Journal of Adolescent Research, Ahead of Print.
Guided by the funds of identity framework, this study explored how qualitative and quantitative data from the Multidimensional-Identities-Qualitative-Quantitative-Questionnaire (MiQ) and identity artifacts (e.g., self-portraits and self-narrative profiles) may be used pedagogically to draw out and draw on ethnically/racially minoritized emerging adult U.S. college students’ most meaningful and important identities and identity experiences in different contexts (N = 5, ages 22–23). Findings indicate that minoritized students may draw on the most meaningful and important, including protective, adaptive, and valued identity dimensions to buffer against identity conflict, resist negative stereotyping, and maintain agency and resilience in developing and preserving a healthy self-view. Moreover, minoritized students may internalize their identities in reference to cultural master narratives and alternative narratives. Findings imply that a “whole person,” multimethod approach is necessary to draw out and draw on ethnically/racially minoritized students’ funds of identity in the classroom. Implications for utilizing the MiQ, self-portraits, and self-narrative profiles in the classroom to potentiate a sense of belonging are discussed.