Implications for Diverse College Student Populations
Edited By Donald Jr. Mitchell, Krista M. Soria, Elizabeth A. Daniele and John A. Gipson
Chapter Two: Multiracial Border Work: Exploring the Relationship Between Validation, Student Involvement, and Epistemological Development
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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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