Research Paper on Race and Family-3

DYNAMICS OF RACE AND FAMILY 1

Running head: DYNAMICS OF RACE AND FAMILY 1

Dynamics of Race and Family: Interracial Families,

Transracial Adoption, and Raising Multiracial Children

Shareyes Wright

Eastern Michigan University


Dynamics of Race and Family; Interracial Families, Transracial Adoption and Raising

Multiracial Children

Introduction

“A third of people from ethnic minorities constrain their lives through fear of racism”

(McKenzie, 2003, p. 65). Race is an issue faced by many in the workplace, educational arena,

public and private lives. Although it may not seem as obvious or openly discussed as it used to, it

still exists. “Racism stems from the belief that people should be treated differently because of a

few phenotypic features” (McKenzie, 2003, p.65).The purpose of this paper is to examine

interracial dynamics in families specifically; interracial families, raising multiracial children, and

transracial adoption in a content-analysis format.

The target audience for this paper is interracial families, specifically the parents raising

young interracial children. I chose this audience because older adults who are taught racist or

stereotyped behavior have their minds made up at a certain age. It would be hard, if not

impossible to change their instilled values/beliefs in regard to race. Younger children are easier

to influence and they depend on their parents to teach them things about the world. “Although

these topics may seem appropriate only to considerably older children, research suggests that

young children must learn to manage racial interactions, often in the kindergarten/ elementary

school setting and in response to performed acts of racism or questions about their ethnic/racial

identification” (Brown & Ezell, 2007, p. 14). If we reach out to interracial parents


of young children on how to communicate/educate their children about race in a positive and

constructive manner, it will help reduce stereotypical thinking and possibly increase children

self-esteem.

The first goal of this research is to examine the importance of family. An individual’s

first influence and learned behavior is taught by family. Values, beliefs, and stereotypes are

passed down from generation to generation. “Social support from family and exposure to

diversity has been found to greatly affect an individual’s choice to identify as part of the minority

or majority group” (Alaggia & Crawford, 2008, p. 85).

Secondly, dynamics of race and family in interracial families is important because it

affects an individual’s self-esteem and emotional development which is crucial in regard to

people finding who they are and how they should perceive themselves and the world around

them. “As youth of mixed race struggle to ‘fit’ into their families, communities and society,

parents are also presented with the unique challenge of enhancing their children’s ability to form

a mixed race identity based on positive self-concept and appreciation of their mixed heritage” (

Alaggia & Crawford, 2008, p.82).

The final goal of this research is to examine the communication messages used to

educate/teach both parents and children about race. Is it being taught? When is it being taught?

How is it being taught? “Some investigators point out the need for parents to be aware of the

issues that their children and families will face and to be cognizant of how to cope throughout

the various stages” (Alaggia & Crawford, 2008, p. 85). In order to decrease race barriers,


educating people about race, especially at a young age is crucial in the process of understanding

and decreasing racial issues. A content-analysis is used to conduct this research.

Importance of family

Family is the first group of people children meet when they are born. Family is

the first teacher and the first people children learn to love. Family is the first role model, and

family is the first influence. The type of parenting style families use to raise their children is

crucial to the child behavioral and emotional development not only in their childhood but in

adulthood as well. As children grow, they look to their family for guidance of whom they are and

where they belong. “In 2000, approximately 7 million people indicated that they belonged to

more than one race in their responses to the U.S. census” (Byrd & Garwick, 2006,

p.22).Research shows interracial children have a harder time facing these identity obstacles due

to the fact of race and difference. Values, beliefs, religion, and even stereotypes are instilled in

children based on what their parents want their children to know. Children value what their

parents say and believe. They look up to their parents for guidance and structure on what is

appropriate and how they should act.

Family is the most influential group of people a child will have in their lifetime. If the

foundation of family is not strong, solid, organized, positive, and does not communicate about

race with their children, it can harm the child development. Family acceptance and support affect

a child's self-esteem, identity, and the way they will interact with others. If a multi-racial child

isn’t raised properly they can fall into behavioral issues, depression, suicide, and so much more

based on the fact they weren’t mentally prepared by their family for this cold world and the


stereotypes, racism, and hate that come with being multiracial. Family is important in interracial

relationships because it can make or break people by the influence, child-rearing, values, beliefs,

and the messages involved in the process of communicating these racial differences within

interracial families and their children. “Three reasons explain why families socialize young

children to ethnicity and race: everyday life exposes the child to opportunities to learn about

ethnic/ racial diversity, second, in families where warmth characterizes interactions, young

children feel loved and probably discuss myriad topics with family members, their ethnic/racial

heritage being one of them. The third reason is that familial ethnic/race socialization prepares

children of color to live in a society that may be hostile toward them” (Brown & Ezell, 2007, p.

15).

