Stanford, CA--February 10, 2009--Many people assume that individuals who identify with one race should be better off than multiracial individuals who identify with a mixed race heritage. However, a new study in the Journal of Social Issues found that students who reported they were from multiple ethnic/racial groups were more engaged at school and felt better in general than those who reported they were from a single group.
Kevin Binning, Ph.D., Miguel Unzueta, Ph.D., Yuen Huo, Ph.D., and Ludwin Molina, Ph.D., surveyed roughly 180 high school students to see how they were doing in school and how they felt in general: were they experiencing stress, isolation, etc.? The study compared multiracial students who reported being from a single racial or ethnic group (i.e. Black, Mexican, White) with multiracial students who reported they were from various racial and ethnic groups (i.e. multiracial, Black and White, etc.).
On several indicators (i.e. happiness, stress, citizenship behavior, and school alienation), students who reported they were from multiple groups were more engaged in school and felt better than those who reported they were from a single group.
Results suggest there may be a positive link between the tendency to embrace a multiracial identity and social and personal well-being.
"The population of multiracial individuals is currently large and is likely to grow over time," the authors note. "Our study provides preliminary evidence that encouraging such individuals to embrace their multiracial identity may yield positive results not only for them, but possibly for society more generally."
Kevin Binning is affiliated with Stanford Graduate School of Business and can be reached for questions at email@example.com.
Journal of Social Issues (JSI) brings behavioral and social science theory, empirical evidence, and practice to bear on human and social problems. Each issue of JSI focuses on a single topic - recent issues, for example, have addressed poverty, housing and health; privacy as a social and psychological concern; youth and violence; and the impact of social class on education.
Wiley-Blackwell was formed in February 2007 as a result of the acquisition of Blackwell Publishing Ltd. by John Wiley & Sons, Inc., and its merger with Wiley's Scientific, Technical, and Medical business. Together, the companies have created a global publishing business with deep strength in every major academic and professional field. Wiley-Blackwell publishes approximately 1,400 scholarly peer-reviewed journals and an extensive collection of books with global appeal. For more information on Wiley-Blackwell, please visit www.wiley.com or http://interscience.