What are the retrospective reflections of biracial young adults on their high school experiences?

50 leaves ; 28 cm.Biracial high school students face unique challenges in the area of identity development. Because biracial individuals do not fit neatly into a single racial category, they may struggle with fitting in, feeling accepted, and coming to an understanding of self. In addition, biracial individuals may suffer socially and academically because they struggle with the identity process and may not feel accepted by their peers and teachers. Reid and Henry (2000) explain that there is a huge need for research on biracial children in community settings, especially in classrooms and schools, and that in order to truly make changes in the classroom it is necessary to “infuse biracial issues throughout the total curriculum” (p. 571). The authors discuss the importance of teachers understanding of biracial students psychological, social, emotional, and cultural needs (Reid & Henry). In practice, however, many young students in the multiracial demographic feel unsupported in their academic environment (Townsend, Markus, & Bergsieker, 2009; Wardle, 1992). Often, the teachers of biracial students are unfamiliar with and underprepared for the psychological and cultural complexities facing biracial children (Wardle, 1992). Although many researchers attempt to offer solutions for the challenge of biracial identity, some of the solutions proposed are unrealistic and do not achieve the results they intend (Moss & Davis, 2008). Additionally, the challenges of biracial identity may be exacerbated by a phenomenon that often remains unrecognized—racial microaggression. This study maintains that biracial students need to be recognized and supported in the classroom. Further, it would be useful if school districts and administrators acknowledged biracial identity as a legitimate concern and implemented appropriate programs