Born This Way: How U.S. College Students Make Sense of the Biosocial Underpinnings of Race and Other IdentitiesReportar como inadecuado




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International Journal of Multicultural Education, v18 n2 p107-124 2016

With advances in biotechnology come potential changes in how college students may understand the nature of identity. This study explores sensemaking around the biological underpinnings of proclaimed "social" identities (e.g., race, class, and gender). Based on interviews with 34 undergraduate students recruited from two large public research universities in the United States, a conceptual model is offered to outline the general process of how students make sense of biological and/or social explanations of identity, including the role of controllability and essentialism. We discuss implications for multicultural education and teaching the "social construction" of identity in changing contexts.

Descriptors: Social Influences, Identification (Psychology), Racial Differences, Racial Identification, Social Class, Gender Differences, Undergraduate Students, Biology, Grounded Theory, Semi Structured Interviews, Coding, Mixed Methods Research

International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme[at]eastern.edu; Web site: http://www.ijme-journal.org





Autor: Johnston-Guerrero, Marc P.; Tran, Vu

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2133&id=EJ1104917







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