http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
a study of biracial ethnic identity and ethnic socialization processes
Study of biracial ethnic identity and ethnic socialization processes
Until recently there were no accurate accounts of the number of biracial children in the United States; however, experts long agreed that this is a growing population. Therefore, educators, counselors and other social service professionals must begin to understand their development if the needs of this population are to be met in the future (Henrickson, 1997; Deters, 1997). A review of the literature revealed critical factors as it relates to biracial children. Ethnic identity, parental ethnic socialization processes used to facilitate identity development, and the resulting psychological adjustment were the major issues identified in the literature. The purpose of the current study was to examine the racial identity of biracial children, parental ethnic socialization processes (no discussion of race, identifying with one parent, biracial identification), and psychological adjustment of biracial children. Twenty families with biracial children (chronological age 8-18 years) completed demographic and ratings of current emotional/behavioral functioning of the biracial children. Parents also participated in a parent interview in order to gain information about the ethnic socialization patterns used with biracial children. Results suggest that the biracial children in this sample are not experiencing emotional or behavioral difficulties at this time. Although results must be interpreted with caution given the small sample size, findings indicate that biracial children who are raised to identify with both sides of their ethnic heritage are not suffering from negative psychological consequences, e.g. guilt, anger, isolation. Results of analyses from parent interviews revealed 11 themes that emerged across parent interviews. Additional data on parent and children reported myths and concerns about interracial families and biracial children are also presented. Recommendations for future research include use of child interviews, measure of parent ethnic identity, objective measure of parenting style, and larger sample sizes representing the diverse interracial family population. Moreover, implications for educators are discussed in terms of how educators can be responsive to the unique needs of biracial children.
Issued also on microfiche from University Microfilm Inc.
Includes bibliographical references (leaves 103-112).