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<div align="center"><b> <br>
Graduate School of Education<br>
University of California, Riverside<br>
</b></div>
<br>
<div align="center">Invites you to attend a Colloquium by:<br>
</div>
<b> <br>
<div align="center">Ms. Casandra Harper<br>
<i>Ph.D. Candidate in Higher Education& Organizational Change<br>
University of California, Los Angeles<br>
<br>
</i></b>Speaking on:<br>
<b><i> <br>
“Count Me In: Challenges & Possibilities of Accounting for
Multiracial Students in Higher Education”<br>
</i></b></div>
<br>
This presentation will provide results from a mixed-methods study of the
racial designation choices of multiracial college students. The
quantitative component of the study is comprised of a national,
longitudinal sample of approximately 1,100 mixed-race students from over
100 institutions, and examines how and why racial identity expression
changes over the span of college. The qualitative datataken from a
sample of ten studentsreveal the complexity of self-identification,
including how context dependent it is, and how it can be affected by a
range of background characteristics and college experiences. The
presentation will draw on examples from both methodological approaches to
illustrate the complexity of racial identity, which has implications for
other seemingly static dimensions of identity.<br>
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<br>
Wednesday, December 5, 2007<br>
1:30 am – 2:30 pm <br>
1215 Sproul Hall<br><br>
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<font face="Garamond" size=4 color="#000080"><b>Leslie Bushong<br>
</b></font><font color="#000080">Director, California
Teach-Science/Mathematics Initiative (CaTEACH-SMI) <br>
1104 Pierce Hall<br>
University of California, Riverside<br>
voice: (951) 827-4970<br>
fax: (951) 827-4971<br>
website:
<a href="http://smi.ucr.edu/" eudora="autourl">http://smi.ucr.edu<br><br>
<br><br>
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