ABSTRACT
Biracial students represent a growing number of students on many campuses and an increasingly significant segment of the population of the United States. This chapter focuses on the experiences of biracial students at one institution. It analyzes their racial identity development and presents recommendations designed to improve their persistence to graduation framed by Tinto’s theory of academic departure. The chapter explains about the non-academic experiences of biracial students at Plains State University. The students who reported that they would not use or need any services for biracial students were not opposed to having them available on campus. Dan’s interest in helping with a group and Ayenna’s sense that some students may need such services suggest that additional services are needed at Plains State. The most overwhelmingly negative experience was that some biracial students may be excluded from a racial group of which they are a member and may have some degree of difficulty in finding a peer group.
