Beautiful Mosaic:
Biracial and Interracial Children
"We become not a melting pot, but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams." – Jimmy Carter.
There are many differences present in the classroom, yet they all come together to create a beautiful mosaic. The United States, for many years has been referred to as a melting pot, where many cultures have joined to create what the U.S. has now become. Instead of a melting pot, the U.S. should be called a beautiful mosaic. Our country is changing to accommodate all cultures in this beautiful mosaic; it is time for our schools to make that change as well. It starts with the teachers, the curriculum, and the ideas/concepts that form in the classroom. The school system needs to overcome the societal myths about interracial families, recognize the pressures facing biracial families, and find ways to develop the identity of interracial students. Teachers need to identify with the mistakes that can be made in the classroom to avoid these problems, give continual support to the students, attend trainings about biracial and interracial students, find and read books on interracial and biracial families, as well as directing school activities towards biracial students. The population of interracial and biracial families in the United States is gradually increasing. (Bamaca 2004; Johnson 2000; Robinson 2001; Rodriguez 1998; Wardle; 1992; Wardle; 1998; Wardle; 2000). The number of people marrying from different racial backgrounds is increasing which is creating the large amount of biracial students in the schools. Biracial children make up the fastest growing segment of children in the U.S. population (Robinson, 2001). In graph 1, the 2000 United States Census collected the biracial combinations of families across America; “over 6.8 million Americans, marked an identification with two or more races” (United States Census Bureau, 2000). The graph demonstrates the extreme range of diversity between the multiracial and biracial families across the United States in 2000. Approximately 2% of the population self-identified as multiracial in the 2000 United States Census (Bamaca, Bracey, & Umana-Taylor, 2004). This may seem like a small percent, that number is nationwide and growing. “When white people do marry interracially, they’re more likely to choose Latinos, nearly half of whom describe themselves in the 2000 Census as both Hispanic and White (“Biracial”, 2001). The Census allows families to choose one or more ethnic group now, yet the school tests still require students to choose one and only one ethnic group. This forces students to identify with only one parent with one racial background. “While there is no consensus as to what is meant by the term biracial, it is most commonly used to describe the first generation offspring of parents from different races” (Wright, 2002). Since the inter-racial population is growing, it would only be logical for the schools to accommodate the inter-racial children.
There are many societal myths facing biracial families that need to be brought to the attention of teachers in order to make the class more effective. The myths that are presented in society about biracial children need to be addressed and overcome by the school facility and the community. Some of the myths include that biracial children are bothered by their heritage, that they must choose to classify themselves with one racial group, and that they do not desire to discuss their racial identity (Wright, 2002); Gibbs stated that “biracial students have more social and physiological problems than other children” (Wardle, 1992). While Wardle stated that minorities are more accepting of biracial children than are non-minorities (1992). There are six recommendations that the National Association of School Psychologists make to educators regarding students and racial issues (Wright, 2002):
Teachers should not ignore children’s racial background because children learn within a racial and cultural context; therefore, classroom activities should be designed with racial backgrounds in mind (Wright, 2002). The framework for the curriculum and activities in the classroom should have all backgrounds in mind. Having other cultures integrated in the classroom will allow all students to be familiarized with many traditions and backgrounds. Exposing students to all cultures will begin to lower their discrimination level. “It’s alright to ask biracial students about their heritage if it is done in and open and nonjudgmental manner. Ask their parents what racial labels or descriptions they believe are most appropriate for their children” (Wright, 2002). When hurtful comments are made, teachers should not remain silent; they should begin early teaching their students about the hurtful effects of racial statements. Students need to understand how innocent comments can result in wrong interpretations and correct them when such language is used. Teachers must never assume or tell biracial children what they believe to be the child’s racial group or heritage (Wright, 2002, & Wardle, 1998). Teachers should try to include both heritages in classroom activities and discussions. “Becoming an advocate for biracial children means speaking out on their behalf and developing a curriculum that supports biracial identity” (Wright, 2002). Supporting and sponsoring biracial children as well as other children is a great way to not only start to destroy the myths, but also build the racial identity of students.
