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The Effects of Cultural Congruity, University Alienation, and Self- Concept Upon Multiracial Students' Adjustment to College University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 8-2004 The Effects of Cultural Congruity, University Alienation, and Self- Concept upon Multiracial Students' Adjustment to College Derrick Adam Paladino University of Arkansas, Fayetteville Follow this and additional works at: https://scholarworks.uark.edu/etd Part of the Counselor Education Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, and the Race and Ethnicity Commons Recommended Citation Paladino, Derrick Adam, "The Effects of Cultural Congruity, University Alienation, and Self-Concept upon Multiracial Students' Adjustment to College" (2004). Theses and Dissertations. 3357. https://scholarworks.uark.edu/etd/3357 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected]. THE EFFECTS OF CULTURAL CONGRUITY, UNIVERSITY ALIENATION, AND SELF-CONCEPT UPON MULTIRACIAL STUDENTS’ ADJUSTMENT TO COLLEGE Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THE EFFECTS OF CULTURAL CONGRUITY, UNIVERSITY ALIENATION, AND SELF-CONCEPT UPON MULTIRACIAL STUDENTS’ ADJUSTMENT TO COLLEGE A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Derrick Adam Paladino, B.S., M.Ed., Ed.S. University of Florida, 1998 University of Florida, 2001 University of Florida, 2001 August 2004 University of Arkansas Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS I would like to thank my family for their unconditional love and support as I proceeded through my graduate studies: Mom and Dad (Mary & David Paladino), Darren & Kjersti Paladino, Mikalanne Paladino, and Marcus Paladino. You were of great assistance to me throughout this process. I love you all very much. I would like to thank Dr. Rebecca Newgent for her outstanding assistance, guidance, and mentorship throughout the doctoral program and as chair of my dissertation. You have been a significant factor in my professional development as a clinician and counselor educator. Thank you to my exceptional dissertation committee members, Dr. Roy Farley, Dr. Marta Collier, and Dr. Chris Lucas for their dedication as committee members and their interest in the importance of studying this population. Thank you to Mark and Kelley Kenney for their support and consultation during this process. You two have been a great inspiration as I entered and continue working in the field of multiracial concerns, awareness, and research. Thank you to Bill Smith and Brian Hemphill for securing funds and finding significance in this dissertation research. To my colleagues and professors throughout my entire graduate studies, thank you for your encouragement. To all my friends and colleagues from Florida, thank you for continually supporting and inquiring about the process of my work and degree. You all are my family (Jason Avila, Steve Bevilacqua, Frank & Jen Taylor, Rik & Jenn Shah, Jorge Acosta, Chris Camarce, Erica Dombrowsky, Jeff Barber, Ryan Fugleberg, Carolina Betanco, Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Sean & Jenny Donovan, The Mitchell Family, Susan Mankowski, Rebecca Mills, Tom Murray, Jess Parker, and everyone else). Go Gators! To my friends and teammates on the University of Arkansas Rugby team, thank you for your support, understanding, and great matches as I worked towards the completion of my dissertation (Bucky Carrington, Marc De Beer, Andy Watts, Jay Stanberry, Josh Hart, Ryan Redfeaim, Spencer Sutherland, Alan Gann, Dave Higgins, Mike Moore, and others). Go Razorback Rugby! Finally, to all the college multiracial groups and students that participated in this research. Without your involvement there would be no way to raise the national awareness of multiracial individuals. Dedication This Dissertation is dedicated to the memory of Ryan “Mitch” Mitchell, a truly dynamic individual and great friend. You are deeply missed. