Examining Identity Development in Multiracial Students: A Scoping Review of Terminology, Research Methods, and Educational Impact

Abstract

ABSTRACT The purpose of this scoping review was to map how multiracial identity development has been conceptualized, defined, and studied within educational contexts in the United States. Specifically, this review aimed to clarify what terminology is used and how those terms are defined, methodological approaches, populations represented, educational contexts studied, and gaps within the existing literature on multiracial identity development across K–12 and higher education settings. Following the Joanna Briggs Institute scoping review methodology and PRISMA‐ScR reporting guidelines, a systematic search was conducted across six databases: PubMed, APA PsycINFO, ERIC, Scopus, Web of Science, and ProQuest Dissertations & Theses Global. Eligible sources included empirical, theoretical, and conceptual works published between 1980 and 2025 examining multiracial identity development among individuals ages 5–22 within U.S. educational contexts. Data from 50 included sources were extracted and synthesized using descriptive quantitative summaries and qualitative thematic analysis. Findings revealed substantial variation in terminology and conceptual definitions of multiracial identity, with inconsistent use of labels such as multiracial, biracial, mixed‐race, and multiethnic across sources. The literature was predominantly qualitative and focused on postsecondary populations, with uneven representation of racial combinations and limited attention to structural and institutional influences on identity development. Additionally, academic outcomes were inconsistently examined across sources. These findings highlight the need for greater conceptual clarity, broader methodological approaches, increased representation of diverse multiracial populations, and greater attention to educational systems and contexts that shape multiracial students' identity development and experiences.