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Student Involvement & Academic Outcomes

Implications for Diverse College Student Populations

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Edited By Donald Jr. Mitchell, Krista M. Soria, Elizabeth A. Daniele and John A. Gipson

Student Involvement and Academic Outcomes links student involvement to tangible academic outcomes (i.e., GPAs, retention rates, graduation rates). This is particularly important for diverse student populations (e.g., underrepresented minority, first-generation college, and low-income students) who now make up a significant portion (and will soon become the majority) of U.S. college students. The text is a valuable tool for higher education administrators, faculty, staff, graduate students, parents, students, and scholars alike. In addition, the volume is ideal for master’s and doctoral programs in higher education and student affairs-related fields and for courses that examine issues/experiences associated with diverse U.S. college students, student affairs intervention strategies, racial and ethnic diversity in higher education, and critical/contemporary issues in higher education.
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Chapter Two: Multiracial Border Work: Exploring the Relationship Between Validation, Student Involvement, and Epistemological Development

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CHAPTER TWO

Multiracial Border Work

Exploring the Relationship Between Validation, Student Involvement, and Epistemological Development

AMANDA SUNITI NISKODE-DOSSETT AND ELIZABETH A. JOHN



The multiracial population is one of the fastest growing demographic groups in the United States. In 2010, the U.S. Census data revealed 9,009,073 individuals (2.9% of the population) self-identified with two or more races, a 32% increase from the 2000 U.S. Census data (N. A. Jones & Bullock, 2012). Furthermore, 92% of those multiracial individuals who marked identification with two or more races, 7.5% marked identification with three or more, and less than 1% marked identification with four or more races (N. A. Jones & Bullock, 2012). Given the substantial growth within the multiracial population, the number of multiracial college students is also likely to increase (Renn, 2004, 2009), which poses a challenge for higher education because many institutional policies and practices do not support multiracial identity development, including the limited ways students are able to racially and ethnically self-identify (Renn, 2004, 2009; Renn & Lunceford, 2004). Additionally, the accentuation of monoracial student services limits multiracial students’ opportunities to engage in multicultural spaces (Literate, 2010).

Although the scholarship around multiracial college students has increased in the last 10 years (e.g., see Kellogg & Liddell, 2012; Literate, 2010; Renn, 2004), there is still a need for expansion, particularly in examining the relationship between student involvement and academic outcomes for multiracial students. The...

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