Black/White Biracial Identity and Sense of Belonging in High School: A Grounded Theory Qualitative Study

This qualitative research aimed to understand better the identity development and sense of belonging of Biracial high school students. The study used a Charmaz (2012) constructivist grounded theory design to describe the experiences of postsecondary students who self-identified as having one Black parent and one White parent through semi-structured interviews. The study generated an emerging theory for identity development and sense of belonging in secondary educational institutions that can be used by parents, teachers, school leaders, and school policymakers as a framework to improve the high school experiences and student achievement of all multiracial students. The results of this study showed that relationships mitigated through the participant's physical characteristics, especially their skin color, support the Biracial student's identity development and sense of belonging. The implications emphasize the influence of relationships with parents, physical attributes, and teacher-student connections. Also highlighted is the impact on diversity of post-secondary institutions and suggests the need for future research and policy changes to promote more inclusive school environments. The findings supported several recommendations for practices and future research. Some of these recommendations for stakeholders include a) developing an inclusive curriculum, b) providing ongoing professional development on cultural competence training for educators and school staff, and c) creating an inclusive environment for schools and classrooms.