Interracial Families

History- Present

Racism and segregation was present for many years. “The anti-miscegenation laws

banning interracial relationships between blacks and whites were enforced as early as 1662”

(Deniz, 2014, p. 27). Colored and non-colored people couldn’t sit in the same restaurants; use the

same toilets, and so much more. Dating, marrying or starting a family with someone outside your

race in this era was not up for discussion. It was a disgrace, not acceptable, and illegal/crime to

be with someone outside your race. In some cultures, it is still like that. Thankfully, times have

changed and most people can love and marry whoever they chose regardless of race. “The repeal

of anti-miscegenation laws by the U.S. Supreme Court in the case of Loving v. Virginiain1967

creates a unique opportunity to explore the impact of an exogenous change in estate’s laws


regulating black/white interracial marriages” (Deniz, 2014, p. 26). Although times have become

better, there is still a lot of hatred and non-accepting people of the interracial relationship/family

concept. There are families that believe interracial relationships are a disgrace and are wrong.

They instilled these beliefs in their children; forcing them to believe interracial dating is

unacceptable in their households. Interracial couples and families still face these obstacles every

day they are seen in public. The dirty looks, the long stares, the snarky comments, the direct

verbal and sometime physical abuse just because they decided to love someone who doesn’t have

the same color skin.

Outside Family Approval

“Estimates are that about 1 in 25 families are headed by couples of different races, and

more than one third of these 1 million families involve a Black-White couple” (Byrd & Garwick,

2006, p.23). Interracial families are on the rise. Two separate races with different patterns of

growing up are coming together to unite as one. At the moment, the couple only thinks about

love or how they feel for each other. What about the families of the parents of these interracial

couples? Do they have a choice of becoming an interracial family? Some families still do not

believe in interracial dating. Couples in interracial relationships have to take into consideration

the way their own families will respond. Interesting facts in the research is that black families are

more accepting of biracial relationships than right families. This factor makes it hard for couples

to expose their biracial relationship to their parents. “In most cases, they delayed telling their

parents about their relationship because of the anticipated opposition” (Byrd & Garwick, 2006, p.

27). Some families will be very angry to the point they will disown their children simply because

they don’t approve of biracial dating and they don’t want to accept the other person into their

family. According to Byrd & Garwick (2006), white women families we’re least accepting of


biracial couples and some of the fathers disowned their daughters if she dated a black man

(p.27). Parents of biracial couples not accepting the relationship can make biracial dating

difficult because this can leave couples with no outside support from their families to help raise

their children. Research show that white fathers also worried about what other people would

think of the biracial children. This affects the outcome of child development if a child is old

enough to understand they can’t see their grandparents because they aren’t accepting of their

race. This barrier will cause emotional emotions to both children and parents because they are

not being accepting for being themselves. Outside family support or lack of is definitely an

important role in the success of interracial families and child development. Research demonstrate

that black families would prefer their children to date within their race due to the fact they

believe minorities should stick together but they are more accepting of biracial dating than other

races. On the other hand, if the biracial couple has a supportive family, it will help them feel

confident in themselves and their choices and it will help their children feel more confident,

loved and accepted by all of their family, not just the parents.

Working Together

Although it can be beneficial for children to experience both sides of a race and the way

they live, bringing children into this type of situation is crucial to a child development. “Men and

women who “cross the color line” (Reddy, 1994) as Black-White partners and parents often

speak about their relationships and their family lives as ordinary, yet interracial families

experience the “dual reality” of being different and “on stage” in the margins of society as a

mixed-race family” (Byrd & Garwick, 2006, p.23). If both parents are different races, the

children may ask themselves who am I? Who should I relate to? The parents may ask themselves


what should we teach our children: your beliefs, values, religion or mines, or both? The parents

have to work extra hard than ordinary families in order to provide their children with the best

emotional and behavioral development because they have many different issues to sort out.

“Interracial couples share many everyday aspects of family life with same-race families, but the

unique issues that extend beyond their sense of being ordinary families must not be

underestimated” (Byrd & Garwick, 2006, p.23).The family dynamic becomes conflicting

because these are hard decisions to make and they affect the development of the children.

Working together, communicating, and discussing ideas together not only can help child

development but the family altogether. If the parents come together in privacy with solutions on

raising their children versus arguing and fighting in front of the children because they’re not on

the same page, will be more beneficial for both parents and children in interracial families.

According to Byrd & Garwick (2006), a common theme found in research in order for couples to

successfully reach an agreement on the best way to raise multiracial children was “coming

together” and deciding how both their viewpoints could be constructed into a family-level

worldview (p.26).

Transracial Adoption

History-Present

Interracial families face many obstacles with raising their own biological children or

stepchildren. The dynamic goes even further when we dive into transracial adoption.

