Identity Formation for Mixed-Heritage Adults and Implications for Educators

Pao, D; Wong, Shelley; Teuben-Rowe, Sharon

doi:10.2307/3587846

Cited by 33 publications

(23 citation statements)

References 7 publications

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“…Some scholars (Pao, Wong, & Teuben-Rowe, 1997) problematized the term biracial because it implied "the mixing of two distinct, pure racial types, as if there were a strict biological basis for racial categorization" (p. 623). Scholars studying racially mixed individuals have not reached a consensus regarding the terminology or conventions we should use in addressing mixed heritage people (Jacobs, 1992;Poston, 1990;Renn, 2012;Root, 2003;Rockquemore et al, 2009).…”

Section: Biracial Identity Developmentmentioning

confidence: 99%

Biracial Identity Development: A Case of Black-Korean Biracial Individuals in Korea

Kim

2016

IJME

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This study examines two cases of Black-Korean biracial individuals and 4 Black-Korean biracial public figures who were playing influential roles in South Korea (Yoon Mi-Rae, Hines Ward, Insooni, and Moon Taejong). The purpose of this study was to understand how Black-Korean biracial individuals construct their identities, how they navigate various identity options, and how they understand experiences they have in South Korea that are significant to their identity development. This study raises a number of issues in the Korean context where the ideology of a "pureblood" Korean race still prevails, and biracial Koreans continue to face implications of racism and colorism.

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Section: Biracial Identity Developmentmentioning

confidence: 99%

Biracial Identity Development: A Case of Black-Korean Biracial Individuals in Korea

Kim

2016

IJME

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“…Physical appearance here refers to skin tone, hair colour or texture, shape of eyes and nose. Mixed-heritage people have reportedly encountered ignorance, disbelief, condescension and hostility from members of the society that they live in, just because their phenotype is a mismatch of what they claim to be (Pao, Wong & Teuben-Row, 1997;Romo, 2011). In addition, they also have to deal with the uncomfortable and provoking question, "What are you?"…”

Section: Vignettes In the Heritage Legitimacy Studymentioning

confidence: 99%

“…However, as mixed-heritage people who are unable to speak and understand their heritage languages are increasingly becoming the norm (Pao, Wong & Teuben-Row, 1997;Shin, 2010;Wallace, 2001), more research is needed in order to understand how they cope and improve their daily communication (Remedios & Chasteen, 2013) with their singleheritage family members. Soliz, Thorson and Rittenour (2009) assert that not much is known about the role of language and how it is used by mixed-heritage people in communicating with their family members.…”

Section: Vignettes In the Heritage Legitimacy Studymentioning

confidence: 99%

“…In order to be able to claim legitimacy in their heritage groups, another aspect that is equally important is the ability to speak the heritage language (Pao, Wong & Teuben-Row, 1997;Shin, 2010;Renn, 2008;Wallace, 2001;Yancey & Lewis, 2009). According to Wallace (2001, p. 67) language is not only an "essential" dimension of a mixed-heritage person's identity, but also plays an important role in their daily interactions with family members and peers.…”

Section: Vignettes In the Heritage Legitimacy Studymentioning

confidence: 99%

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Application of the Vignette Technique in a Qualitative Paradigm

Azman

Mahadhir

2017

GEMA

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Vignettes are short depictions of typical scenarios intended to elicit responses that will reveal values, perceptions, impressions, and accepted social norms. This article describes how vignettes were developed and used in a qualitative linguistics anthropology study to elicit those responses as experienced by mixed-heritage individuals in attaining heritage legitimacy despite their inability to speak their heritage languages. The vignettes were administered during in-depth, semi-structured interviews. Eight participants were asked to reflect and respond to prompts which revolved around typical experiences where speakers were limited by their lack of heritage language proficiency. Based on the vignettes, the participants described how the speakers would linguistically strategize to compensate their limited abilities in using the heritage languages. At the same time, the cultural means through which speakers gain legitimacy within their own heritage groups were also identified. Essentially the use of the vignettes facilitated in generating data that would have otherwise been challenging to elicit given the culturally sensitive as well as highly private nature of the phenomena under investigation. The application of vignettes provided a less intrusive and non-threatening way of obtaining perceptions, opinions, beliefs and attitudes based on responses or comments to stories depicting lived experiences of the participants that the researcher is otherwise not privy to as an observer. However, application of this data elicitation technique can prove challenging for the researcher. A critical analysis of the development, implementation and validity of vignettes as a research tool is extrapolated here within the setting of a heritage legitimacy study as an exemplar.

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“…Pierce, 1995;Norton, 2000). Certainly, language plays a prominent role to develop learners' right to speak as language affects one's identity and vice versa (Ochs, 1993;Pao, Wong, & Tueben-Rowe, 1997). Ochs (1993) notes that it is through language that a person negotiates a sense of self within and across different communities of practice at different points in time, and it is through language that a person gains (or denied) access to powerful social networks giving learners the opportunity to speak.…”

Section: Developing Pragmatics Awareness and Competencementioning

confidence: 99%

Acknowledging Learner Multiple Identities in the EFL Classroom

Zacharias

2010

kata

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Students in any educational settings represent a wide array of social and cultural identities: as men/women, as foreigners or locals, as native speakers or non-native speakers, as individuals with particular beliefs, as members of families, organization, ethnic groups or society at large. Despite their multiple identities, English language pedagogy continues to subsume these diverse identities into a single linguistic basket labeled non-native speakers. Although the label has now been widely challenged (see, among others, Jenkins, 1996;Phillipson, 1992;Seidlhofer, 1999;& Shuck, 2006), the label persists because suggestions have not been accompanied by microlevel classroom techniques on how to address students' various identities in the classroom. This paper seeks to address this gap by recommending practical classroom techniques to accommodate learners' multiple identities.

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Identity Formation for Mixed-Heritage Adults and Implications for Educators

Cited by 33 publications

References 7 publications

Biracial Identity Development: A Case of Black-Korean Biracial Individuals in Korea

Biracial Identity Development: A Case of Black-Korean Biracial Individuals in Korea

Application of the Vignette Technique in a Qualitative Paradigm

Acknowledging Learner Multiple Identities in the EFL Classroom

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