| Abstract: | Eighteen middle-class Black college students were interviewed in-depth about their experiences growing up in predominantly White communities. Using Cross's model of racial identity development as a theoretical framework for analysis, case studies of three women and two men are presented to highlight the impact of varied parental socialization practices and school experiences on racial identity development. For all, positive same-race peer relationships, information about African-American achievements, the availability of role models, and the encouragement of significant adults were important for academic success and the beginning resolution of identity conflicts. The implications of these findings for understanding aspects of school integration and for developing relevant school-based interventions are considered. |
