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Strategies multiracial college women use to navigate monoracial systems

Minisa Michiko Chapman-Huls, University of Nebraska - Lincoln

Abstract

An exploration of the college experiences of multiracial women uncovered the strategies they used to navigate the monoracial system of predominately white institutions. A purposeful sample of 18 women who were multiracial was chosen. Data was collected through semi-structured face-to-face interviews. Participants' stories represented multiracial experiences at thirteen different undergraduate institutions. A participant's precollege experiences, identity and the college's peer culture impacted how she approached social situations in the highly homogenous and monoracial setting at college. Participants took on the roles of pacifist, non-conformist, and activist to successfully navigate college environments and social scenarios. The findings also support prior study on the identity development of multiracial college students. Childhood experiences shaped the racial identity of participants that was affirmed and challenged, but not changed by college factors and experiences. Significant factors to the identity development of participants at college were academic courses, faculty and peers. Implications of the findings and limitations of the study are discussed. ^

Subject Area

Education, Sociology of|Sociology, Ethnic and Racial Studies|Education, Higher

Recommended Citation

Chapman-Huls, Minisa Michiko, "Strategies multiracial college women use to navigate monoracial systems" (2009). ETD collection for University of Nebraska - Lincoln. AAI3350370.
http://digitalcommons.unl.edu/dissertations/AAI3350370

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