"Not Half But Double": Exploring Critical Incidents in the Racial Identity of Multiracial College Students

Kellogg, Angela H.; Liddell, Debora L.

doi:10.1353/csd.2012.0054

Cited by 46 publications

(31 citation statements)

References 15 publications

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“…Consistent with studies on multiracial Americans (Kellogg and Liddell 2012), some partLatino respondents expressed confusion over filling out the census form, while others wondered why there were separate questions on race and Hispanic origin. With respect to their thoughts on whether Hispanic origins should be included in the race question, 74 percent of respondents said "yes."…”

Section: Discussionmentioning

confidence: 67%

Part-Latinos and Racial Reporting in the Census

Miyawaki

2015

Sociology of Race and Ethnicity

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In this study, the author examines the racial reporting decisions of the offspring of Latino/non-Latino white, black, and Asian intermarriages, focusing on the meanings associated with their racial responses in the 2010 census and their thoughts on the separate race and Hispanic origin question format. through interviews with 50 part-Latinos from new York, the findings demonstrated that their racial responses were shaped largely by question design, often due to the lack of Hispanic origins in the race question. Many added that their responses did not reflect their racial identity as "mixed" or as "both" Latino and white, black, or Asian. Most preferred "Latino" racial categories, and when given the option in a combined race and Hispanic origin question format, they overwhelmingly marked Latino in combination with white, black, or Asian. Part-Latinos' preference for "Latino" racial options may stem from the racialization of Latinos as nonwhite and their desire to express all aspects of their mixed heritage identity. Moreover, the contrast in racial reporting in the 2010 census and the census Bureau's recently proposed "race or origin" question for the 2020 census could result in different population counts and interpretations of racial statistics.

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Section: Discussionmentioning

confidence: 67%

Part-Latinos and Racial Reporting in the Census

Miyawaki

2015

Sociology of Race and Ethnicity

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“…This "What are you?" question is commonly asked of multiracial individuals (Johnston & Nadal, 2010;Kellogg & Liddell, 2012;Renn, 2004). It is also likely asked of anyone who does not fit neatly into social categories, for instance, gender non-conforming people (Tran & Glazer, 2012).…”

Section: Discussionmentioning

confidence: 99%

Born this Way?: U.S. College Students Make Sense of the Biosocial Underpinnings of Race and Other Identities

Johnston‐Guerrero

Tran

2016

IJME

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With advances in biotechnology come potential changes in how college students may understand the nature of identity. This study explores sensemaking around the biological underpinnings of proclaimed "social" identities (e.g., race, class, and gender). Based on interviews with 34 undergraduate students recruited from two large public research universities in the United States, a conceptual model is offered to outline the general process of how students make sense of biological and/or social explanations of identity, including the role of controllability and essentialism. We discuss implications for multicultural education and teaching the "social construction" of identity in changing contexts.

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“…Moreover, as evident in more recent inquiries, these individuals have different experiences from monoethnic-racial individuals. For instance, in education settings, multiethnic-racial students indicated issues with the way peers and instructors inquired or discussed their ethnic-racial ambiguity (Kellogg & Liddell, 2012). In families, perceived ethnic-racial differences with parents and grandparents were negatively associated with relational solidarity (Soliz, Thorson, & Rittenour, 2009), whereas strong parental relationships were linked to secure multiethnic-racial identity (Stepney, Sanchez, & Handy, 2015).…”

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confidence: 99%

Perceived Benefits and Challenges of a Multiethnic-Racial Identity: Insight From Adults With Mixed Heritage

et al. 2017

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The purpose of this inquiry was to explore the lived experiences of multiethnic-racial individuals (i.e., individuals with parents from different ethnic-racial groups). In-depth interviews were conducted with 29 adults from the United States with mixed ethnic-racial backgrounds ranging in age from 18 to 52 (female n = 20, male n = 9). We identified a number of themes related to perceived benefits (e.g., pluralistic world views, stronger sense of self) and challenges (e.g., identity tensions, communal concerns) of having a mixed heritage. Findings are discussed in terms of four considerations for ethnic-racial identity of individuals with mixed ethnic-racial backgrounds: emphasizing constellations of experiences, life-span and developmental considerations of identity, (mixed) ethnic-racial identity as constituted in interactions, and the potential promise of pluralistic world views.

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"Not Half But Double": Exploring Critical Incidents in the Racial Identity of Multiracial College Students

Cited by 46 publications

References 15 publications

Part-Latinos and Racial Reporting in the Census

Part-Latinos and Racial Reporting in the Census

Born this Way?: U.S. College Students Make Sense of the Biosocial Underpinnings of Race and Other Identities

Perceived Benefits and Challenges of a Multiethnic-Racial Identity: Insight From Adults With Mixed Heritage

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