheng

Klugman

2010

The Sociological Quarterly

View full text Add to dashboard Cite

show abstract

“…Since then, studies linking multiracial persons with the marginal man concept have suggested that multiracial people are more likely than their monoracial counterparts to experience anxiety, hypersensitivity and insecurity (Goldberg 1941;Golovensky 1952;Green 1947). Scholars have also reported that multiracial youth tend to experience racial identity dilemmas, prejudice and peer rejection, often resulting in disintegrated self-concepts (Brandell 1988;Brown 1990;Hall 2000;Hardesty 2001;Hernandez 1997;McRoy and Freeman 1986;). …”

Section: Self-identified Multiracial Adolescents As the Marginal Manmentioning

confidence: 99%

Multiracial Self-Identification and Adolescent Outcomes: A Social Psychological Approach to the Marginal Man Theory

Cheng¹,

Lively

2009

Social Forces

View full text Add to dashboard Cite

Recent public health research has consistently reported that self-identified multiracial adolescents tend to display more problem behaviors and psychological difficulties than monoracial adolescents. Relying on insights from qualitative analyses using small or clinical samples to interpret these empirical patterns, these studies implicitly assume a pejorative stance toward adolescents' multiracial self-identification. Building on the social psychological arguments underlying Park's and Stonequist's seminal discussions of the "marginal man," we derive hypotheses indicating that self-identified multiracial adolescents may show more psychological difficulties, but are also likely to have more active social interaction and participation than monoracial groups. We also incorporate later elaborations of the marginal man theory to develop alternative hypotheses regarding multiracial youth's school and behavioral outcomes. Based on a nationally representative sample of racially self-identified youth, the results suggest that patterns of multiracial-monoracial differences are generally consistent with the hypotheses derived closely from the marginal man theory or its subsequent elaborations. We examine the heterogeneities within these general patterns across different multiracial categories and discuss the implications of these findings.Despite its pejorative and seemingly outdated connotations, the marginal man theory (Park 1928(Park , 1931Stonequist 1935) remains one of the most common theoretical frames for research on the experiences of multiracial individuals (e.g., Bracey et al. 2004;Campbell and Eggerling-Boeck 2006;Kao 1999). The theory argues that individuals of multiracial backgrounds display different psychological and social characteristics from their monoracial counterparts as a result of living across two or more social worlds with different racial traditions and unequal power. In this research, we apply the marginal man hypotheses () to a large sample of racially self-identified youth in order to discern differences in the psychological, social and behavioral outcomes of multiracial and monoracial adolescents. In doing so, we provide a theoretical exploration for potential social psychological mechanisms that may underlie any enduring differences between self-identified multiracial adolescents and their monoracial peers.We thank Brian Powell, Jane McLeod, Holly Heard, Jenifer Bratter, Michael Yacavone and anonymous reviewers for their comments. We appreciate the support

show abstract

“…In symbolic interactionist terms, this phenomenon can be conceptualized as the intrinsic Russian “I” by culture and the constantly reminded Jewish “me” by denigration—the latter emerging as a persistent looking‐glass reflection. Hardesty (2001:119) views such ethnocultural duality as “the experience of oneself as something other than an assigned identity, a tension between internally perceived and externally”—the identity conflict that is part of stigma.…”

Section: Soviet Anti‐semitism and Racialized Selfmentioning

confidence: 99%

“…Destroying the protagonist's “pre‐dualistic” life (Mackey‐Kallis 2001), or her pre‐“racial‐awakening childhood” (Hardesty 2001), the “first call” comes with the Doctors' Plot in 1952, a turning point for the Soviet Jewry. The heroine, unable then to confront anti‐Semitism, refuses the call and unintentionally betrays her father, Aaron, by changing her last name.…”

Section: Mentored By Goffman: the Plot And The Heroine's Journey Thromentioning

confidence: 99%

Cyclops Cave

Isaakyan

2009

Symbolic Interaction

View full text Add to dashboard Cite

Written in the post‐structural traditions of symbolic interactionism, Cyclops Cave is a biographic‐interview‐based and fact‐and‐fiction‐plotted ethnodrama of anti‐Semitism in Soviet higher education. This project is premised on the theories of the “social self”—namely, the “looking‐glass racialized self,” constructed by the dominant ethnic “supremacy,” and the theories of racial stigma as an outcome of the racialized “me” production. Showing the stigma experiences of former Soviet Jewish academics from 1970 to the 1980s, the play adds a new illuminative and self‐interpretive case of a race‐situated symbolic interaction and deconstructs the “root image” of Soviet anti‐Semitism through interpreting the informants' stigma incidents and interactional conflicts between their “selfhood” symbols.

show abstract

Biracial lived experience: From encapsulated to constructive self

Cited by 6 publications

References 11 publications

School Racial Composition and Biracial Adolescents' School Attachment

School Racial Composition and Biracial Adolescents' School Attachment

Multiracial Self-Identification and Adolescent Outcomes: A Social Psychological Approach to the Marginal Man Theory

Cyclops Cave

Contact Info

Product

Resources

About