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. V TABLE OF CONTENTS List of Tables ix CH 1: INTRODUCTION 1 Background 4 Transition from Adolescence to Adulthood 9 College Student Development 10 The Multiracial Population 12 Purpose of the Study 14 Significance of the Study 14 Scope of the Study 15 Assumptions of the Study 15 Research Questions 15 General and Specific Research Hypotheses 16 Delimitations 19 Definitions and Operational Terms 19 Summary 21 CH 2: REVIEW OF THE LITERATURE 23 College Student Issues and Development 23 Minority College Students 24 The Multiracial Individual 26 History 26 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. vi Multiracial Issues and Themes 28 Racial Identity 32 Black Racial Identity 33 Multiracial Identity 34 Biracial Identity Development Model 37 Ecological Influences on Racial Identity Development Model 39 Multiracial College Students 42 Cultural Congruity 50 University Alienation 53 Self-Concept 59 Summary 62 CH 3: METHODOLOGY 64 Research Design 64 Participants 65 General and Specific Research Hypotheses 65 Instruments 68 College Minority Student Demographic Data Form 68 Cultural Congruity Scale 69 University Alienation Scale 70 Self-Perception Profile for College Students 72 Variable List 73 Procedures 75 Sampling Procedures 75 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. vii Data Collection Procedures 76 Derivation of General Research Hypotheses and Specific Research Hypotheses 77 Limitations 83 Summary 83 CH 4: RESULTS OF THE STUDY 84 Demographic Descriptive Statistics 84 Internal Consistency 86 Results of Testing the Research Hypotheses 87 Summary 104 CH 5: DISCUSSION 105 Counseling and Higher Education Implications 118 Limitations 120 Further Research Suggestions 121 Conclusions 121 REFERENCES 123 APPENDICES 134 A: College Minority Student Demographic Form 135 B: Cultural Congruity Scale 137 C: University Alienation Scale 139 D: Self-Perception Profile for College Students 144 E: Informed Consent 149 F: Participation Letter 151 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. viii G: Institutional Review Board Approval 153 H: Permission to administer the Cultural Congruity Scale 155 I: Permission to administer the University Alienation Scale 157 J: Permission to alter items on the University Alienation Scale 159 K: Permission to administer the Self-Perception Profile for College Students 161 ABSTRACT 164 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. List of Tables Table 4.1: Summary of Demographic Descriptive Statistics Table 4.2: Summary of Internal Consistency Reliability Results Table 4.3: Correlational Analysis of Cultural Congruity, University Alienation (Meaninglessness, Powerlessness, and Social Estrangement), Self-Concept (Perceived Scholastic Competence, Perceived Intellectual Ability, Perceived Social Acceptance, Appearance, and Global Self-Worth) Table 4.4: Summary of Means (Full Scale and Likert Scale) of Cultural Congruity, University Alienation (Meaninglessness, Powerlessness, and Social Estrangement), Self-Concept (Perceived Scholastic Competence, Perceived Intellectual Ability, Perceived Social Acceptance, Appearance, and Global Self- Worth) Table 4.5: Summary of Multivariate Regression Analysis for University Alienation (Meaninglessness, Powerlessness, and Social Estrangement) Table 4.6: Summary of Proportion of Variance for University Alienation (Meaninglessness, Powerlessness, and Social Estrangement) Table 4.7: Summary of Multivariate Regression Analysis for Self-Concept (Perceived Scholastic Competence, Perceived Intellectual Ability, Perceived Social Acceptance, Appearance, and Global Self- Worth) Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table 4.8: Summary of Proportion of Variance for Perceived Intellectual Ability, Perceived Scholastic Competence, Perceived Social Acceptance, Appearance, and Global Self-Worth Table 4.9: Summary of Multivariate Regression Analysis for Gender Table 4.10: Summary of Multivariate Regression Analysis for Both Parents in College Table 4.11: Summary of Multivariate Regression Analysis for Older Sibling College Experience Table 4.12: Summary of Multivariate Regression Analysis for Pre-College Cultural Environment Table 4.13: Summary of Sex over and above Parental College Experience, Older Sibling College Experience, and Pre-college Cultural Environment among multiracial college students Cultural Congruity, University Alienation, Self-Concept Table 4.14: Summary of Parental College Experience over and above Older Sibling College Experience, Pre-college Cultural Environment, and Sex among multiracial college students Cultural Congruity, University Alienation, Self-Concept Table 4.15: Summary o f Older Sibling College Experience over and above Parental College Experience, Pre-college Cultural Environment, and Sex among multiracial college students Cultural Congruity, University Alienation, Self-Concept with permission of the copyright owner. Further reproduction prohibited without permission. xi Table 4.16
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