Biracial Identity Development Model

This study examines two cases of Black-Korean biracial individuals and 4 Black-Korean biracial public figures who were playing influential roles in South Korea (Yoon Mi-Rae, Hines Ward, Insooni, and Moon Taejong). The purpose of this study was to understand how Black-Korean biracial individuals construct their identities, how they navigate various identity options, and how they understand experiences they have in South Korea that are significant to their identity development. This study raises a number of issues in the Korean context where the ideology of a “pureblood” Korean race still prevails, and biracial Koreans continue to face implications of racism and colorism.

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EXPLORING BIRACIAL IDENTITY THROUGH ROOTS TRAVEL FOR AFRICAN DIASPORAS

Tourism Culture & Communication ◽

10.3727/109830421x16345418234029 ◽

2021 ◽

Author(s):

Alana Dillette

Keyword(s):

Identity Development ◽

Identity Formation ◽

Lived Experiences ◽

Development Model ◽

Double Consciousness ◽

Biracial Identity ◽

Du Bois ◽

Patterns Of Behavior ◽

Auto Ethnography ◽

Roots Tourism

This auto-ethnography, grounded in my experiences as a biracial, bicultural black woman, is written as an exploration of how identity formation is impacted through travel. It considers my lived experiences with Du Bois’ double consciousness in a traditionally hegemonic society. Using Poston’s (1990) biracial identity development model as a framework for my inquiry, I examine a roots tourism trip to Ghana as a reflection of my lived experiences to demonstrate how the utilization of auto-ethnography as a critical method of inquiry can provide important insights into the intersectionality between roots tourism and identity. Results from this study suggest that exposure to roots travel can be the catalyst for personal internal and external reflection on one’s patterns of behavior and thought about their identity.

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Biracial Identity Development at Historically White and Historically Black Colleges and Universities

Sociology of Education ◽

10.1177/0038040720926163 ◽

2020 ◽

Vol 93 (3) ◽

pp. 238-255 ◽

Cited By ~ 2

Author(s):

Kristen A. Clayton

Keyword(s):

Identity Development ◽

Historically Black ◽

Social Adjustment ◽

Well Being ◽

Black Colleges ◽

Historically Black Colleges ◽

Biracial Identity ◽

Historically White ◽

Biracial Identity Development ◽

Institutional Types

This study explores the relationship between biracial identity development and college context. I draw on interviews with 49 black-white biracial first- and second-year students attending historically black colleges/universities (HBCUs) or historically white colleges/universities (HWCUs) and follow-up interviews with the same students at the end of college to explore how and why their racial identities changed over time. Most participants experienced racial identity change over the course of the study, and this change was most often in the direction of a strengthened black identity for both HBCU and HWCU students. An increasing understanding of racism led students at both institutional types to develop stronger black identities. The processes that led to this heightened awareness of racism, however, differed across institutions. Reflected appraisals (HBCU students’ impression that their peers included and accepted them as black and HWCU students’ impression that their white peers excluded and labeled them as nonwhite) also played a role in students’ strengthening black identities, as did increased contact with black peers (especially for HBCU students). This article describes the implications of biracial identity development for biracial students’ psychosocial well-being, campus social adjustment, and college persistence.

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