“More than 35 years ago the National Association of Black Social Workers [NABSW] formally

declared its opposition to transracial adoption [TRA], particularly the adoption of black children

by white families” (Butler-Sweet, 2011, p. 193). In past years, dating a person outside your race

wasn’t accepted and adopting a child outside your race was unheard of. Even though it is more


common now, there is still controversy over this issue. An insert from Butler-Sweet (2011)

stated:

“While the controversy reached a fever pitch in 1972 with the NABSW position paper, the

debate surrounding transracial adoption has waned over the past decade. The controversy has

been recently re-ignited, however, by the May 2008 Evan B. Donaldson Adoption Institute

Report which questions the benefits of "color blind" adoptions as mandated by the Multiethnic

Placement Act. Based on a synthesis of the literature on transracial adoption, the report

recommends that race be reinstated as one factor in the adoption placement process. Proponents

of transracial adoption have responded by arguing that re-instating race as a factor in adoptions

will mark a return to the practice of rigid race matching that was widespread throughout the

1970's and 1980's” (p. 193). Today, many people still believe the best interest of a child is to be

raised with people who are of the same race.

Environment/Race

Multiple factors play a role in deciding what is best for a child in regard to transracial

adoption such as environment. Many believe children belong with families of the same race

because they will identify and receive the emotional identity they need in order to survive in this

cold world. “Only a black family can transmit the emotional and sensitive subtleties of

perceptions and reactions essential for a black child's survival in a racist society” (Butler-Sweet,

2011, p. 193). Is this phenomenon true? Can white people raise black children to be emotionally

secured with who they are and vice versa? One of the most common transracial adoptions are


white families adopting black babies. There is a lot of controversy over this situation because

social workers and others believe white families are not equipped to raise black children.

“The transracial adoption controversy has typically focused on concerns that white families, no

matter how well intentioned, may be ill equipped to help black children survive in a racist

society and develop a healthy sense of themselves and racial identity” (Butler-Sweet, 2011, p.

193. Research suggests that one reason white families shouldn’t adopt black children is because

white families may not experience the same things black families’ experience. If a middle class

white family adopts a poor black child, and the family never experience what a poor black family

experience, how can they identify with them? What will they teach them? When the children go

to school and socialize with other black children, they will learn different ways of living and face

many obstacles due to their skin color. How will black children prepare themselves mentally and

emotionally if their parents never experienced the same type of challenges they face? What type

of advice will their adoptive parents be able to offer them; if they can’t relate to the challenges

themselves? The environment: If a white family lives in a predominantly white community

where a black child never sees anyone of the same color as them, how does that affect a child

identity and self-esteem? Can a white family truly understand and relate to a black child’s

experience? Many of these questions arise when researchers, experts, social workers, etc.,

examine transracial adoption. Butler-Sweet (2011) stated, “white adoptive parents are not black

and cannot experience racial minority status, critics fear they will rear psychologically

defenseless children, incapable of understanding and dealing with the racism that exists in

American society. Such an arrangement is considered both damaging and dangerous to a child's

development and contributes to the fear the black children who grow up in white homes will

develop "white psyches"” (p. 195).


Age

Another important factor to consider in transracial adoption is age. Age plays a huge

factor in the difficulty of this process. If the child is an infant at the time of adoption, it may be

easier for a child to adapt because you will be the only family the child ever known. Parents will

have more time to bond with the child and build that connection so when the child is old enough,

it won’t be as awkward or difficult to explain why they have different skin color. Transracial

adoption can be harder if the child is more of age (such as 10 year old) and already have some

type of information instilled in them about race. The child may be less welcoming to the idea of

interracial families and even angry. No matter the environment or the age, transracial adoption is

tough. The way parents teach and rear the child is crucial to the child development and the

benefit of the child should be considered before transracial adoption takes place.

Raising Multiracial Children

History/Define

Interracial families and transracial adoption is a growing epidemic. Both have been

around for quite some time now. Due to interracial families, transracial adoption, and many other

factors; parents are raising multiracial children. According to Harris (2013), “multiracial persons

are defined as having biological parents from two different racial groups” (p. 386). In the past,

slave owners would rape slaves and impregnate them; creating multiracial babies. The lighter a

person skin was, the better they were treated. Research shows that many of the lighter skinned

children and adults would be chosen to be house slaves which back then; was a privilege.


Although integrating race, especially with marriage and children has been frown upon for a long

time, it is still happening and growing in today’s society.

