Biracial Identity development

                                                                                                              

The number of biracial children is growing every day in the United Kingdom as immigration from Europe and beyond is blooming.

According to National Statistics (ONS) (2009) “there are 956,700 “mixed persons” in England, 1.8% of the English population.”

Biracial children have to face more challenges then children from a single raced background when it comes to find their place in the society.

It is a unique situation as biracial children not only experience being different from their peers and other people but also being different from their parents. (Pinderhughes, 1989)

There is a sense of being “both yet neither” (Kich, 1992,)

As a parent of a biracial child myself,  I  believe that it is important to raise some questions about parenting biracial children in order to understand those issues they might face, so that parents from very different cultural backgrounds can support their children to develop a healthy biracial identity and reach their full potential.

In order to reach their full potential and to become a productive member of society, children need to develop healthy self-esteem and racial identity is part of that.

Stephan et al (1992) proposed that the outcome of this developmental process is affected by specific factors, such as: physical appearance, personality, surname, the status of groupings, the individual acceptance by both heritage groups (extended family), the parental attitude towards the management of biracial identity and the attitudes of school or other institutions in the society.

A child between 3-4 years old has no problem to identify his skin colour but has no recognition of the permanency of the skin colour and cannot make connection to any racial group yet. (Pinderhughes, 1995)

When I asked my son whether Mommy is white or black, his answer is either “blue”, “green”, “yellow” as he usually refers to the top I wear.

 If I ask him whether he is Hungarian or Nigerian? Without hesitation his answer is: “I am English.”

He answers this question based on his first language which is English indeed.

Jacobs et al (1992) states that at the age of six children understand that their skin colour is not changeable and they become ambivalent about their racial identity. Being different at this stage are associated with negative feelings.

The ambivalence takes the form of white preference but later this might be reversed.

Jacobs (1992) stresses the importance of allowing the child to maintain this ambivalence as this will move the identity development forward to the stage where discordant elements begin to be reconciled in a unified identity.

McRoy and Freeman (1986) and Jacobs (1992) found that open communication between parents and children about their race is very important in this process and parents should offer the interracial label by providing support, comfort and opportunities to process feelings, experiences and facts.

Based on her research Wilson (1987) proposed that children at the age of 9 are either conflicted about being White/Black or accepted themselves as non-white and they are exploring how Black/Mixed identity fits in with their experiences.

If they feel uncomfortable with their racial identity, they either start to fantasise of being White; defensively retreat to a Black identity or they are unable to choose between the two.

According to Wilson’s (1987) findings, if parent’s attitudes/ responses are negative towards this differentness, a child will create a sense of not belonging and conflict will occur.

There is a disagreement concerning the duration of adolescent stage in which a healthy ethnic identity is developed; DeAndre and Riddle (1991) believes it happens between 13-18 years whilst Poussaint (1984) proposes it happens by college age.

Some children may experience this development as a conscious process whether or not to choose one of these identities and which one.

According to Gibbs and Hines (1992) one major issue in this process is the culture identity and who is the reference group, and where they fit in these groups.

A child who is supported through this process by his parents, extended family, peers, and institutions (like school) will be able to resolve this stage and will not only accept and value both heritages but will be also comfortable among both ethnic groups while will have the flexibility to accept that others might identify him as minority, majority or biracial. (Logan, Freeman and McRoy, 1987)

Those, in the other hand who are not able to unify their dual identity will not be able to resolve this developmental stage and therefore will be trapped in conflict. (Gibbs, 1987)

What can parents do to support their children to achieve this healthy biracial identity?

Wilson (1987) found that parents who were open about racism and separated the Black community’s struggle from the child’s individual struggle to get on with life, were more successful in supporting their children to achieve a healthy biracial identity.

“They encouraged their children to strive for success for their own benefit as people, rather than to prove that they can do as well as white children.” (Miller and Miller, 1990)

All researchers seem to agree that balance is one of the key concepts in this development process. This balance can be achieved by open communication, acceptance and I believe it is crucial to offer and introduce both heritages/cultures to children so that they know where they come from and it might bring them less conflict in their search for their identities in this multi-cultural society.

As my son is growing I am more and more aware of all these issues around him and I hope that by offering him all the support I can, he will grow into a self-confident and successful biracial adult who will be proud of both of his heritages.

References

Edited by: Herbert W.Harris, Howard C. Blue and Ezra E. H. Griffith (1995) Racial and ethnic Identity; Routledge, London (1995)

Kerry Ann Rockquemore and Tracy Laszloffy 2005), Raising biracial children, Alta Mira Press, London