Publication Title

Journal of Diversity in Higher Education

Document Type

Article

Department or Program

Psychology

Publication Date

10-5-2023

Keywords

monoracism, multiracial, race-based stress, racial identity, storytelling

Abstract

This pilot study aims to explore how participatory digital storytelling can be used as an intervention to address race-based stress stemming from White supremacy and monoracism and describe the potential experiential effects on racial identity among Asian–White multiracial American college students. Specifically, we employed testimonio, or a liberation psychology-informed approach in a sample of 10 Asian–White multiracial American college students. The intervention consisted of four group sessions: (a) orienting (overview of liberation psychology and storytelling), (b) creating (self-reflection on personal stories and group discussion), (c) narrating (story sharing and filming), and (d) reflecting (watching and reacting to digital stories). Using reflective thematic analysis (Braun & Clarke, 2021), we categorized 10 participants’ stories into four themes reflecting Asian–White multiracial identity statuses: (a) identity invalidation, (b) identity justification, (c) identity validation, and (d) identity integration. Implications for psychological and educational practices, ideas for advocacy, and suggestions for research are discussed.

Comments

Original version is available from the publisher at: https://doi.org/10.1037/dhe0000526

Copyright Note

© 2023 National Association of Diversity Officers in Higher Education. This is the publisher's version of the work which has been made available Open Access.

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