Date of Graduation

8-2004

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Counselor Education (PhD)

Degree Level

Graduate

Department

Rehabilitation, Human Resources and Communication Disorders

Advisor/Mentor

Rebecca A. Newgent

Committee Member

Rob C. Farley

Second Committee Member

Marta D. Collier

Third Committee Member

Chris J. Lucas

Keywords

Multiracial college students, self-concept, self-perception, cultural congruity

Abstract

The purpose of this study is to examine key factors that relate to the self-perception of cultural congruity, university alienation (powerlessness, meaninglessness, and social estrangement), and self-concept (perceived intellectual ability, perceived scholastic competence, perceived social acceptance, appearance, and global self-worth) in multiracial college students. One goal of this study is to discover if there is a relationship between cultural congruity, alienation, and self-concept among multiracial college students. In addition, this study examined what factors predict cultural congruity, university alienation, and self-concept in multiracial college students. Finally, this study explored the relationship of cultural congruity, university alienation, self-concept, and specific demographic constructs with multiracial college students.

The participants in this study were 71 multiracial college students from multiracial college support groups throughout the United States. Each participant completed the College Minority Student Demographic Data Form, the Cultural Congruity Scale, the University Alienation Scale, and the Self-Perception Profile for College Students. The following five domains of the Self-Perception Profile for College Students were included in the data analysis: Perceived Intellectual Ability, Perceived Scholastic Competence, Perceived Social Acceptance, Appearance, and Global Self-Worth. The following domains of the University Alienation Scale were included in the data analysis: Meaninglessness, Powerlessness, Social Estrangement, and overall University Alienation.

Significant relationships were discovered between Cultural Congruity and Social Estrangement, Cultural Congruity and Perceived Scholastic Acceptance, and Meaninglessness and Perceived Social Acceptance. Data revealed scale means similar to monoracial-minority individuals from past studies. Overall, self-concept subscales contributed to a significant proportion of variance for multiracial college students. Sex accounted for a significant proportion of variance in Global Self-Worth, and Parental College Experience accounted for a significant proportion o f variance in Cultural Congruity, Meaninglessness, University Alienation, Global Self-Worth, Appearance, and Intellectual Ability. The results from this baseline study add to the limited literature on multiracial college students, partially supports past qualitative research on multiracial college students, and furthers the discussion on themes and identity issues faced by this population.

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