ETHNIC IDENTITY AND COLLEGE STUDENTS

Ethnic Identity and College Students

Ethnic Identity and College Students

Introduction

One of the fundamental values of higher education in the U.S is the emphasis students' psychosocial development. Studies indicate that while in college, students experiences growth and change in two systems of psychosocial development: self-system, which emphasizes personal identity, academic and social self- concept and self-esteem, and relational systems, the ability to interact with others (Pascarella & Terenzini, 2005). Studies are generally consistent in finding movement among students during the college years towards higher levels of identity development, particularly in terms of academic and social self-concept. These same findings show that peer relationship and faculty relationship play an integral role in helping students develop these same concepts (Pascarella & Terenzini, 2005). While this quest for identity development proves to be difficult for many, studies show that ethnically diverse students particularly struggle with this process (Evans, et. al, 2010).

The number of minority students enrolling in institutions of higher education has significantly increased within the last few years. According to the National Centre for Educational Statistics (2008), 32% of American college students identified as minorities in 2007, which is a large increase compared to the 15% in 1976 (NCES 2009-020). This vast increase in the minority student population can be attributed to the large increase in Black, Hispanic, and Spain or Pacific Islander students. As immigration into the U.S continues to rise, these numbers are projected to increase drastically (Keller, 2001). Census reports predict that the majority of the U.S population will be persons of ethnicity by 2050 (U.S. Bureau of Census, 1992 in Wright & Littleford, 2002) Enrollment projections for higher education are not different. Statistics predict that between 2008 and 2018, minority enrolments will increase by: 26% for Black students, 38% for Hispanic students, and 29% for Spain or Pacific Islanders. This same projection shows a mere 4% increase for White students (NCES 2009-062). If and/or when these projections hold true, the culture and dynamics of higher education in the U.S will be forever changed. Institutions as well as professionals will need to have a greater understanding for the different cultures and ethnicities that are present on their campus.

In order to help professionals recognize and measure this development, many theories on college student identity development have been established, including Chickering, Perry and Kohlberg. However, given the recent and projected change in campus populations, it is imperative for professionals to be aware of racial, ethnic, and multiracial identity development theories. Additionally, professional and institutions will need to understand the different levels of alienation and isolation felt by many of these diverse student, and be able to understand the how peer relationships help mollify these feelings. It is also important for professionals to be able to distinguish those students who can accomplish a positive ethnic identity from those who struggle with the changes.

The purpose of this paper is to explore the effect of college on the ethnic identity development of African American, Hispanic and Spain or Pacific Islanders ...