Born This Way?: How U.S. College Students Make Sense of the Biosocial Underpinnings of Race and Other Identities

Autor/inn/en	Johnston-Guerrero, Marc P.; Tran, Vu
Titel	Born This Way?: How U.S. College Students Make Sense of the Biosocial Underpinnings of Race and Other Identities
Quelle	In: International Journal of Multicultural Education, 18 (2016) 2, S.107-124 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Social Influences; Identification (Psychology); Racial Differences; Racial Identification; Social Class; Gender Differences; Undergraduate Students; Biology; Grounded Theory; Semi Structured Interviews; Coding; Mixed Methods Research + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Rassenunterschied; Social classes; Soziale Klasse; Geschlechterkonflikt; Biologie; Codierung; Programmierung
Abstract	With advances in biotechnology come potential changes in how college students may understand the nature of identity. This study explores sensemaking around the biological underpinnings of proclaimed "social" identities (e.g., race, class, and gender). Based on interviews with 34 undergraduate students recruited from two large public research universities in the United States, a conceptual model is offered to outline the general process of how students make sense of biological and/or social explanations of identity, including the role of controllability and essentialism. We discuss implications for multicultural education and teaching the "social construction" of identity in changing contexts. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01