by

Blane Harding

Director of Advising, Recruitment, and Retention

Colorado State University

10.2

2.4

0.4

35.3 34.6

6.8 - Americans Who Check More Than 1

Box

211.4

Americans Who Check More Than 1 Box Black or African American

Hispanic or Latino American Asian American

Native American Native Hawaiian or Pacific Islander

White

Individuals who are biologically or culturally from two or more races, ethnicities or cultures

Individuals with dual or multiple heritages; may have dual-minority (e.g., Black-Latino) or majority-minority (e.g., White-ethnic) combination

Frequently experience some form of rejection from immediate and/or extended family members

Anxiety regarding dual (or multiple) racial heritage Internal conflicts due to having parents from different

racial/ethnic groups Problems choosing relationship partners due to racial

complications May experience oppression as people of color and by

people of color Tensions with one or more racial group based on

ambiguous affiliation Pressure to identify with only one group based on

physical characteristics Racial Dissonance: The inability to answer the

question, “Who is my reference group?” Marginalization: A sense of feeling connected to both

worlds but not a full member of either

Identity formation in general usually begins in teenage years and lasts until early to mid-20’s

Racial/Ethnic/Cultural identification is a core part of self-identity

Physical factors such as skin color, physique, facial and hair features influence racial identification

Group status may influence desire for membership Exposure to cultural customs increase knowledge of

and identification with a group Positive relationships with both parents Racial awareness may develop more slowly in biracial

children Access to multiracial peer group Acceptance from others of the label “Biracial or

Multiracial” Biracial role models

Scientists have evidence against race as a biological concept

Greater genetic variability exists within populations in skin color, eye color and hair texture

Race has strong political implications for arranging hierarchical social order

Caucasians have historically been placed at the top, with Asians next, Native Americans, and then Africans at the bottom

Biracial individuals may internalize conflicts between groups

Groups of nearly equal status allow for greater social and economic mobility, e.g., Asians & Americans, increasing likelihood of acceptance from both

White supremacy and institutionalized racism may inhibit biracial identity development

The reality of group oppression is a unique consideration for African descendants

Personal identity needs should be balanced within political context

Bicultural/multicultural: the ability to identify with more than one culture

Able to live in a satisfying manner within two groups

This ability preceded by strong sense of identity

An option for everyone, not just biracial people

Bicultural individuals may be successful in more than one cultural group

They may possess strengths in their ability to handle conflict and stress

Increased confidence from balanced identity

Increased tolerance for ambiguity, change, and diversity

Considered “bridges” between cultural groups

Leaders in social change

Multiracial individuals have the right to self-definition

Multiracial individuals must resist the oppressiveness of choosing only one heritage group

The right to be complex, ambiguous, and to change over time and situations

The right to claim membership in multiple heritage groups

The right to prioritize membership with one group

The right not to justify cultural classification

 May experience a sense of being different (physical appearance, name, foreign birthplace, language, values and beliefs of parents) - often asked by others "What are you?"  May experience self as not fully belonging to any of the comparison groups  May have difficulty incorporating two different heritages into one identity  May experience racism from two ethnic groups  May have difficulty dealing with integrating two distinct parenting styles and beliefs  May experience pressure from one parent to identify more with his/her race that with the other parent's.

  Often identify or over identify with one parent and one racial group while developing ambivalence toward the other parent. May feel embarrassed by this other parent's race.   May have feelings of guilt or embarrassment about family and self-racial differentness.   May have difficulty finding others who understand their struggle (i.e. parents, peer, or friends).   May experience social pressure to identify with one group and label self as such (many black children experience pressure to identify as "black" even if they prefer to identify as "white" or "mixed").

 May attempt to separate off aspects of themselves in response to loyalty and acceptance needs.  May experience or exhibit the following problems: poor academic achievement, off task behavior, poor social skills, negative attitudes about adults, social isolation, "chip-on-the- shoulder" attitudes, aggressive behavior toward

parents, sadness and depression, intra-familial conflicts,

substance abuse, psychosomatic disorders, and suicidal

ideation and behaviors

The 1990 census allowed Americans to choose only one of five race categories. The ethno-racial pentagon. The 2000 count was the first to let people choose more than one category, increasing the number of race classifications to 64.

Nationally, just over 2 percent, or 6.8 million of the country's 281.4 million people, identified with more than one race. Of the 6.8 million, 42 percent, or about 2.9 million, were under 18.

Stage 1: Conformity stage: prefer dominant cultural values over those

of their own minority racial/cultural groupStage 2: Dissonance stage: growing awareness that racism does exist and that not all aspects of minority culture is bad and

majority is goodStage 3: Resistance and Immersion stage: completely endorse values of their minority culture and reject dominant cultureStage 4: Introspection stage: individual experiences conflict between loyalty and responsibility to minority cultural group and need for personal identity and autonomyStage 5: Integrative Awareness: inner sense of security, greater flexibility, and strong sense of self-worth, confidence, and autonomy. Individuals become bi-cultural/racial and support all aspects of their identity.

Stage 1: Personal identityStage 2: Choice of group

categorization: awareness of difference and dissonanceStage 3: Enmeshment/denial: struggle

for acceptanceStage 4: Appreciation: self-acceptanceStage 5: Integration: assertion of an interracial identity

Cu

ltural

Attach

men

tRacial Ancestry

Political Awareness & Orientation

Physical

Appearance

Early Experiences & Socialization

Spiritu

ality

Soc

ial &

H

istor

ical

Contex

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Oth

er S

ocia

l Id

enti

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Choice of Racial

Identity

Bill of Rights for Racially Mixed PeopleBy: Maria P.P. Root

I have the right Not to justify my existence in this world. Not to keep the races separate within me. Not to be responsible for people’s discomfort with my physical ambiguity. Not to justify my ethnic legitimacy.

I have the right… To identify myself differently than strangers expect me to identify. To identify myself differently from how my parents identify me. To identify myself differently from my brothers and sisters. To identify myself differently in different situations.

I have the right… To create a vocabulary to communicate about being multiracial. To change my identity over my lifetime –and more than once. To have loyalties and identification with more than one group of people. To freely choose whom I befriend and love.

Update your forms – allow for “more than one box”

Support a mixed-race student organization– unique needs not necessarily met by usual advocacy organizations

Consider your questions – Why are you asking? Is it necessary? Would you ask the same question of everybody? What are the possible implications of your question?

Be aware of the issues – deconstruct your assumptions about race and identity

Prepare for the changing demographic within the classroom – new perspectives will shift classic discussions