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Abstract
Utilizing a qualitative research approach, this research study sought to understand how colorism impacted identity negotiation of Black/White biracial females at predominately White institutions. Particular attention focused on peer groups and spaces on campus to provide further insight into how identity and sense of self were impacted. The following research questions guided this study: 1) How does colorism influence identity choice within the college setting? 2) How do Black/White biracial women negotiate their racial identities within the campus community? 3) What formal and informal support systems exist for Black/White biracial women at a predominately White institution? Eleven college women ranging from the ages of 18-21 participated in this study from three predominately White institutions located in the southeastern region of the United States. Semi-structured interviews, a photo elicitation assignment and memo-writing were used as data collection methods to construct narratives outlining the participants experiences. Five themes generated from the data: (a) impact of colorism on identity choice; (b) skin tone discrimination through oppressive behavior; (c) identification through presentation; (d) validation of identity on campus; and e) impact of institutional climate. The findings of this study suggest colorism is still a relevant topic, particularly for the experiences of racially-mixed women with a Black/White racial heritage. It is important for professionals to understand the factors impacting the experiences of Black/White biracial women, and how higher education institutions can meet the needs of this population. One way is to provide inclusive environments on campus through programmatic and service efforts. Secondly, collaborate with academic affairs to better create opportunities in the academic and co-curricular setting to engage in discourse about colorism and its influence on society. Additionally, conducting climate assessments around race and diversity can inform how campuses program and provide services for racially-mixed students. Revisiting multicultural educational training of staff and students in order to provide staff with the knowledge and tools to be cultural competent with working with multiracial students. Finally, theoretical models centered on multiracial identity development need to be revisited to provide current literature on how individuals come to a healthy sense of identity.