Supporting Biracial Children's Identity Development

Morrison, Johnetta Wade; Bordere, Tashel C.

doi:10.1080/00094056.2001.10522147

Cited by 14 publications

(12 citation statements)

References 4 publications

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“…This finding was supported by previous research that stresses the need to support children of multiracial and multiethnic backgrounds (Morrison and Bordere 2001;Wardle 1998Wardle , 2001. Preparing both preservice and inservice teachers to address sensitive issues such as race is indeed a very critical element in every school setting as our society has become more diverse.…”

Section: Discussionsupporting

confidence: 89%

Home Visits: How Do They Affect Teachers’ Beliefs about Teaching and Diversity?

Lin

Bates

2010

Early Childhood Educ J

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Based on Bronfenbrenner's ecological systems theory, this qualitative study examined the impact of home visits on a group of six Head Start educators. Each participant conducted two home visits. For the first home visit, participants were not provided any guidance. On the second visit, participants were provided a handout with questions intended to guide their visit. The participants were asked to document, in a reflective journal, their feelings and attitudes toward the children's families on two visits. Additionally, participants commented on their teaching beliefs and practice as impacted by their home visit. Results of the study indicated that home visits enabled participants to see the families and children that they work with from a different and more positive perspective. The guided home visit questions allowed participants to better understand children and their families from historical and cultural perspectives. Also, participants were better able to create a more multicultural learning environment and lesson plans for their children.

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Section: Discussionsupporting

confidence: 89%

Home Visits: How Do They Affect Teachers’ Beliefs about Teaching and Diversity?

Lin

Bates

2010

Early Childhood Educ J

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“…An enhanced knowledge of the complexities of culture and its influence on positive identity development is a needed and necessary component to any successful practice model with multiracial individuals (Benedetto & Olisky, 2001;Gibbs, 1998;McRoy & Freeman, 1986;Miller, 1992;Morrison & Bordere, 2001;Nishimura, 2004;Wardle, 1991). It is imperative that social workers be aware of how interpersonal and environmental factors, both alone and in combination, may interact and contribute to some of the issues faced by their multiracial clients.…”

Section: Implications and Conclusionmentioning

confidence: 98%

Beyond Race: Examining the Facets of Multiracial Identity Through a Life-span Developmental Lens

Jackson

2009

Journal of Ethnic And Cultural Diversity in Social Work

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Using a social work developmental lens, this qualitative study explored some of the numerous social and environmental factors that shape a multiracial individual's cultural identity. Results from transcript analysis portray the cultural identity of multiracial persons as significantly influenced by (1) (3) the racial climate of the school and community. The findings from this study support more fluid, ecological models of multiracial identity development that are more effective at explicating some of the highly complex and influential contextual factors that impact a multiracial person's cultural identity development. personal experiences of racism and discrimination; (2) social interactions and relationships with peers and family; and

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“…The models also assume a contemporary context. Some researchers have identified and discussed the need for further exploration of the racial identity development of biracial students (Cortes, 1999; Daniel, 1996; Funderburg, 1994; Kato, 2000; Morrison & Bordere, 2001; Pinderhughes, 1995; Schwartz, 1998a; Weisman, 1996; Wright, 1998). Despite the fact that education researchers have established the importance of positive racial identity development for academic success, the racial identity development of biracial students has yet to be examined fully, and to date there are no adequate empirically tested racial identity development models for biracial people.…”

Section: Review Of the Literaturementioning

confidence: 99%

Black–White Biracial Students in American Schools: A Review of the Literature

Williams

2009

Review of Educational Research

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With increasing numbers of students who identify as Black and White multiracial and with the persistence of the Black-White test score gap, the necessity for research regarding these students' educational experiences cannot be understated. To date, research in this area has been scarce. The purpose of this review is to synthesize the available literature related to the experiences of multiracial-Black-White biracial in particular-students in American schools and to identify areas in need of further research. This review offers a synthesis of the historical, social, and political context of biracial people, as well as a synthesis of issues relevant to biracial students, namely, psychological adjustment, home and parental influence, and school factors. Recommendations and implications for further research related to multiracial students and their schooling are offered.

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Supporting Biracial Children's Identity Development

Cited by 14 publications

References 4 publications

Home Visits: How Do They Affect Teachers’ Beliefs about Teaching and Diversity?

Home Visits: How Do They Affect Teachers’ Beliefs about Teaching and Diversity?

Beyond Race: Examining the Facets of Multiracial Identity Through a Life-span Developmental Lens

Black–White Biracial Students in American Schools: A Review of the Literature

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