Multiracial College Students: Understanding Interpersonal Self-Concept in the First Year.

Multiracial;Mixed Race;First Year College Students;Interpersonal Self-concept;Identity Development;Multiethnic;African-American Studies;Education;Population and Demography;Psychology;Social Sciences (General);Sociology;Social Sciences;Higher Education

Kamimura, Mark AllenSpencer, Michael ;

University of Michigan

关键词: Multiracial;    Mixed Race;    First Year College Students;    Interpersonal Self-concept;    Identity Development;    Multiethnic;    African-American Studies;    Education;    Population and Demography;    Psychology;    Social Sciences (General);    Sociology;    Social Sciences;    Higher Education;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/77751/mkamimur_1.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This purpose of this study was to explore the differences between mixed and single race students in the factors that contribute to an interpersonal self-concept.The data in this study are drawn from a national longitudinal survey, Your First College Year (YFCY), from 2004-2005 and include mixed race Black and Asian students and their single race Black and Asian peers to explore interpersonal self-concept.The results suggest that mixed and single race Asian and Black students have different pre-college and first year experiences, but only mixed race Black students were found to develop a significantly higher interpersonal self-concept after their first-year than their single race peers.Most importantly for mixed and single race students are their interactions with diverse peers.For all groups, both negative and positive interactions based on race within the college environment directly impact interpersonal self-concept.First-year college experiences (Positive Ethnic/RacialRelations, Racial Interactions of a Negative Quality, Leadership Orientation, Sense of Belonging, Campus Racial Climate, Self-Assessed Cognitive Development) were the most significant contributors to the development of an interpersonal self-concept in comparison to pre-college experiences.The findings in this study expand the literature on multiracial college students and provide empirical evidence to support institutional practices that aim to promote a positive interpersonal self-concept in the first college year.