Multiracial Identity Development Presented by Eleanor Lewis, M.A., CAGS, Veronica Sanjines, M.A., CAS and Ricia Weiner, Ph.D. Mixed Mulatto Half Breed Multiracial Mischlingskinder Mestizo Amerasian Eurasian Oreo Biracial 1 Living with the legacy of the one drop rule, the majority of Multiracial people born prior to the last two decades of the twentieth century could only identify with their “minority” ancestry, since social norms and practices treated them as if they were Monoracial, regardless of their actual racial ancestry. Wijeyesinghe (2001) Loving v. Virginia Laws making interracial marriage illegal deemed unconstitutional by the Supreme Court in 1967. Between the years 1967 and 1987 there was a 250% increase in interracial marriages (Perkins, 1994). The increase in the birth rate of Multiracial children is 26x higher than any other group (Smolowe, 1993) ± this may be an underestimate given data collection methods (Kerwin & Ponterotto, 1994). Interracial marriage has only been nationally recognized for 44 years. 2 US Census Individuals were first allowed to mark more than one race in the 2000 Census. In 2010, 9,009,073 million people (2.9 percent of the population) reported two or more races. This represents a 32% increase over the 2000 census in the number of individuals identifying as multiracial. Arlington Demographics APS boasts having students from 126 nations, speaKing 98 languages. Last school year the APS population broke down to: White 48.4% Hispanic 26.3% African American 12.7% Asian/Pacific Islander 11.1% American Indian/Alaskan Native 0.1% Unspecified 1.4% At that time the number of multiracial students in APS could not be accurately determined due to: The ambiguity of the “Unspecified” category . Parents being forced to choose between marking one category for their child or them getting coded as “unspecified”. 3 APS Enrollment Forms Previous enrollment form Revised enrollment form 1/10 APS Enrollment Form cont'd The previous form allowed parents/student to choose only one category. If more than one category was chosen, student’s race would be entered as “unspecified.” Current paper form (updated 1/10) allows for more than one race to be chosen. 4 What to Expect from this Presentation Baseline knowledge about multiracial identity development The impact of race, adoption and language on identity development Some unique issues and challenges for these populations Assumptions and myths regarding these populations will be addressed Myths (Kerwin & Ponterotto, 1995) Myth 1 ± Multiracial individuals are destined to have far reaching problems due to their racial heritage (research supports that multiracial young adults are generally well adjusted). Myth 2 ± Individuals must choose to identify with only one racial group. Myth 3 ± Multiracial individuals do not want to discuss their racial identity. 5 Assumptions (Root, 1990) In the US, generally we are grouped into white and non-white racially despite the multitude of ethnic and racial bacKgrounds represented in the population. White is considered superior to non-white with privileges and powers assumed by whites. There is a hierarchy of racial/cultural groups based upon their similarity to middle-class whites’ social structure and values. What a person looKs to be (visual minority) may not be congruent with their ethnic/racial bacKground. These assumptions result in multiracial people: being given little choice in how they identify. experiencing oppression from the racial group to which they belong with a higher social status. finding it hard to gain acceptance by the minority group with whom they share a heritage if they are also part white. Three Ways That Multiracial People Identify Personal Individual Social Professional 6 Guess What? Guess What? 7 Guess What? Multiracial Identity Development Models Two Models: Kerwin-Ponterotto Model ± stage- based model Wijeyesinghe’s Factor Model of Multiracial Identity (FMMI) ± factor model Both models allow for individuals to have fluidity and flexibility in how they choose to identify. 8 Kerwin-Ponterotto (K-P) Model An integrated framework based on previous models for viewing the complex process that many individuals go through in developing their own racial identity. Multiracial identity formation is an individual process that is dependent on the resolution of numerous personal, societal, and environmental factors. Stages of the K-P Model Preschool (up to 5 years of age) Racial awareness emerges. Growing recognition of similarities and differences in people’s appearance. Experiential factors affect the rate of racial concept development (a child might enjoy the special attention or may get a feeling of otherness or lack of acceptance through verbal and nonverbal communications). Research supports that multiracial children develop racial awareness earlier than White children (Payne, 1977). 9 Stages of the K-P Model, cont'd Entry to School Children begin to use social categories to simplify their perceptual world and start to become aware of hierarchies based on race. Children begin to ask questions such as “what are you?” Children begin to use labels and/or descriptive terms to define themselves and their families. Perceptions may vary depending on racial integration of the school environment. The child is affected by the teacher’s assumptions about race and multiracial identity that may set them apart from monoracial peers. Stages of the K-P Model, cont’d Preadolescence A general increase in the recognition of one’s own and others’ group membership as related to skin color, physical appearance, language, culture, etc, at this age. Preadolescents tend to use labels based on race, ethnicity, and/or religious background. For multiracial children there is an awareness that parents belong to distinct racial/ethnic groups. Environmental factors tend to trigger this awareness (i.e. experiences of racism, entry into a more integrated or segregated environment for the first time). 10 Stages of the K-P Model, cont'd Adolescence Most challenging stage for multiracial youngsters due to developmental factors and societal pressures. Research shows that adolescents perceive pressure from peers to choose one racial group over another. Multiracial adolescents may find it difficult to resist pressure to identify solely with the parent of color. Dating can be complicated by the reactions of Whites (i.e. parents), as the multiracial adolescent may be perceived as belonging to a minority group. Stages of the K-P Model, cont'd College/Young Adulthood There may be a continuation of immersion in one culture with the rejection of the other. As a more secure personal identity emerges, others’ expectations are rebuffed and an acceptance of one’s multiracial heritage increases. Depending on environmental circumstances and personal appearance, the multiracial person may hear comments made by non-minorities that would not be said in front of visually identifiable persons of color. If there is a successful passage through the stages to this point, one may begin to recognize the advantages and disadvantages associated with being multiracial. There may be a development of “bicultural vision” which can allow the multiracial person to understand situations in a more in-depth and multifaceted way. 11 Stages of the K-P Model, cont'd Adulthood Integration of cultures continues through adulthood. There will be a continuing of exploration and interest in different cultures, including one’s own. The individual will find they can function effectively in varying situations and understand different communities. Multiracial people may enjoy an increased flexibility in interpersonal relations due to their broad base of experiences. Factor Model of Multiracial Identity (FMMI) The FMMI was “developed from a qualitative study on African American/European American Multiracial adults” (Wijeyesinghe, 2001, p. 137). This model is applicable to multiracial people of other ethnic make-ups. FMMI assumes that racial identity is a choice made by each individual and how individuals understand and maKe meaning of these chosen identities in light of their experiences. 12 Factors FMMI Cultural Attachment Early Racial Experience Ancestry and Socialization Choice of Political Physical Awareness Racial Appearance And Identity Orientation Social and Historical Spirituality Context Other Social Identities Factors Racial Ancestry ± the racial groups reflected in an individuals ancestors. Early Experiences and Socialization ± Exposure to family, community and social institutions creates a system of socialization which can have a strong effect on choice of racial identity. Cultural Attachment ± Aspects of culture that multiracial people are exposed to; experiences in childhood and throughout life can include all sides of a person’s ancestry or only some of them. Physical Appearance ± Characteristics such as skin color and tone, hair color and texture, eye color and shape, size and shape of facial features, and body structure are used by the general public and society to maKe assumptions about people’s racial ancestry, racial group membership and racial identity. 13 Factors (cont¶d) Social & Historical Context ± Individual and societal responses to social and historical events affect identity. Political Awareness and Orientation ± Claiming a particular identity, whether multiracial or monoracial, can take on meaning as a political act or statement. Other Social Identities ± Other social identities beyond race can