Chameleon Changes: An Exploration of Racial Identity Themes of Multiracial People.

Abstract

The current study explored essential themes of racial identity development among 10 self-identified multiracial adults from a variety of racial backgrounds. Participants were interviewed using a semistructured protocol, and the interviews were recorded, transcribed, and then coded for themes by research team members. Four primary themes were identified: encounters with racism, reference group orientation, the "chameleon" experience, and the importance of social context in identity development. A number of subthemes also were identified. Although several of the themes mirrored those associated with contemporary biracial and multiracial identity development models, new themes centering on the adoption of multiple self-labels reflecting both monoracial and multiracial backgrounds emerged as well. Implications of the findings for future research and practice are identified.

Internalization of Race Messages Among Mixed-Race Individuals

“…The messages that parents give to their children may influence mixed race individuals' identification with one race over the other, with their minority or dominant race parent (Gillem et al, 2001;Miville et al, 2005), an integrated identity (Kerwin et al, 1993;Miville et al, 2005), or may even create confusion in developing a racial identity (Gillem et al, 2001). Some research has suggested that parents are often aware that even if they encourage a biracial/multiracial identity for their children, there would be many instances in which a child may be asked to choose one race (Gillem et al, 2001;Kerwin et al, 1993).…”

“…Consequently, in accordance with the U.S. laws of hypodescent which formed the basis of the one drop rule, an individual who had any Black blood in their heritage would be categorized as Black, even if they had no discernible Black features (Brown, 1995;Daniel, 1992;Gillem, Cohn, & Throne, 2001;Kerwin et al, 1993;McClain DaCosta, 2004;Miville et al 2005;Root, 1998;Spickard, 1992;Suzuki-Crumly & Hyers, 2004).…”

“…Family, namely parents, are commonly noted as the most influential people in the development and understanding of a person's racial identity, as they are the primary providers of information and answers to their children's questions concerning race (Brody et al, 2006;Bynum et al, 2007;Fischer & Shaw, 1999;Gillem, Cohn, & Throne, 2001;Hughes et al, 2006;Kerwin et al, 1993;Kerwin & Ponterotto, 1995;McClain DaCosta, 2004;Miville et al, 2005;O'Brien Caughy, 2004;Phillips Smith, & Johnson, 2009;Robbins et al, 2007;Rodriguez, Umaña-Taylor, Smalls, 2010;Root, 1998;Stevenson & Renard, 1993;White-Johnson et al, 2010;Wills et al, 2007).…”

“…It wasn't until 2000, that individuals were allowed to identify themselves as being more than one race on the U.S. national census (Miville et al, 2005;Root, 2002;SuzukiCrumly & Hyers, 2004), at which point 2.4%, or 6.8 million people, of the U.S.…”

“…Seaton et al (2012) suggest that racial socialization influences racial identity development through instilling pride and knowledge of one's own group affiliation. Racial socialization is also a means of preparing young people of color for potential harassment, discrimination, or racist 7 and shaping how a mixed race individual comes to identify themselves racially (Kerwin & Ponterotto, 1995;Kerwin, Ponterotto, Jackson, & Harris, 1993;Miville et al, 2005;Root, 1998;Suzuki-Crumly & Hyers, 2004). Furthermore, mixed race individuals identify themselves in different ways, such as biracial, multiracial, interracial, mixed, and some identify with one race (Brown, 1995;Kerwin & Ponterotto, 1995;Root, 1998;Suzuki-Crumly & Hyers, 2004), and that identification may change in different private and public contexts (Ahnallen, Suyemoto, & Carter, 2006;Brown, 1995;Miville et al, 2005;Root, 2002;Shih, Sanchez, Bonam, & Peck, 2007).…”