P3.O296: Does being Monoracial or Bi/Multi-racial Influence Connection With One’s Ethnic Group, With Broader U.S. Society, and Cultural Experiences?

Background: As most college-aged students develop themselves as individuals during their undergraduate careers, cultural and racial identity can influence the behavior and mental health of these students. Previous research revealed that a lack of identification with one’s racial/ethnic group could create tension in one’s psychological well-being, specifically for individuals from minoritized groups who experience health inequities. As stress levels and fragility to college students' mental health increased, we aimed to investigate how identification and ethnic identity can affect students’ confidence within society.

Project Description: We hypothesized that being monoracial would affect an individual’s identification with their ethnic group, hinder their relationship with the greater community, and potentially affect health outcomes. To understand this, we used data from the Multi-Site University Study of Identity and Culture (MUSIC), an online survey focusing on concepts such as identity, culture, and the psychological well-being of college-aged students. From more than 400 survey questions, we selected 10 questions that focused on comfort with a native language, ethnic identity, family ethnic socialization, and biculturalism. We then compared responses between two groups of students: monoracial and bi/multiracial.

Discussion: After data analysis, we found monoracial individuals reported higher confidence in speaking, reading, and writing their native language than biracial/multiracial individuals (p < 0.001). Monoracial individuals reported being more prideful (3.84 vs. 3.75) and attached (3.64 vs. 3.32) to their ethnic group than biracial/multiracial individuals (p = 0.022, p < 0.001, respectively). Although monoracial students felt connected to their ethnic group, they concordantly felt more conflicted regarding cultural practices. Since bi/multiracial students have more identity conflict, we argue that bi/multiracial students are not strongly associated with either of their racial backgrounds and, therefore, may possibly have less trouble moving between two or more cultures and their American ones. Monoracial participants also have a significantly stronger attachment toward their racial/ethnic group through cultural practices and speaking their native language. There were no differences between groups regarding how their families influenced their cultural development. Interestingly, this suggests that an individual’s confidence in their ethnic identity in college may be self-influenced rather than driven by their family upbringing.

Conclusion: Since bi/multiracial students have more identity conflict, we argue that bi/multiracial students are not strongly associated with either of their racial backgrounds and, therefore, may have less trouble moving between two or more cultures and their American ones.