This year long qualitative study explored the ethnic, national and global identifications of five American college students with a Dominican heritage. Their identities were explored in two contexts: a semester-long campus course and a West African study abroad. Two theoretical orientations framed the study: ethnic identity theory and an ethnic/cultural typology. Phinney's Model of Ethnic Identity Development (1993) proposes three developmental phases in which a person moves from lack of awareness of identity to a positive identification with an ethnic identity. Banks' (2001) typology describes a "delicate balance" between three types of identifications important for the promotion of multicultural citizenship: ethnic, national, and global identifications. Methodology included participative inquiry, interviews, journals and observations. Involving minority college-age students as co-researchers provided additional insights on ethnic identity formation and educational experiences. Although the study was limited by the sample size, it highlighted the need for other ethnic identity research with Latino sub-populations. The data suggests a progressive identification from Latino to Afro Latino during their college years. Higher education experiences were seen to expand awareness about political and social inequities related to ethnic and racial categorization. The study abroad experience lead to a strengthening of American national identification and increased their third world consciousness. These findings support higher education curriculum reform to promote multicultural citizenship, including study abroad to non-traditional destinations. As educators, we can create a culturally relevant curriculum that allows students to attain a "delicate balance" between ethnic, national and global identifications. Encouraging the development of ethnic and racial identities in the college curriculum can benefit national and global citizenship.
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