External Influences, Campus Climate, and College Experiences on Racial Identity Development of Asian Multiracial Student

The racial identity development of a person is often seen as a part of holistic development for students, especially for minority students, during college. Although there is significant research and literature related to the monoracial population, literature related to multiracial student identity development is still being developed. Multiracial students are the fastest growing minority group on college campuses and they have different needs related to their holistic development than monoracial students.;The purpose of this research was to identify which factors influence the development of Asian multiracial students' commitment level to their racial heritage, as well as how they engaged with their exploration process related to their racial background. How various factors influence the development of commitment and the exploration process was assessed using the Identity Process Intersection Model, a framework developed by the author. External influences prior to college, college campus climate, as well as college experiences were reviewed as factors influencing the development of this population's racial identity development.;This research focused primarily on multiracial student development at predominately White liberal arts institutions in Southern California. A total of 40 students were interviewed. Content data analysis was conducted on all responses, and themes and factors were identified. Each response was reviewed based on various assigned factors in order to understand whether these factors had a positive, negative, or neutral influence on the racial identity development process of these participants.;The research findings indicated that relationships and exposure to racial issues influence the identity development of Asian multiracial students. The exploration of racial heritages and the development of commitment towards their race was influenced by different factors identified in this study. Although familial influences had a positive effect on these students' exploration process, relationships with non-family members had a greater influence on the development of their commitment level. In addition, academic opportunities had positive influences on these students' exploration process as well as on their development of a commitment level.;Based on this research, creating opportunities at institutions would better support multiracial students' identity development process. For example, positive racial identity development, ethnic studies course offerings and other services at universities may be helpful in supporting multiracial perspectives. Additionally, campus climate assessments can also provide insight into these populations as well as university support systems.