School counselors' perceptions of biracial children: a pilot study

Professional School Counseling, Dec, 2002 by Henry L. Harris

Cultural diversity and awareness programs were reported being promoted in 74% (n = 241) of the schools. Twenty-one percent (n = 69) of the respondents suggested such programs were not promoted, and the remaining 5% (n = 18) reported such programs were somewhat promoted. Academically, 70% (n = 230) of the school counselors had taken a multicultural counseling course and 30% (n = 98) reported no such coursework. Biracial children were also represented in 93% (n = 304) of the schools.

Participants were asked to estimate the percentage of students based upon race within their respective school. For the purpose of this study, an arbitrary decision was made by the researcher to categorize schools as diverse if 30% or more of the student body consisted of individuals from two or more racial groups. Schools were categorized as nondiverse when one specific racial group of students comprised 71% or more of the student body. Thirty-seven percent (n = 122) of the school counselors reported a diverse student body, 40% (n = 131) reported a student body consisting primarily of African-American students, 23% (n = 73) indicated a student body consisting of mainly Caucasian students, and .6% (n = 2) indicated a student population made up of primarily Hispanics.

Instrument

Participants were asked to complete to a 25-item survey covering a broad range of issues regarding biracial children. The survey was created by the researcher and based upon a review of literature exploring a variety of personal and social issues confronting biracial individuals (Brandell, 1988; Brown, 1990; Buttery, 1987; Foeman & Nance, 1999; Gibbs & Moskowitz-Sweet, 1991; Hatcher, 1987; Kerwin & Ponterotto, 1995; McRoy & Freeman, 1986; Nakashima, 1992; Nishimura, 1995; Wardle, 1991, 1992; Winn & Priest, 1993). Colleagues familiar with the topic served as reviewers and provided valuable feedback, especially in the wording of the survey items. Originally, the first version of the survey contained 30 items. However, after consulting with colleagues, 5 items were eliminated because they were considered vague and confusing.

Demographic information was requested on eight survey items inquiring about the participants' race, gender, years of experience as a school counselor, racial composition of the student body in their school, whether or not biracial individuals were represented in their school, counseling, experience with biracial individuals, school grade level, and if they had taken a formal multicultural counseling course. Three survey items briefly explored their personal counseling experience with biracial children. Thirteen items addressed the school counselors' individual perceptions of biracial children focusing predominantly on academic, behavioral, and identity related matters (see Appendix and Table 1). The final question was open-ended, inviting additional written comments addressing other concerns school counselors held of biracial individuals. Overall, 18 of the 25 items asked participants to respond by checking "yes," "no," or "unsure." One survey item that inquired about whether or not cultural diversity and awareness programs were promoted in the schools, asked counselors to respond by checking "yes," "no," or "somewhat" (see Table 3).