Understanding Multiracial Identity Development Using Constructivist Grounded Theory

Abstract

The proportion of individuals identifying as multiracial in the United States has steadily increased. On the 2000 U.S. census 6.8 million people identified as multiracial. This was the first time that the option to select more than one race was provided. On the 2010 U.S. census, 9 million people identified as multiracial. Based on the current data from the 2020 U.S. census, 33.8 million people identify as multiracial. The purpose of this constructivist grounded theory study is to explain the process of how race, gender, sexuality, and class intersect and inform the development of multiracial identity among multiracial individuals. The research question guiding this study was How does intersectionality (race, gender, sexuality, and class) inform the development of a multiracial identity? With the sub questions How does gender impact multiracial identity development? How does class impact multiracial identity development? and How does sexuality impact multiracial identity development? Charmaz’ (2014) Constructivist Grounded Theory was used to analyze semi-structured interviews and free-drawing/writing exercises of 23 participants who identified as multiracial individuals. During analysis, five categories emerged from the data, Minority Racial Background Salience, Marginalized Identity Salience, Race Should Not be Assumed as Most Important Identity, Place is Salient, and Family is Foundational. From these categories an Ecological Model of Multiracial Identity Development was proposed to explain the intersectional nature of influences on multiracial individuals’ identity development. Based on these findings, implications for educators, practitioners, and policy makers, as well as recommendations for further avenues of research were discussed. Keywords: Multiracial Identity, Race, Gender, Sexuality, Class, Intersectionality, Constructivist Grounded Theory, Critical Multiracial Theory