Single-parent homes

During my research, I found a lot of research involving single moms raising multiracial

children. Research is showing that the majority of multiracial children are being raised in single-

parent homes. Racism; family unacceptance of biracial couples; increase in babies out of

wedlock; increase in biracial couples and many more factors play a role in this single parent

issue. This may complicate matters even more because if a child is mixed but only learn one side

of their parent’s culture, beliefs, and values, then that may be the race they identify the most

with. One issue with raising multiracial children is; who should they identify with? Who make

that decision and how? Harris (2013), defined single-parent multiracial homes as; “families that

have multiracial children under age 18 headed by either a never married, divorced, or

widowed parent” (p. 387). There is a criterion for assigning the title as single-parent multiracial

home. Harris (2013), states on page 387, SPMF is a varied group likely to be part of

one of the following combinations that include:

(1) a couple from two different races that separate after living together or

marriage with one of them having physical custody of their multiracial child;

(2) a single woman who gives birth to a multiracial child and does not live with the child’s

father;

(3) a man who is the biological father of a multiracial child and does not


live with the child’s mother;

(4) a single individual, male or female, gay or lesbian, who adopts a multiracial child from

different race;

(5) a lesbian who gives birth to a multiracial child;

(6) a widow with multiracial child or stepchild; and

(7) a single grandparent raising a multiracial grandchild

Harris (2013) discusses the different challenges single-parent multiracial families face by

first diving into the fact that there are stereotypes. “Stereotypes may be either positive or

negative; however, most often they have been used negatively to impact the characterization of

other minority groups and multiracial children labeling them as inferior compared to Whites” (p.

387). These inferior vs. superior type of stereotypes can create hate and/or fear in children if

parents don’t acknowledge these issues and provide strategies to help multiracial children cope

with these issues. When kids feel as if they don’t fit in or receive enough attention; they tend to

act out. According to Harris (2013), “Similar stereotypes are associated with single-parent fami-

lies because they have been labeled as part of the abnormal, deviant, broken, and underclass

group of individuals responsible for the many wrongs of society ranging from substance

abuse to growing inner-city crime rates” (p. 387). Stereotypes and labeling are hurtful, yet people

still create them. “Other stereotypes of single-parent families particularly ones led by females,

include they are harmful to society, uneducated, unmotivated, and on welfare or some form of

public assistance” (p. 387).

Research shows that both non-racial and multiracial children will face stereotypes and it’s

important that parents prepare them. When raising multiracial children, it is important to

consider a parent parenting style because it plays an important role in their development. Harris


(2013), offer support on my claim by stating; “single parents of multiracial children play an

integral role in their child’s overall development and the specific parenting

style utilized impacts the development” (p. 388). Harry states that Baum rind’s (1971) parenting

typology is one of the most accepted models used to describe characteristics associated the

authoritarian, permissive, and authoritative parenting styles (p. 388):

“Authoritarian parents attempt to control, shape, and evaluate their child’s behavior in

accordance with theologically based standards created by a higher authority. These

parents are disciplinarians and expect their children to obey without questioning decisions.

Expectations and demands of children are communicated through rules for which a rationale

is not provided or perceived necessary (Baumrind, 1971). For example, the authoritarian parent

of a 16-year-old Asian/White female could express their views on dating in this manner,

‘‘You are not allowed to date because I said no.’ Permissive parents are perceived as a resource

to their children and behave in a nonpunitive manner. They tend to be extremely lax in

communicating expectations to children and rather than use overt power, parents use reason and

manipulation as their primary method of communication. Few demands are placed upon children

because parents believe they can self-regulate their behaviors (Baumrind, 1971). The permissive

parent of the 16-year-old Asian/White female in this scenario may decide that she can date

whomever she chooses based solely on her interpretation because the teenager will make the

best decision based upon her judgment. Authoritative parents are flexible and involved in a

manner that appropriately directs the child’s development. Reason and power are used as a tool

to affirm the child’s present self-concept and establish expected standards for future behavior.

Authoritative parents are additionally perceived as demanding, yet responsive because they

attempt to create a controlled, warm, and loving environment for their children. Communica-


tion is perceived as a bidirectional process where some independence is encouraged. Parents

sometimes provide explanations for their behaviors and rationale for their decisions

(Baumrind, 1971). The authoritative parent will communicate to the 16-year-old Asian/White

teenager the reason she is not allowed to date followed with some discussion. After the

discussion, even though the teenager may disagree, the parent adheres to the decision. It has been

documented that elementary and preschool children raised by authoritative parents are heal-

their on nearly every psychological measure than their peers raised in other types of homes.

Adolescents from authoritative homes also fare better reporting less anxiety and depression,

less likely to be involved in antisocial behaviors, more likely to be successful in school, and

develop higher self-esteem” (p. 388). Parenting styles are crucial with raising multiracial

children because it helps the child form a strong or weak identity and self-esteem which are

important elements to be happy and succeed in life. Harris (2013) offer insight to my claim “for

single parents of multiracial children, it is imperative for them to develop parenting style that

will help their children develop high level of self-esteem and a secure intact identity” (p. 388).

