Storytelling for Asian–White multiracial American college students’ racial identity

Bibliographic Data

ID12975360
AuthorsPaige Thale Sonoda (corresponding author), Yunkyoung Loh Garrison (0000-0002-6892-1725)
Year2023
Volume18
Issue4
Pages468-478
Publication date2023-10-05
Open AccessYes
TypeARTICLE
VenueJournal of Diversity in Higher Education (JOURNAL)
Journal identifiersISSN: 1938-8934 • E-ISSN: 1938-8926
PublisherAmerican Psychological Association (PUBLISHER • US)
DOI10.1037/dhe0000526
OpenAlexW4387365951
LanguageEN
Citations received3

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

Art · Asian americans · Ethnic group · Identity (music · Narrative · Race (biology · Racial bias · Sociology · Storytelling · White (mutation · Anthropology · Diverse Educational Innovations Studies · Gender Studies · Jewish Identity and Society · Psychology · Racial and Ethnic Identity Research

Tools

Open DOIOpen Access