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

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

Specific strategies to foster communication with biracial youth could include the use of diaries and/or creative writing to record uncomfortable situations (Herring, 1992). School counselors can use the writings to discuss students' reactions to the situations and to offer suggestions for future action. The use of bibliotherapy can generate questions on reading assignments, which can, in turn, initiate discussions of the negative situations (Wehrly et al., 1999). Stories about historical biracial role models could be used to develop stories about a youth's future (Herring, 1992; Wardle, 1992). Additionally, counselors can develop staff training sessions and parenting workshops (Wardle, 1992). Promoting and teaching communication skills school-wide and within the family may help these individuals involved in the workshops increase their self-awareness regarding issues related to biracial youth, which may, in turn, foster a sense of belonging for the biracial youth.

Exposure

Biracial youth need exposure to all aspects of race and ethnicity in order to understand their heritage and to acquire culturally linked coping skills (Schwartz, 1998a; Wardle, 1992; Wehrly et al., 1999). Exposure enables a biracial individual to attain more realistic attitudes and perceptions about his or her racial or ethnic background, and to become aware of prejudices and injustices (McRoy & Freeman, 1985). Through exposure, youth can learn to embrace their identity and find positive ways to respond to discrimination.

School counselors are in a position to implement school-wide and district-wide interventions to increase exposure to race and ethnicity. Specific strategies might include career days at which minority role models speak to the school body; developmental guidance lessons that focus on multiculturalism are another alternative (T, 1995; Wardle, 1998). Counselors can encourage classroom or school celebrations that observe culturally different holidays, or arrange field trips to various cultural centers on those holidays or throughout the year (Schwartz, 1998b). Counselors can have multiracial books and other literature readily available, and can ensure that the school library has a variety of such literature (Wardle, 1992). In-school support groups for biracial youth and a multicultural group for the school are other intervention options. Finally, when schools are predominantly one race, counselors can try to find biracial or minority role models within the community to assist in developing a mentoring program (McRoy & Freeman, 1985). Role models foster a sense of encouragement, especially in individuals who feel their minority status is a determinant for failure.

Concluding Thoughts

David (not his real name) was a young biracial boy who lived in a predominantly White community. He was on the playground and many of the other kids were playing "war." He wanted to play and asked if he could join the game. One of the boys refused him saying no Black soldiers were allowed. As David entered adolescence, he began to realize that he was different. Other student's continually made negative comments about his skin color. He felt increasingly alone and more aggressive, feeling the need to defend himself at all costs. At home David was even angrier, mainly with his mother because she was White and David blamed her for his being born. As David went through high school, things did not get much better. Girls at least talked to him; however, they could not bring him home to meet their mothers. On the night of the senior prom, David had to sit in the limousine while his friends went in to pick up his prom date.