Author ORCID Identifier
https://orcid.org/0000-0001-8049-495X
Defense Date
2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Counseling Psychology
First Advisor
Shawn C.T. Jones
Second Advisor
Nicole Corley
Third Advisor
Fantasy Lozada
Fourth Advisor
Shawn Utsey
Fifth Advisor
Chelsea Williams
Abstract
Among Black and White Biracial individuals, siblings are often the first and only reference when engaging in the process of ethnic-racial identity development and ethnic-racial identification. However, research examining their role is scant. In this study, I planned to explore the primary research question: What is the role of siblings within the process of ethnic-racial identity development and ethnic-racial identification among Black and White Biracial individuals? By utilizing method triangulation, I conducted a three-phase study including: (1) meta-ethnography, (2) narrative inquiry, and (3) collaborative autoethnography, with the aim to gain a better understanding of how Black and White Biracial individuals perceive the role their sibling(s) played within their process to choose. In the first phase, I reviewed 29 qualitative studies using meta-ethnographic methods in order to identify common experiences of Black and White Biracial Siblings within the process of ethnic-racial identity development. Relevant findings revealed that shared experiences of discrimination and parental ethnic-racial socialization, sibling ethnic-racial socialization, and various points of comparison contribute to the ethnic-racial identity development among siblings. Findings facilitated the development of a conceptual model of ethnic-racial identity development among siblings, (adapted from Gonzales-Backen, 2013). The second phase used narrative analysis to retrospectively explore how individuals experienced their sibling as a participant in their story of ethnic-racial identity development and ethnic-racial identification. A sibling group, one brother-sister dyad, engaged in a semi-structured interview. Results offered support for the role of siblings as a means of comparison. These findings further validated the conceptual model developed in phase 1. The third phase, a collaborative autoethnography, utilized the lived experiences of the author and her older brother to explore the role they played within their own ethnic-racial identity development. Findings identified siblings as ethnic-racial invalidators and as a point of comparison across the life course. These findings also further validated the conceptual model from phase 1. Future Directions and implications are included.
Rights
© Lesley Blair Winchester
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-6-2024
Included in
African American Studies Commons, Counseling Psychology Commons, Multicultural Psychology Commons, Social Psychology Commons