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A Narrative Approach to Bicultural Identity Development

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dc.contributor.advisor Lilgendahl, Jennifer
dc.contributor.author Levenson, Chloe M
dc.date.accessioned 2009-05-21T18:21:10Z
dc.date.available 2009-05-21T18:21:10Z
dc.date.issued 2009
dc.identifier.uri http://hdl.handle.net/10066/3590
dc.description.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.
dc.description.sponsorship Haverford College. Department of Psychology
dc.language.iso eng
dc.rights.uri http://creativecommons.org/licenses/by-nc/3.0/us/
dc.subject.lcsh Biculturalism
dc.subject.lcsh Identity (Psychology)
dc.subject.lcsh College students -- Psychology
dc.title A Narrative Approach to Bicultural Identity Development
dc.type Thesis
dc.rights.access Haverford users only


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