Negotiating Multiple Identities

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Abstract

Drawing on data from a larger multiple-case research study, the experiences of three multiracial community college students who wrote about race in and out of formal educational settings were analyzed using a Critical Race Theory lens. Data for analysis included multiple writing samples, self-selected by each participant; semi-structured interviews; and reflective journals in which participants recorded their writing activities throughout the week and then wrote about those experiences. Data showed that Selectivity, participants’ selective positioning of their racial identities within their texts, was a major theme in students’ writing in and out of formal educational contexts. Implications for college classrooms are discussed.