Identity/self-esteem

Stereotypes

One of the key factors to take into consideration when having interracial families,

transracial adoption and raising multiracial children is identity/self-esteem. Research shows that

even though both non-racial and multiracial families face stereotypes, multiracial families may

experience stereotype more often and in greater intensity.“Historically, one of the more common

stereotypes associated with multiracial individuals relates to the belief they will develop a

marginal identity, have low self-esteem, and perform poorly in school” (Harris, 2013, p. 387).

These types of stereotypes are planting seeds in interracial children heads that they are going to


fail in life. “A second stereotype for multiracial children from single-parent families is

associated with the belief that they should identify with the parent of color because society will

most likely view them from this perspective” (Harris, 2013, p. 387). Research shows that

“believing that multiracial individuals should identify specifically with minorities has historical

roots related to the ‘‘one-drop rule’’ which at one point in U.S. history became law in Virginia

under the Racial Integrity Act of 1924” (Harris, 2013, p. 387). This law stated that when a white

person and a black person had a child, the child is considered black and have to identify as black

due to the “one-drop” of black blood they consist of. “The third stereotype associated with

multiracial individuals, particularly for females, is based on the notion they are sexually

immoral, rebellious, wild, and uncontrollable beings. This view originates from the belief that

multiracial person area ‘‘product of an immoral union between immoral people, and

thus is expected to be immoral him or herself’’ (Harris, 2013, p. 388).

Identifying with a race

All of these stereotypes label biracial children before they have chance to be born. They

are forced to choose who they want to be in life; for example a mixed black/white teenager may

ask herself; do I want to identify as a black woman or white woman? How does she choose?

Should she follow the path her parents forced upon her? Do her parents choose for her? A study

by Townsend et al (2012), examined biracial identity. The study found out economic status

played a role in choosing identity. The working class (lower) was more likely to choose

identifying as one race versus identifying as biracial. More specifically, mixed blacks and

minorities that were in lower economic status identified as one race whereas mixed white and

people who were middle to upper class identified as biracial. Research showed that economic


status played a role in choosing a race to identify because it affect people perception of

themselves and the value put on their race. In addition, more upper class families may have both

parents (probably married) to help nourish their biracial identity whereas lower class families

may have only single parent who may not take the time nourish both sides of the child identity;

creating identity confusion (not knowing who to relate to and who they are).

Defining identity

According to Hud-Aleem and Countryman (2008), identity is a lifelong process that starts

in early childhood and proceeds into adulthood. The research demonstrated the goal of this

lifelong process is to answer “Who am I?” (p. 37). How does one define identity? According to

Hud-Aleem and Countryman (2008):

“Erikson stressed the impact of cultural, historical, and social context on identity

development. According to Erickson, “identity formation employs a process of simultaneous

reflection and observation, a process taking place on all levels of mental functioning in which the

individual contemplates how others (society) perceive him and how he perceives himself” (p.

38). According to Tatum, one’s identity is “shaped by individual characteristics, family

dynamics, historical factors, and social and political context.” Examples include race,

temperament, gender, age, intact or divorced family, community environment, exposure,

socioeconomic class, sexual preference, religious beliefs, and present social and political climate

(Hud-Aleem and Countryman, 2008, p. 38). Research demonstrates that identity changes depend

on situations. The majority of identity forms from what people think others perceive them as.

Therefore, it is crucial for parents of multiracial children to be sure to nourish their children


sense of self (identity) so that they build strong identities. According to Hud-Aleem and

Countryman (2008), “identity is important because it influences our perception, behavior, and

how we relate to others throughout our lifespan” (p. 39).

Identity development theories

One of the most popular racial identity development theories is Nigrescence Model of

African American Identity. It was established in 1971 and was revised in 1991(referred to as

People of Color Racial Identity Model). The model assume that race is part of African American

personal identities which affects their mental health functioning. The research demonstrates that

African Americans who accepted values put on white society were more likely to experience

self-hatred and low self-esteem. African Americans who accepted values of their own society

were more likely to have healthy mental functioning and higher self-esteem.

One of the first biracial identity development models is the Poston’s biracial identity

development model. According to Hud-Aleem and Countryman (2008), Poston’s model

“suggests that biracial individuals will experience conflict and periods of maladjustment during

the development process” (p. 40). This model consists on the following stages: personal identity,

choice of group categorization; enmeshment/denial, appreciation, and integration. The following

is giving a description of each category of the model and is from Hud-Aleem and Countryman,

2008, p. 41:

“Personal identity occurs during childhood when the child is not aware of his or her mixed

heritage. Choice of group categorization occurs as a result of numerous influences (e.g., parents,

peers, community, and society). It is during this stage that the individual feels pressured to

choose one racial or ethnic group identity over another.”


“Enmeshment/denial occurs because the individual feels guilty and disloyal for choosing one

group over another, subsequently denying the differences between the racial groups and identify

with both racial groups.”

