Date of Award
2016
Document Type
Open Access Dissertation
Department
Educational Studies
Sub-Department
College of Education
First Advisor
Rhonda Jeffries
Abstract
The purpose of this study was to report on what teachers and parents see as significant factors affecting Black-White biracial student identity development. Through a qualitative case study using individual interviews with parents and grandparents of a Black/White biracial child and the child’s teachers, various factors affecting Black/White biracial identity development emerged. Historical laws, court cases, U.S. Census reports, theoretical data, and identity models were examined and explored to provide a clear argument that Black/White biracial individuals have historically been marginalized and that this marginalization within society has carried over into our current curricular and instructional practices within schools. This study examined the teacher’s role in affecting Black/White biracial student identity development and found that teachers play a crucial role in the development of Black/White biracial student identities.
Rights
© 2016, Dawn M. Campbell
Recommended Citation
Campbell, D. M.(2016). Teachers’ Influence On Black/White Biracial Student Identity Development. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/3992