"Too White to be Black and Too Black to be White": The Consequences of a Color-blind Orientation on Black/White Biracial Students' College Choice Process and Racial Identity Development
Issue Date
2015Keywords
Black/White biracialcollege choice
color-blind
racial identity development
Higher Education
biracial
Advisor
Milem, Jeffrey F.Cabrera, Nolan L.
Committee Chair
Milem, Jeffrey F.Cabrera, Nolan L.
Metadata
Show full item recordPublisher
The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
This qualitative study examined how the racial identity of Black/White biracial college students shaped their college choice process, and the extent to which these students explored their racial identity at the University of Arizona. Sixteen self-identified Black/White biracial students were interviewed to learn what factors they considered during their college choice process. Additionally, these students were interviewed to understand how the context of this particular institution facilitated or hindered their racial identity exploration. This study found that Black/White biracial students approached their college choice process from a color-blind orientation which had unintended consequences on how these students explored and understood their racial identity in the context of a PWI. The predominantly White precollege contexts these students came from decentralized their racial identity early on; however, on campus Black/White biracial students were continuously confronted with messages that placed an emphasis on race. Implications for student services and for addressing the needs of Black/White biracial students are presented.Type
textElectronic Dissertation
Degree Name
Ph.D.Degree Level
doctoralDegree Program
Graduate CollegeHigher Education