“Some individuals who largely identify with one group may explore the other group and grow to

appreciate it during the fourth stage.”

“In the fifth stage of this model, integration, the individual may still identify with one group but

appreciate “the integration of their multiple racial identities”.

Emotional factors

All biracial individuals do not automatically experience emotional or relational problems.

“When biracial children are raised in homes that are nurturing with emotionally involved parents

they can be expected to acquire stability and cohesiveness of the self and the attributes that are

associated with healthy self-structure” (Hud-Aleem & Countryman, 2008, p. 42). Children who

are biracial do have additional issues to deal with because they are biracial. This can be

something as simple as glares, strange looks and comments about their family structure. These

stereotypes and racial issues can affect both the parent and child wellbeing. Not knowing how to

identify as (white, black, both, etc.) can have a toll on a child and adult emotional and physical

health. They may not feel beautiful or loved. They may not feel worthy of living. Bullying and

negative comments can make them feel angry and act out. The environment makes a difference

in identity development; both at home and in public. Many often seek counseling to help cope

with these issues because it may get out of control causing them to participate in activities they


normally wouldn’t. “Studies have shown that biracial children are at risk to develop racial

identification issues, lowered self-esteem, violence, substance abuse, and feeling marginal in two

cultures” (Hud-Aleem & Countryman, 2008, p. 42).

Parent’s role

The majority of the responsibility of a biracial child identity development is on the

parent. Parents have to step up and recognize the differences and help form a sense of pride in

their children’s lives. Hud-Aleem & Countryman (2008), p. 41, offered suggestions parents can

use to help nourish their children identities:

1) encouraging children to acknowledge and discuss their racial heritage with their parents and

other significant individuals;

2) parents acknowledging that their children's racial/ethnic heritage is different from their own

and recognizing that as a positive;

3) giving their children opportunities to develop relationships with peers from many different

backgrounds by allowing them to attend integrated schools and by living in integrated

neighborhoods;

4) allowing their child to meet role models through participation in social activities held by

support groups; and

5) forming as a family an identity as an interracial unit (Hud-Aleem & Countryman, 2008, p. 41).


Research shows that if children grow up with low self-esteem and confused identity; it can lead

to serious issues such as depression, violence, drug use, or even suicide. Forming strong

identities is crucial for mixed race children.

Communicative messages

Parent’s role

Research examines that being mixed race can have crucial effects on the parent and adult

identity as well as their entire lives. It is important for parents to communicate with their children

at a very early age so that they can develop a strong identity and high-self-esteem. If a white

mom decide to adopt a black child or have a baby with a black man; they need to be sure to do

their research first. They should ask themselves;

Will I be able to relate to my child?

Will I be able to help my child create a strong sense of self?

What will I have my child identify as?

Do I know enough history and information to successful raise a child of another race?

There are many more questions they should take into consideration as well. Parents should take

into consideration of what is truly in the best interest of the child. Research shows that children


realize they are racially different as early as 6 months old. The earlier parents address the race

issue with their child, the better they will be able to begin creating that strong sense of self.

Acknowledge how they are different and how it should be embraced. Parents have to accept the

fact that even though they may have a positive environment in their household, their child may

face negativity and hatred outside their home. Parents have to prepare their children for these

nasty and hateful racial incidents that occur. Especially if they have a variety of children in

which some are mixed and some are not. Research show that bullying starts at home with

siblings bullying each other. This can affect child self-esteem as well. Parents have to

communicate with their children and educate them by informing them of the good and bad of the

heritage and the racial issues they will face. They have to complement their children and make

their children feel beautiful and worthy of love.

Age is also a factor in parent-child communication and race. Every child develops at its

own rate and therefore a parent should take that into consideration when they decide to have the

“talk”. The parent should know if their child is emotionally mature enough to handle it. The race

“talk” should not be a one-time thing either. It has to be continuous. Parents have to create an

open line of communication and be prepared to answer all questions that their child may have.

Especially when their child becomes of school age and face racial comments there.

Some parents don’t talk to their children about race at all. It is an out of sight out of mind

type of thing. They may think that if they don’t talk about it then their child won’t ask about it.

Some parents are not equipped with the right information to talk to their children about race.

Some parents are scared or don’t know what to say. But parents have to realize that not talking

about race (especially when your child is biracial) will not make it disappear. It will hurt the


child in the long-run. If parents don’t address and explain the issues; children may try to make

meaning of these issues themselves, creating more confusion and misplaced emotions. Smith and

Jacobson (2011), research suggest that people should take some type of “race lessons” to educate

themselves and help put them in the shoes of their child and the obstacles they face. This will

help parents identify better with their child and it will teach them the appropriate ways to handle

and teach race to their multiracial or transracial adoption children.

