Advancing Educational Leadership

Learning from Multiracial Literature

Authored by: Erica Mohan , Leanne Taylor , Terah Venzant Chambers , Joanne Calore

Handbook of Research on Educational Leadership for Equity and Diversity

Print publication date:  April  2013
Online publication date:  August  2013

Print ISBN: 9780415657457
eBook ISBN: 9780203076934
Adobe ISBN: 9781135128432

10.4324/9780203076934.ch10

 Download Chapter

 

Abstract

The topic of multiraciality and the experiences of multiracial youth often escape attention in schools and find scarce coverage in theoretical and empirical scholarship emerging from the field of education. The growing but still small body of educational literature related to multiraciality focuses primarily on the role of classroom teachers and the curriculum in shaping the experiences of multiracial students (e.g., Cruz-Janzen, 1997; Schwartz, 1998; Wardle, 1992, 2000b; Wardle & Cruz-Janzen, 2004) and the personal (as opposed to academic) experiences of multiracial K-12 and university students (e.g., Basu, 2007, Lopez, 2004; Mohan, 2010b; Renn, 2004a; Sheets, 2004). Much of this literature focuses on Black/White biracial students and families (e.g., Brunsma, 2005; Caballero, Haynes, & Tikly, 2007; Fryer, Kahn, Levitt, & Spenkuch, 2008; Gibbs & Hines, 1992; Kerwin, Ponterotto, Jackson, & Harris, 1993; Rockquemore & Laszloffy, 2005; Williams, 2009) to the exclusion of individuals representing other racial and ethnic heritage combinations, for example, Chinese-Mexican (dual minority), White-Native American (moving beyond the Black/White binary), or second generation multiracial/multiethnic (individuals whose parents are not monoracial). To date, very little attention has been paid to the specific role of educational leaders in providing an equitable, excellent, and empowering education for multiracial students. There are, in other words, significant gaps in the educational literature, and especially in the educational leadership literature, related to multiracial students. This being the case, our purpose here is to critically analyze the literature related to multiraciality and multiracial students and, in doing so, to identify implications for those working in the field of educational leadership. In addition, we discuss the significant gaps in the research and literature and provide recommendations for future research.

 Cite
Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.