Abstract
Number of biracial marriages is increasing in the United States, so does the number of children with mixed racial heritage. Biracial students constitute a distinct group with unique needs that main-stream multicultural educational agenda does not include. Besides, given the fact that race and identity studies usually focus on either social-historical construction of Blackness or Whiteness in different settings, one can say that mixed race kids are pushed to the periphery of the research agenda. This research sets out to understand how ‘biracial’ high school students in the United States articulate their schooling, community and family experiences and how peer culture and schooling practices influence the space and racial identity conceptualization of “mixed race” high school students.This research has been grounded on the belief that biracial students constitute a distinct group with unique needs that main-stream multicultural educational agenda does not include. This study is designed as a qualitative, phenomenological study in an attempt to reveal the experiences of biracial students. Seven female students were recruited as the subjects of the study. Snowball sampling technique was adopted as a way of finding research subjects. Semi-structured interview form was adopted as a tool of gathering data. Results show that formation of biracial identity needs to be studied in connection with social class as social class plays an important role on both school choice and schooling practices. In other words, race is nested in social class. At the same time, skin color itself could be very important about how other people see these kids
References
- Bogdan, R. & Bilken, S. (1998). Fieldwork. In Qualitative research in education: An introduction to theory and methods. Boston: Allyn and Bacon.
- Brandell, J. R. (1988). Treatment of the biracial child: Theoretical and clinical issues. Journal of Multicultural Counseling and Development, 18, 176–187.
- Creswell, J. (1997) Qualitative Inquiry and Research Design: Choosing among Five Traditions, New York, Sage. Publicationshttp://www.cnn.com/2003/EDUCATION/11/01/mixed.race.ap/
- Herman, M. (2002). The Black-White-Other Test Score Gap: Academic Achievement among Mixed Race Adolescents, Institute for Policy Research, www.northwestern.edu/IFPR
- Kerwin, K., & Ponterotto, J. G. (1995). Biracial identity development. In J. G. Ponterotto,J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multiculturalcounseling (pp. 199-217). Thousands Oaks, CA: Sage.
- Oakes, J. (1985). The Distribution of Knowledge. In R. Arum & I. Beattie The Structure of Schooling: Readings in the Sociology of Education (pp.224-234). California: Mayfield Publishing Co.
- Omi M. & Winant H.(1989). Racial Formation in the United States, NY: Routledge.
- Rocquemore, K. and D. Brunsma (2002). Beyond Black: Biracial Identity in America, California, Sage Publications.
- U.S. Bureau of Census. (2010). Mapping census 2010: The geography of U.S. diversity. Washington, DC: www.census.gov
- Wardle, F. (1999). Children of Mixed Race no Longer Invisible, Educational Leadership, 57 (4) pp.68-72.
- Wilson A. (1987). Mixed Race Children, London, Allen & Unwin.
- Wilson, T. (1992). Blood quantum: Native American mixed bloods. In M. P. P. Root (Ed.), Racially mixed people in America (pp. 108–125). Newbury Park, CA: Sage.
- Valentine, G. (1995). Shades of gray: The conundrum of color categories. Teaching Tolerance, 49, 47.
Abstract
Amerika Birleşik Devletleri’nde farklı ırklardan insanların evliliklerinin sayısı giderek artmaktadır. Buna bağlı olarak iki farklı ırkın özelliklerini taşıyan çocukların sayısı da artmaktadır. Çift ırktan çocuklar anadamar çokkültürlülük eğitim araştırmalarının gündeminde kendilerine yeterince yer bulamıyor. Diğer taraftan, eğitim bağlamında bu çocukların ihtiyaçları diğerlerine göre oldukça farklı olabiliyor. Benzer biçimde, ırk ve kimlik çalışmaları genellikle Siyahlık ve Beyazlık üzerine odaklandığı için yine çiftırktan gelen çocuklar bir anlamda araştırmaların periferisinde kalmaya devam ediyor. Bu araştırma ırksal olarak birden fazla kökenden gelen ve liseye devam eden kız çocuklarının okul, toplum ve aile deneyimlerini nasıl ifade ettiklerine ve okul pratikleri ve akran kültürünün kimliklerinin oluşumuna etkilerini incelemek üzere kurgulanmıştır. Araştırmanın öznelerini liseye devam eden ve farklı ırklardan ebeveynleri olan yedi kız öğrenci oluşturmaktadır. Öğrencilere kartopu örneklem tekniği kullanılarak ulaşılmıştır. Araştırmanın verileri yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Bulgular göstermektedir ki çift ırk kimlik oluşumu, sosyal sınıf ile yakından ilişkilidir. Sosyal sınıf, ırksal kimliği çeşitli biçimlerde keserek, öğrencilerin deneyimlerini şekillendirmektedir. Okul seçiminden başlayaral akran kültürü ve diğer okul pratikleri hakkında öğrencilerin ifadelerinden ırkın sosyal sınıfın içine yuvalandığı çıkarabilir. Benzer biçiminde derinin rengini deneyimleri temel olarak niteleyen durumlardan biri olarak karşımıza çıkıyor. Diğer bir anlatımla, derinin rengi açıldıkça anadamar kültür içinde kendine yer açmak da giderek kolaylaşıyor
References
- Bogdan, R. & Bilken, S. (1998). Fieldwork. In Qualitative research in education: An introduction to theory and methods. Boston: Allyn and Bacon.
- Brandell, J. R. (1988). Treatment of the biracial child: Theoretical and clinical issues. Journal of Multicultural Counseling and Development, 18, 176–187.
- Creswell, J. (1997) Qualitative Inquiry and Research Design: Choosing among Five Traditions, New York, Sage. Publicationshttp://www.cnn.com/2003/EDUCATION/11/01/mixed.race.ap/
- Herman, M. (2002). The Black-White-Other Test Score Gap: Academic Achievement among Mixed Race Adolescents, Institute for Policy Research, www.northwestern.edu/IFPR
- Kerwin, K., & Ponterotto, J. G. (1995). Biracial identity development. In J. G. Ponterotto,J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multiculturalcounseling (pp. 199-217). Thousands Oaks, CA: Sage.
- Oakes, J. (1985). The Distribution of Knowledge. In R. Arum & I. Beattie The Structure of Schooling: Readings in the Sociology of Education (pp.224-234). California: Mayfield Publishing Co.
- Omi M. & Winant H.(1989). Racial Formation in the United States, NY: Routledge.
- Rocquemore, K. and D. Brunsma (2002). Beyond Black: Biracial Identity in America, California, Sage Publications.
- U.S. Bureau of Census. (2010). Mapping census 2010: The geography of U.S. diversity. Washington, DC: www.census.gov
- Wardle, F. (1999). Children of Mixed Race no Longer Invisible, Educational Leadership, 57 (4) pp.68-72.
- Wilson A. (1987). Mixed Race Children, London, Allen & Unwin.
- Wilson, T. (1992). Blood quantum: Native American mixed bloods. In M. P. P. Root (Ed.), Racially mixed people in America (pp. 108–125). Newbury Park, CA: Sage.
- Valentine, G. (1995). Shades of gray: The conundrum of color categories. Teaching Tolerance, 49, 47.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Makaleler |
| Authors | |
| Publication Date | June 1, 2014 |
| Published in Issue | Year 2014 Issue: 5 |