Valuing a growing population: Biracial youth

A growing segment of our youth population does not fit easily into the neat categories that we, as a society, like to place people. These are the children of parents from different racial groups. Children of multiple racial heritage are often referred to as biracial, mixed, interracial, multiracial, or, legally, as "other" (Harsha 1998). Between 1970 and 1990, the number of children living in families where one parent is European American and the other of a different race tripled from fewer than 400,000 to more than 1.5 million (Wright 1994).

While all children have special needs and all must go through the process of identity development, biracial children have unique sues- I sors. Not only must they integrate personal identity and racial and ethnic identities, but whE they must also learn to bridge majority and minority cultures. This is further complicated by the fact that one of their identities may be more valued by society than the other. Since high levels of self-esteem are related to consistent comfort with one's racial identity (Okun 1996), it is important that biracial children are able to accept and function in both cultures.

Yet, the question "What are you?," commonly asked of biracial children, presupposes an answer of either one race or another. In fact during adolescence, many biracial teens feel pressured to choose one racial group over another (Tatum 1997). As social groupings become increasingly divided along racial lines during adolescence, where does the biracial adolescent fit? Some biracial children may, at times, feel like they do not belong to either racial group. They may feel as Rosato (1997-98) suggests, like a chameleon, with no color of their own. Some, at times, may feel rejected by both majority and minority populations. And neither parent can serve as a role model for a healthy biracial identity, because neither parent is biracial.

Until recently, many biracial people were likely to identify as belonging to the minority race since they were However, studies have concluded that biracial children can and do develop healthy identities (Cauce 1992). Family and Consumer Science educators are in a position to positively impact biracial youth with positive climates and accepting environments, thus creating a sense of belonging. Suggestions include:

1. Foster an atmosphere of trust and openness where biracial children can feel comfortable discussing racial identification issues.

2. Provide positive examples of diversity in the day-to-day activities of the group.

3. Examine your own personal attitudes about multiple racial heritages.

4. Allow and encourage children to self-identify their racial background, without forcing the child to identify more with one or the other part of their heritage.

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References

Cause, A. M., Heraga, Y., Mason, C., Anguilar, T., Ordonez, N. & Gonzales, N.

(1992). Between a rock and a hard place: Social adjustment of biracial youth. in M. P. P. Root (Ed.) Racially mixed people inAmerica, pp. 207-222. Thousand Oaks, CA: Sage.

Harsha, K.L. (1998). Implications for teachers of biracial children. Internet address http:www.pryor.kl2.ok.us/oascd/artide%2014.htm.

Okun, B. F (1996). Understanding diverse families: What practitioners need to know. N. Y.: The Guilford Press.

Rosato, J. L. (1997-98). "A color of their own": multiracial children and the family. Journal of Family Law, 36 (1), 41-51.

Tatum, B. D. (1997). "Why are all the black kids sitting together in the cafeteria?" New York, N.Y.: Basic Books.

Wright, L. (1994). One drop of blood. The New Yorker July 25), 46-55.