Biracial Children's Identity: How Society Shapes Self-Image

Introduction: Identity Formation and Biracial Children

When forming their identity, children seek to look, act, feel, and mimic significant people in their social environment. In his book Youth and Identity, Erik Erikson relates ego identity and self-esteem to racial identity, stating that ambiguous messages about one's race may place a person at risk for developing what he referred to as a "negative identity" (Oka, 1994, p. 3). The possibility of negative identity is a controversial topic regarding biracial children. Opponents of interracial marriage argue that interracial couples are jeopardizing the futures of their children, as there is a possibility that biracial children will not be accepted by either culture and that this rejection will lead to personal problems.

Some studies have found that interracial children are more likely to experience difficulties related to poor self-identity, such as gender confusion, self-hatred, alcohol and drug abuse, suicide, delinquency, and alienation. Yet other studies have found interracial youth to show high levels of creativity, adaptability, and resiliency (Hoskins, 1996).

Many experts believe that interracial children and adolescents experience unique identity problems. Research on ethnic and racial identity indicates that children are aware of racial differences by the time they are four years old. At the same time, or soon thereafter, they also become aware of their own ethnicity and form judgments about it (Cole and Cole, 1993, p. 369). In many cases, when interracial adolescents go through identity formation, society makes them feel a need to choose one racial identity.

Many biracial children find that society treats them as unique or exotic. Adults and children are curious about their race and often inquire about it. Sometimes the attention is positive; sometimes it is negative. Some biracial children grow up to be well adjusted and learn to fit into a variety of different social and cultural groups. Others develop psychological problems due to society's treatment.

The Role of Racism and Societal Pressure

"Racism is a developed set of attitudes that include antagonism based on the supposed superiority of one group or on the supposed inferiority of another group, premised solely on skin color or race" (Beswick, 1990). Racism in the United States is an important issue, as it can undermine the self-esteem of children. These feelings of low self-worth can cause a child to feel that he or she does not measure up to peers (Stipek, 1993). As a result, these children are less likely to pursue challenging environments, and ultimately society loses a valuable contributing force — an individual who strives to reach his or her own potential.

Racism pervades nearly every culture in the United States. Research has noted that interracial marriage can touch deeply held resentments within communities (Guang, 1995). Biracial children may also face oppression from groups that identify the child by the ethnicity of the non-Asian parent, viewing the child as the product of "racial pollution" (Oka, 1994, p. 7).

Because these prejudices exist in society as a whole, it is likely that educators and counselors hold some of them as well, even if only unconsciously (Schwartz, 1997). In this case, it is inevitable that biracial students will perceive such attitudes and develop a negative self-image that compromises their sense of self and their personal ability to succeed. For this reason, it is important for people working with biracial children to examine their personal views, especially given the significant value that children place on adult approval. Educators and counselors must convey love, support, and acceptance to biracial students.

Unfortunately, the families of biracial children often reject them, and their mothers may even have ambivalent feelings toward them. In many cases, very young biracial children are abandoned by parents who, plagued by personal difficulties, are overwhelmed by the challenges of raising children who may have more than the usual set of needs. Schwartz (1997) discusses a study of such children whose problems were handled by social service departments that, ignorant of the unique needs of biracial children, assigned them to inappropriate foster homes. This case illustrates just how important it is for service providers to understand the experiences of biracial children.

Variables and Hypothesis

For the purpose of this paper, a general conceptual model is used to identify independent and dependent variables and to show their basic relationships to one another. Dependent variables are the outcomes of the study — the things under observation. In this case, the dependent variable is the effect that society has on the identity of biracial children. Independent variables are those manipulated by the researcher. In this case, the independent variables are: family, support from teachers and counselors, and attitudes toward diversity.

Existing literature demonstrates that society holds many prejudices that cause biracial children to struggle with their identity. However, by varying factors such as family environment, teacher and counselor support, and attitudes toward diversity, we can observe how each independent variable produces a different effect. Alternatively, we might find that changing these factors produces little dramatic change, or that even small changes make a greater impact than expected. The factor that is changed is the independent variable, and the resulting effect is the dependent variable.

This paper hypothesizes that biracial children are more likely to experience difficulties with their identity than children of a single race, due to societal pressure. It is well established that both group identity and personal identity give a child a sense of belonging. A group identity often stems from whatever a child's family considers important in defining who is "like us." Building a strong and positive group identity is especially critical when children are part of a group that others value less, such as biracial families.

In a society that categorizes families by race, many biracial families fear that their children will be misunderstood or discriminated against because they do not fit neatly into one racial group. This is a valid concern. Children who learn from society that they are inferior due to racism and other biases may internalize negative messages or struggle to overcome them. As a result, many children grow up feeling ashamed of their skin color or the cultural traditions of their family. This paper further hypothesizes that, by developing cultural awareness — especially through education and counseling — society can counter the damaging habit of discriminating against multiracial and biracial children.

Conclusion and Recommendations

Existing literature reveals that the process of developing an identity is an especially complicated one for biracial children and adolescents (Schwartz, 1997). Factors unique to their diverse heritages that influence identity formation include the need of biracial individuals to select a personal and family identity that represents their own attitudes. It is therefore apparent that we must address a specific question: How is society causing biracial children to struggle with their identity, and what can be done to change this?

An interracial child is not predestined to experience conflict as a result of their mixed heritage. If society is open and communicative about all the cultures that have come together to create this child, the child can grow up to appreciate diversity in themselves and in others. It is important for "all children to grow up rejecting prejudice, fear, and hatred, and instead be open to the fascinating qualities people of every color and culture have to offer" (Oka, p. 13).

Works Cited

Beswick, Richard (1990). Racism in America's schools. ERIC Clearinghouse on Educational Management: ED 320-196.

Cole, Michael & Cole, Sheila (1993). The development of children (2nd ed.). New York, NY: Scientific American Books, 339–369.

Hoskins, Nichele (1996). Mixed-race couples, children brave racism. Retrieved from the Internet at http://www.startelegram.com/news/doc/1047/1:Metro73/1:Metro73101296.htm

Oka, Julie Mari (1994). Self-concept and parental values: Influences on the ethnic identity development of biracial children. Thesis, San Jose State University.

Stipek, Deborah J. (1993). Motivation to learn: From theory to practice (2nd ed.). Boston, MA: Allyn and Bacon.

Schwartz, W. (November 1998). The identity development of multiracial youth. ERIC Clearinghouse on Urban Education, Teachers College: EDO-UD-98-7: No. 137.