A Narrative Approach to Bicultural Identity Development
Date
2009
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Haverford College. Department of Psychology
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Award
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eng
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Haverford users only
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Abstract
This study examines bicultural identity integration and development among bicultural college students. Participants completed measures of bicultural identity integration (measuring concepts of bicultural distance and conflict), ethnic and U.S. identity, scales of well-being and wrote three biculturally significant memories. Narratives were coded for various themes; integral narrative coding variables to our study goals were exploration, growth, emotional valence of narrative ending, redemption sequences, bicultural conflict/uncertainty/confusion and bicultural distance. Results indicated that bicultural distance was associated with patterns of negative autobiographical reasoning. Bicultural conflict was negatively correlated with emotional valence of narrative endings and past conflict. Furthermore, a hierarchical moderated multiple regression demonstrated that individuals with past bicultural conflict and high levels of narrative exploration were more biculturally integrated than individuals with past conflict who lacked narrative exploration. Moreover, by taking a developmental perspective that integrated measures of past and present bicultural experiences, it became clear that conflict has the potential to be a positive influence on bicultural identity development.