{"id":36276,"date":"2014-04-16T19:43:14","date_gmt":"2014-04-16T19:43:14","guid":{"rendered":"http:\/\/www.mixedracestudies.org\/wordpress\/?p=36276"},"modified":"2017-04-13T23:34:55","modified_gmt":"2017-04-13T23:34:55","slug":"improving-anti-racist-education-for-multiracial-students","status":"publish","type":"post","link":"https:\/\/mixedracestudies.org\/wp\/?p=36276","title":{"rendered":"Improving Anti-Racist Education for Multiracial Students"},"content":{"rendered":"

Improving Anti-Racist Education for Multiracial Students<\/strong><\/em><\/a><\/p>\n

University of Massachusetts, Amherst
\nMay 2014
\n479 pages<\/p>\n

Eric Hamako<\/strong><\/a><\/p>\n

Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of Doctor of Education<\/em><\/p>\n

This dissertation explores how anti\u2010racist education might be improved, so\u00a0that it more effectively teaches Multiracial students about racism. A brief history of anti\u2010racist education and a theory of monoracism<\/em>\u2013the systematic oppression of Multiracial people\u2013provide context for the study. Anti\u2010racist education in communities and colleges has supported U.S. social movements for racial justice. However, most anti\u2010racist education programs are not designed by or for students who identify with two or more races. Nor have such programs generally sought to address Multiraciality or monoracism. Since the 1980s, Multiraciality has become more salient in popular U.S. racial discourses. The number of people identifying as Multiracial, Mixed Race, or related terms has also increased, particularly among school\u2010age youth. Further, the size and number of Multiracial people\u2019s organizations have also grown. Anti\u2010racist education may pose unintended challenges for Multiracial students and their organizations. This study asked twenty\u2010five educators involved in Multiracial organizations to discuss anti\u2010racist education: what it should teach Multiracial students; what is working; what is not working; and how it might be improved. Qualitative data were gathered via five focus group interviews in three West Coast cities. Participants proposed learning goals for Multiracial students. Goals included learning about privilege and oppression; social constructionism; historical and contemporary contexts of racism; and impacts of racism and monoracism on Multiracial people. Participants also called for education that develops interpersonal relationships, self\u2010reflection, and activism. Participants also discussed aspects of anti\u2010racist education that may help or hinder Multiracial students\u2019 learning, as well as possible improvements. Participants problematized the exclusion of Multiraciality, the use of Black\/White binary racial paradigms, linear racial identity development models, and the use of racial caucus groups or affinity spaces. Participants also challenged educators\u2019 monoracist attitudes and behaviors, particularly the treatment of questions as pathological \u201cresistance.\u201d Suggestions included addressing Multiraciality and monoracism, accounting for intersectionality and the social construction of race, validating self\u2010identification, and teacher education about monoracism. The study then critically analyzes participants\u2019 responses by drawing on literature about anti\u2010racist education, social justice education, multicultural education, transgender oppression (cissexism<\/em><\/a>), and monoracism. Based on that synthesis, alternate recommendations for research and practice are provided.<\/p>\n

TABLE OF CONTENTS<\/strong><\/p>\n