Year: 2015
Type: dissertation
Abstract: The United States of America’s demographic population has shifted vastly to include a “new ” multiracial growing population. Multiracial individuals are those who self-identify as two or more races, which now reflects a very young population. Higher education institutions are noticing an influx of more and more multiracial individuals, and many institutions are grappling with how to recognize and to support this growing population. Specifically, higher education institutions need to understand how multiracial graduate students think about their own racial identities and how they navigate their graduate school experiences. The purpose of this research was to gain a deeper understanding of multiracial graduate students ’ lived experiences. There is an imperative to understand the daily experiences of multiracial graduate students to allow these students to retell the stories of their everyday lives in graduate school. The theoretical framework used to guide this study was critical race theory. Narrative inquiry methodology was the methodology chosen to focus on the unique voices and experiences of the participants in this study. Narrative analysis was employed to make meaning of the data retrieved from self-reflective writing samples and two semi-structured individual
Author: G. L. Macdonald
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2290767241