Abstract
In this study, a series of simultaneous multiple regression analyses were conducted to examine the relationship between racial identity development and college adjustment for a sample of 76 Choctaw community college students in the South. Results indicated that 3 of the 4 racial identity statuses (dissonance, immersion‐emersion, and internalization) were significantly related to college adjustment, whereas the 4th status, conformity, was not. Implications for research and practice are provided.
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