Media role

The media plays a huge role in communicating race. Parents have to prepare themselves

that although they are the main foundation feeding their children information; they will not be

their children only influence. The media portray race in many ways such as;

White or light skin is more beautiful than black or dark skin (especially in slave shows)

White people are superior then black people (jobs, houses, etc.)

Some shows portray black people as violent, thieves, crack heads, and murderers

For a long time, Disney only had white princesses and princes and so did Barbie; as if

black people don’t have happily ever after’s

Aunt Jemima and the portrayal of body image

Minorities as uneducated

Minorities as lazy


All of the latter is a variety of racial issues media tend to portray. Mastro et al. (2008), did a

study that focused on the portrayal of Latinos and minorities in the media. The research showed

that television portrayed them as sex objects; unintelligent; lazy and many more stereotypes and

racial aspects. There are many other ways media communicate racial stereotypes to society such

as music and videos. There are all type of racist videos and songs that are demeaning and

disrespectful to different races. Media is a source that children are exposed to often. Rather if it

is at home, school, friend’s house, or in the car; children are exposed to media and the messages

they project. Most children identify with artists of songs and actors of movies and look up to

them as role models. If their role model uses racist thoughts and comments, the child may adapt

those beliefs as well; creating hate or racism against other races or possibly even their own. The

messages communicated about race through media are important to a child identity development

because it is used as a source for children to have people (role models/icons) to relate to. These

messages will cause children to have questions and confusion about who they are and how they

should behave. It is crucial that parents continuously engage in communication with their

children about the challenges they will face and keep lines of communication open so their child

will feel comfortable enough to come to them with their problems.

Conclusion

Race within family is a growing issue. According to Byrd & Garwick (2006), “about 1 in

25 families are headed by couples of different races, and more than one third of these 1 million

families involve a Black-White couple” (Byrd & Garwick, 2006, p.23). It is crucial for interracial

families to value the importance of family because family can provide the support system they


will need. It is important for multiracial children to have multiple sources of support in order to

reinforce the positivity related to their race and identity. The more positive and supportive people

a child have to embrace and nourish their identity; the better. It is important for parents who

don’t have the support of their families; due to disproval of the interracial relationships; to be

sure to gently explain these issues to their child (when the child is mature enough to understand).

Lack of explanation of these issues may influence children to make assumptions; which can

cause more harm to their development.

Parents have to take into consideration the best interest of the child. Parents who want to

adopt children of different races really need to consider if it is best for the child. They have to be

sure they are capable to raise a child from a different race and provide them with the tools to be

equally successful if the child was of the same race as them. According to Hud-Aleem and

Countryman (2008), “parents acknowledging that their children's racial/ethnic heritage is

different from their own and recognizing that as a positive” (p. 41). If they don’t know how to

identify with the child, they need to learn (counseling, research, etc.). I believe transracial

adoption is one of the most difficult issues because for starters it is not their biological child and

the transition may be tough. Some children may grow up angry or resentful at the parent for

choosing this fate for them. Some children may love it and grow up just fine.

Transracial adoptive parents and parents of multiracial children have to truly consider

what type of environment to raise their children in. Especially when white moms put their black

adopted children in all white schools where there is hardly anyone they may feel like they

identify with. Parents have to think about the realism of this race issue and not be naïve to the

fact that it still exist and love and money is not enough to raise a child. A child has to be


nourished and guided into adulthood. It is the parent job to make sure this is done in a way that

the child has every opportunity to develop a healthy emotional identity and be successful in life.

Research demonstrates that raising multiracial children is crucial and it will affect how

children perceive themselves and how they will perceive others. Especially if it is a child that has

more than two races mixed in (it adds more races to identify with or create more confusion).

Having more than two races makes identity even harder to grasp. Do you teach the child about

each one or embrace just one race? Who makes the decision? Will the child be mad as they get

older because they wanted to embrace a different race? Raising nonracial children is a hard task.

Throwing multiracial factors in the mix makes it even more difficult. This is why multiracial

children face higher levels of negativity and stereotypes associated with race. If you are black

and white and the white side of your family hates blacks; do they hate half of you? If you are a

black and white child and your skin is whiter but your hair resemble more of your black half;

does this make you hate your black side?

Parents have to teach their multiracial children about race; its history and its present.

Because research demonstrates that race is an important factor in a child self-esteem and identity

development. Parents have to communicate with their children about race and educate them on

these stereotypes and the challenges they will face so that they will be prepared and expected of

it. Parents have to instill a strong foundation so that when their child is faced with adversity, they

will not be easily broken. In order to reduce some of these stereotypical ways and racist behavior

is to stop teaching it to children. There are some families that was raise to hate a certain race and

continue to pass that away to their children; generation after generation. At some point, someone

has to be strong enough to put an end to it and stop raising children to use these negative


behaviors. Children imitate what they see. That is why it is important for parents to not argue in

front of children especially if they are using race as a factor in the argument. Children see and

hear everything and they will remember what their parents said (bad or good) in regard to race

while they are arguing.

