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Authors = Susan D. Longerbeam

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19 pages, 349 KiB  
Article
Chronic Codeswitching: Shaping Black/White Multiracial Student Sense of Belonging
by Nicholas Lamar Wright, Susan D. Longerbeam and Meera Alagaraja
Genealogy 2022, 6(3), 75; https://doi.org/10.3390/genealogy6030075 - 8 Sep 2022
Cited by 7 | Viewed by 7667
Abstract
Multiracial students grapple with experiences around mixedness which can hinder their sense of belonging among different social groups. Constantly feeling unaccepted and receiving the comment “You are too Black” or “You are too White” capture some of the common microaggressions faced by Black/White [...] Read more.
Multiracial students grapple with experiences around mixedness which can hinder their sense of belonging among different social groups. Constantly feeling unaccepted and receiving the comment “You are too Black” or “You are too White” capture some of the common microaggressions faced by Black/White multiracial students. Using a phenomenological design, this study examines the ways in which Black/White multiracial students develop their sense of belonging at a predominantly White institution (PWI). While codeswitching has the ability to impact the sense of belonging in racial and ethnic minority groups, our study findings suggest that Black/White multiracial students tend to rely on chronic codeswitching as ways of seeking acceptance, balancing “otherness” and carefully minimizing exclusion when interacting with members of different social groups. Chronic codeswitching is particularly relevant as an everyday strategy in how Black/White multiracial students foster their sense of belonging and a sense of community. Research and practice implications are included. Full article
(This article belongs to the Special Issue Who Are We Really? Genealogical Deconstructions of Monoracialism through Mixed and Contested Racial Identities)
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