Teachers should start showing students how to take pride in where they are from. The heritage of many students is becoming lost in the Americanization in the school system. “Identity development of the biracial student undergoes its most critical development during the preschool and elementary school years; ages 3 through 7” (Wardle, 1992). Kindergarten and first grade teachers especially need to be promote identity development among their students since such growth and development occurs during those years.
The stage of ages 3 through 7 corresponds to Piaget’s preoperational cognitive stage and Erikson’s initiative v. guilt psychosocial stage. Piaget’s stages are relevant here because they demonstrate progressive levels of how children think, and the thinking processes of young children determine how they think of themselves and their self-concept. Erikson’s stage of initiative v. guilt has the child moving aggressively into the wider social world. Because self-concept and racial identity development are so closely tied together, Erikson’s views of this age are important to our understanding and support of biracial identity development (Wardle, 1992)
These two theories suggest that it is a necessary for children to be able to ask questions about race, should be allowed to experiment with labels, ideas, and concepts that do not have a predetermined or preset idea about racial individuality, or “need a single word to label who they are” (Wardle, 1992). In the classroom each teacher, especially kindergarten and first grade, need to allow learning in growing and promote individual growth with each child’s own personal background and heritage. “Matiella, Ogbu, and Phinney have documented that a central part of a child’s sense of positive self-esteem is based upon a child’s racial/ethnic identity, a child with high self-esteem does better in school (Wardle, 1998). A student has to be comfortable with him/herself before they can learn to their full potential in school. Many students are holding back on learning to their full potential in school because they have very low self-esteem.
Children’s positive identity development depends on a secure sense of who they are, where they come from, and how their families and communities support their identity. The child’s self-image is directly tied to his or her identity image. This sense of identity and the recognition of physical characteristics—including skin color, being an important part of identity—begin to be formed during the early years (Wardle, 1992)
Development of their individual identities begins at home with each family. Parents, of course, play a pivotal role in this growth as do grandparents and the other members of the child’s extended family. Parents, who participate in activities within their own communities that are directly tied to their heritage, further demonstrate their commitment and respect for their culture. This in turn, begins the teaching at home, that one’s “background” or heritage is vitally important and should be preserved at all cost.
Kai Keoni Mare is a Hawaiian name which was given to the person I interviewed by his mother and father. Kai’s mother is half Hawaiian and half Chinese; his father is Caucasian, which makes Kai multiracial. Throughout his thirteen years of schooling, Kai’s heritage and culture was never celebrated nor recognized, but his mother’s side of the family strongly celebrates both cultures. Now, Kai rarely celebrates his culture and sometimes he is embarrassed by his features (Personal communication, February 17, 2005). This is unfortunate and could have been avoided if his cultures were recognized and celebrated as well as supported by both sides of his family, his teachers and school facility.
Teachers who embrace and celebrate what each child can bring to the classroom are far more comfortable with their own identity and understand what an opportunity it is to explore these differences and incorporate them with each day’s lesson. “Teachers’ support of any individual differences in their classrooms starts with their own understanding and comfort level with the variety” (Wardle, 1992). Teachers should attend trainings and keep a positive attitude about biracial and interracial students as well as their families. “A school staff member with a multiracial or a multiethnic family history would make good trainers” for teacher training classes (Wardle, 1998, & Wardle 2000). Someone cannot teach others if they do not fully know the subject and understand the background. Both pre-service and in-service teachers need training, support, and mentoring to effectively teach interracial students (Sobel, 2005). Teachers and students can learn from each other. “The need is great for teachers to teach students on both sides of the achievement gap” as Tharp acknowledged (Sobel, 2005). Since No Child Left Behind Act is holding teachers accountable, one achievement gap is meeting the needs for biracial students in the classroom. If teachers believe the myths about biracial students, they cannot even begin to teach them (Wardle, 1992). Teachers, need to figure out for themselves what they think of each individual myth. Mrs. Mendoza is a kindergarten teacher at an 85% Hispanic elementary school. In her classroom, there are four students who are multicultural. One of the four adorable kindergarteners is half Hispanic and half African American. Since there is only one student that is half African American, it is difficult keeping the African American culture alive. The other multicultural students are Hispanic and Caucasian.