Children will also see the hatred of race through media. It is important for parents to

address these issues. Even if parents don’t let their child watch these types of shows or listen to

the music, parents have to take into consideration that their child may hear it or see from

somewhere else. If the parent doesn’t teach it to their children; then someone else will. And this

will cause children to have false perceptions or negative thoughts about race and where they fit

in. Media play an important role in communicating messages about body image. Black people

are stereotyped as having big lips, noses, nappy hair, and being curvy (most of the time this is

portrayed in a negative way). This can make multiracial children that have black in them have

some type of doubt and low-esteem due to the messages media is portraying. As Smith and

Jacobson (2011), stated; taking “race lessons” will be beneficial to both the parent and child;

helping create a healthier environment. Based on research and experience; a few suggestions I

have for parents to effectively communicate about race to their multiracial or transracial adopted

children are;

Always be honest (it will hurt your line of communication if your child find out you lied)

Encourage your child to talk about race


Be sure that your communication process about race is consistent and continuous because

it is an ongoing issue not a one-time issue

Create an open line of communication by not judging or being too hard on your child

when they say something you don’t like in regard to race

Welcome their questions and opinions so that you can learn what they know and be sure

to make sure they have the correct facts about race

Educate yourself about their race and be sure to incorporate their culture as well as your

own

Help build their confidence by complimenting them and engaging in communication

frequently so that you know what is going on with them (in case they are dealing with

bullying or racist issues at school)

Consider the best interest of the child before you decide to have a multiracial child or

adopt one. Be sure to ask yourself if you can provide the necessities to make the child

have healthy development and a change at true success in life.

All of these dynamics of race and interracial family is important because children are our future.

What we teach them will help predict the outcome of society in the present and the future.

Taking all research into consideration; are interracial families, transracial adoption, and raising

multiracial children more helpful or hurtful to the development of the child and to overall

society?

Further Research

It was difficult finding research in relation to how/when parents talk to their children

about race. I would like to see more research done on that area because it will offer heuristic


value to the communication field about the communicative messages being taught about race to

multiracial children(Littlejohn & Foss, 2011, p. 35). What is a good age to discuss race to

children? What type of resources is available to parents who need help raising multiracial

children? How can a white woman learn how to comb a black child head? I would also like to

see more of the emotional and social issues that interracial families face. The research tends to

focus on many different elements. I would like to see research that go more in depth into the

emotional appeals of being multiracial child and a multiracial parent. How does it affect the

parents? I would like to see what factors make people of different races date each other and do

they communicate about how they will raise their children before they actually have them. Since

interracial families are on the rise, more research should be done to provide more insight and

information on the dynamics of these issues. Further research may bring new information to

communication and it may offer strategies parents can use to help transition and teach their

multiracial children about race and the challenges that come with being multiracial.

Works Cited

Alaggia, R., & Crawford, S. (2008). The best of both worlds: family influences on mixed race

youth identity development. Qualitative social work, 7, p. 81-98.

Brown, T., & Ezell, M. (2007). Child, parent, and situational correlates of family ethnic/race

socialization. Journal of marriage and family, 69, p. 14-25.

Butler-Sweet, C. (2011). “A healthy black identity” transracial adoption, middle class families

and racial socialization. Journal of comparative family studies, 42, p. 193-212.

Byrd, M., & Garwick, A. (2006). Family identity: black and white interracial family health

experience. Journal of family nursing, 12, p. 22-37.


Deniz, G. (2014). Interracial marriage, migration and loving. The review of black political

economy, 41, p. 25-60.

Harris, H. (2013). Counseling single-parent multiracial families. The family journal, 21, p. 386-

395.

Hud-Aleem, R. & Countryman, J. (2008). Biracial identity development and recommendations in

therapy. Psychiatry, 5, p. 37-44.

Littlejohn, S. W. & Foss, K. A. (2011). Theories of human communication. (10th Ed.). Long

Grove, IL: Waveland Press.

Mastro, D. et al. (2008). Exposure to television portrayals of Latinos: the implications of

aversive racism and social identity theory. Human communication research, 34, p. 1-27.

McKenzie, K. (2003). Racism & health; antiracism is an important health issue. British medical

journal, 326, p. 65-66.

Smith, D., Juarez, B., & Jacobson, C. (2011). White on black: can white parents teach black

adoptive children how to understand and cope with racism? Journal of black studies, 42,

p. 1195-1230.

Townsend, S. et al. (2012). Being mixed: who claims a biracial identity? Cultural diversity and

ethnic minority psychology, 18, p. 91-96.

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