2018-2019
Our goal in this research project to learn how mixed-race, school-age children form racialized identities through their school environments. The project has four parts: This work is necessary because mixed-race children are largely absent from critical education literature despite their demographic surge. In 1970, a handful of years after interracial marriage became legal in the …
Dialogue partners discuss the impact language has on perpetuating racism and what it looks like to interrupt language with language.
Dialogue partners talk about what it means to grapple with racialized violence in the U.S.
Two students give advice to teachers about the importance about talking about race and how talking about race can help educate people.
Students of color give advice to teachers about what it looks like to address racism in the classroom and where to ask questions about race if they don’t know how to address it.
Students share how their teachers engage in restorative justice by facilitating healing circles and making sure all student voices are heard.
Interviewer asks a student what they think it looks like for white teachers to be an ally for students of color.
Two students and a parent discuss experiences in a Chinese immersion school and what they wished the teachers would do differently.
White father describes how a school’s problematic approach to teaching history led him and his wife to decide to homeschool their student until they found a better school.
Mother talks with her children about how they celebrate cultural identity and holidays in their mixed household.
Two students describe their identities and how they respond to people who ask them what their race is.
Insightful young student describes how she approaches her cultural identity and the way it impacts (or doesn’t) how people might see her.
Students tell interviewers where they talk about race and how they talk about it between home and school.
Student, teachers, and parents describe the role their racial and cultural identity play in their interactions and how they navigate addressing racial tension in a school setting.
Parents and students reflect on their experiences with differential treatment and discipline in school.
UW Communications · Diversity Committees And Affinty Groups, Who Benefits From These Spaces
Mixed race students discuss what they learn in school and the messages about identity they receive based on who and what teachers choose to prioritize in their lessons.
Mixed race students describe their experiences in school being the singled out and bearing the weight of expectations to speak on racial or cultural topics because of their “mixed-ness.”
Mixed race students describe their experiences navigating their mixed identity in a world that constantly wants to figure them out or force them to choose only one.