NotesFAQContact Us
Search Tips
ERIC Number: ED557798
Record Type: Non-Journal
Publication Date: 2013
Pages: 149
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9102-4
A Phenomenological Exploration of Multiracial Populations in Higher Education
Morris, Patricia Laverne Downes
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The purpose of this qualitative phenomenological explorative study was to explore the perceptions, views, opinions, and feelings of multiracial college students about being multiracial and adopting a multiracial race category on documentation. By allowing them, the opportunity to tell their stories in a non-threatening environment to someone who understood their personal experiences, the students fully shared what it was like for someone to allow them to say how to identify multiracial college students. The general problem is multiracial individuals' display a different variety of unique characteristics, identity, service needs, and views that are not identified or understood and create unusual concerns in education. Ten multiracial college students were interviewed using a semi-structured open-ended interview format and textual data was collected, and analyzed. The four core themes from the current study included (a) individual identification and accountability, (b) inconsistent multiracial documentation, (c) leadership awareness of multiracial populations and (d) need for service programs and curriculum sensitivity for multiracial populations. The themes were important to the understanding of the participant's perceptions of being identified as multiracial for documentation purposes. The research findings lend support to the conclusion that a multiracial race category may be necessary to document multiracial populations for service needs and programs in higher education. The research findings add to the literature that multiracial individuals need identification and support in various setting. Educational leaders have the opportunity to use data about multiracial individuals to educate staff, students, and others. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A