There is a strong need for more interracial school books in the school systems. “The lack of biracial literature has caused a common problem in acquiring their racial identity” (Johnson, & Lee, 2000). Children who are biracial and interracial need to have a role model to look up to (Rodriguez 1998). This starts at home, however, it needs to continue with interracial school books that feature interracial and biracial families. “Interracial literature that is used regularly in the classroom changes the way students look at their world by offering different perspectives (Johnson, & Lee, 2000). These perspectives that are portrayed to the students are directed towards the biracial student, but help the rest of the class with their understanding of interracial and biracial families. This creates an understanding for all cultures and promotes class unity. “It is possible for literature to contribute to children’s understanding of how they are perceived and appreciated by the school and the society” (Johnson, & Lee, 2000). Therefore a well-rounded curriculum has to include multiracial and biracial school books. “One of the goals of multicultural education is to help individuals gain greater self-understanding by viewing themselves from the perspectives of others” (Johnson, & Lee, 2000). Allowing fellow students to experience and understand other cultures, strengthens the relationships in the classroom, but begins to educate the students on how they should view others as well as themselves.
All children can gain from exposure to interracial education, because it will enhance their understanding of people from all kinds of families. Discussing racial, cultural, and ethnic differences of interracial families heightens a child’s awareness and sensitivity to issues involving prejudice, racism, and intolerance toward interracial children (Johnson, & Lee, 2000).
Finding a way to quickly get these publications into the classroom is vital. One thing that teachers can do to build up a diverse library in their schools is to either buy or get donated at least one copy of a biracial/interracial book, magazine, or poster published. Teachers could also ask each interracial or biracial family to provide their favorite book or publication for use in the classroom. This would not only make the student feel special, but it would personalize each culture presented in each classroom.
Activities, ideas, materials, and curriculums need to include more interracial and biracial topics. “Children should learn that people come with a variety of physical and cultural attributes. The activities that follow should be taught with a variety of techniques: individual projects, cooperative learning, and group processes” (Wardle, 1992). There are many activities and ideas that can bring out the positive qualities and understanding of many cultures. Some activities, and ideas are: a family tree; biracial storybooks; supporting discussions about difference; and activities involving mixing or joining colors (construction paper, paint, or food coloring) can be used to achieve cultural awareness in the classroom (Rodriguez, 1998; & Wardle, 1992) Teaching children when they are young to respect others cultural backgrounds is a large step towards social approval and positive self-esteem among all cultures. “Research has found cooperative learning methods to be quite successful in improving interracial relations, while improving academic performance of all students” (Hallinan & Khmelkov, 1999). Since all the cooperative learning methods are group related motivation learning strategies then it will help by involving all students’ cultures together to achieve one goal. “Hansell & Slavin stated that cooperative learning methods were shown to increase strong friendship ties across races, rather than to create only weak friendships” (Hallinan, & Khmelkov, 1999). If a teacher has a very diverse group of students including biracial students, cooperative learning would be an efficient strategy to use with the students. “The teacher must select methods that will promote the social acceptance of biracial children to develop their secure and healthy identity” (Wardle, 1992). If a child can experience and explore their culture and heritage without fear of teasing and ridicule, they will be more apt to share special celebrations and rituals with their classmates, which would be a benefit to all.
Teachers need to overcome the prejudices in themselves first in order to gain information and facts to triumph over the biracial/interracial myths. They need to provide experiences that support the identity development of biracial students, recognize the mistakes and conquer them. Attending trainings, finding books, and adding biracial focused activities into their curriculum will be the building blocks they will use in their classrooms everyday to begin the changes that need to take place. We live in a society now that has and will continue to grow in many different directions. We all need to remember to celebrate each others differences instead of trying to blend them all together. Because many schools are “Americanizing” its children, these children are losing their heritages and cultures, traditions that they should be cherishing and passing on to their families for the future. Society and our communities should support our schools as they embrace and celebrate each and every child’s culture to lower the discrimination among its students for the future generations.
Graphics:
Children in a line: http://www.mchb.hrsa.gov/chusa02/main_pages/page_10.htm
USA: Microsoft Clipart Online
The Big Myth: http://mythicjourneys.org/bigmyth/fullversion/login_ned.htm
Teacher: Microsoft Clipart Online
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