Biracial youth: the role of the school counselor in racial identity development

Professional School Counseling, Oct, 2001 by Amy E. Benedetto, Teri Olisky

Since the 1967 Supreme Court decision of Loving v. Virginia, which prohibits anti-miscegenation laws, the number of biracial births has more than tripled (Sandor & Larson, 1994). Schwartz (1998a) reported that through 1996 more than 100,000 babies were born annually to parents of interracial marriages. Literature also suggests that a disproportionate number of biracial youth require special attention in school due to difficult behaviors (Herring, 1995; McRoy & Freeman, 1986). These behaviors are affecting school performance and, as such, counselors will likely find themselves assisting a student of biracial descent. Because school counselors are in a unique position to assist biracial youth, it is important that these professionals are multiculturally sensitive and knowledgeable about working with these students.

A reasonable amount of literature on biracialism exists (e.g., Herring, 1992; Kerwin, Ponterotto, Jackson, & Harris; 1993; McRoy & Freeman, 1985; Nishimura, 1995; Poston, 1990; Schwartz, 1998a, 1998b; Wardle, 1992; Winn & Priest, 1993). Little research, however, has been completed on biracial youth or their families. Herring (1992) noted that this lack of research was partly due to the resistance of biracial individuals and their families to being studied as well as to the small population of biracial youth. Instead, issues related to biracial youth have focused largely on explaining racial identity development. This article addresses this concept and the role of the school counselor in assisting biracial youth to develop a positive racial identity. Interventions are presented with goals of promoting the development of a healthy biracial identity and alleviating at-risk behaviors.

Racial Identity Development

Racial identification is defined as "pride in one's racial and cultural identity" (Poston, 1990, p. 152), and has been considered a key factor in any individual's development. Few of the many proposed models of racial identity development have been able to adequately address the unique issues of the biracial individual (Herring, 1995; Poston, 1990). In response to the lack of a model of biracial identity development, Poston (1990) presented The Biracial Development Model. This model suggests that biracial individuals develop through five stages: personal identity, choice of group categorization, enmeshment/denial, appreciation, and integration.

Stage one, personal identity, is characterized by one's identity being relatively inconsistent and dependent on self-esteem developed within the family. This is a critical developmental period for a child. Family members are instrumental in helping a biracial child feel a sense of belonging and acceptance. The second stage, choice of group characterization, may be a time of crisis for a child. During this stage, the child feels compelled to select an ethnic identity, and thus must choose between parents. The third stage, enmeshment/denial, is characterized by confusion and guilt as a result of choosing an identity that may not be all-inclusive of one's biracial heritage. This stage is characteristic of adolescence during which group belonging becomes a central theme for all youth (Newman & Newman, 1999; Poston, 1990). The enmeshment/denial stage is even more difficult for biracial youth because they are struggling with dual-race membership. The fourth stage, appreciation, is a period during which the individual still identifies with one ethnic group but begins to broaden his or her understanding of multiple heritages. This is a time of exploration, resulting from the desire to know one's complete racial heritage. The final stage, integration, is characterized by the individual's ability to recognize and appreciate all of the ethnicities he or she possesses. At this point, the biracial individual feels complete and sees himself or herself as a contributing member of society.

Poston (1990) speculated that with the proper support and mastery of these stages, biracial individuals can develop a healthy racial identity and achieve a sense of wholeness in their lives. However, racial identity development is a complex process for some biracial youth, especially as they enter adolescence. Biracial adolescents may encounter conflicting values as they begin to ask, "Who am I?" and "Where do I belong?" (Newman & Newman, 1999). These youth may experience guilt and confusion about developing an identity that may not embody all aspects of their heritage (Herring, 1992; McRoy & Freeman, 1985; Poston, 1990). They may also be confronted with a lack of social acceptance due to prejudicial and stereotypical attitudes (Newman & Newman, 1999; Schwartz, 1998a). As a result, some biracial youth exhibit a variety of problems that has led researchers to label them "at risk" (Kerwin et al., 1993). These at-risk behaviors include (a) poor academic achievement, (b) off-task behavior, (c) poor social skills, (d) negative attitudes toward adults, (e) chip-on-the shoulder personas, (f) social isolation, and (g) aggressive behaviors toward peers (McRoy & Freeman, 1985; Nishimura, 1995). More importantly, biracial youth may experience depression or exhibit maladaptive behaviors such as substance abuse, psychosomatic disorders, and suicidal ideation (Herring, 1995; Poston, 1990; Winn & Priest, 1993). These behaviors may place the biracial youth at risk for academic failure. The school counselor is in a position to assist the biracial student in working through these issues, and to support the student's successful involvement and achievement within the school.