Storytelling for Asian-White Multiracial American College Students' Racial Identity
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| Title: | Storytelling for Asian-White Multiracial American College Students' Racial Identity |
|---|---|
| Language: | English |
| Authors: | Paige Thale Sonoda, Yunkyoung Loh Garrison (ORCID |
| Source: | Journal of Diversity in Higher Education. 2025 18(4):468-478. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Racial Identification, College Students, Multiracial Persons, Asians, Whites, Intervention, Story Telling, Stress Variables, Racism, Workshops, Barriers, Program Effectiveness |
| DOI: | 10.1037/dhe0000526 |
| ISSN: | 1938-8926 1938-8934 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504257 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000526 |
