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The Perspective of Education from Black–White–Biracial THE PERSPECTIVE OF EDUCATION FROM BLACK–WHITE– BIRACIAL STUDENTS IN MIDDLE AND HIGH SCHOOL Item Type Other Authors Jackson, Eric Deville II Publisher Cunningham Memorial library, Terre Haute,Indiana State University Download date 25/09/2021 06:42:37 Link to Item http://hdl.handle.net/10484/12348 THE PERSPECTIVE OF EDUCATION FROM BLACK–WHITE–BIRACIAL STUDENTS IN MIDDLE AND HIGH SCHOOL _______________________ A Dissertation Presented to The College of Graduate and Professional Studies Department of Educational Leadership Indiana State University Terre Haute, Indiana ______________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _______________________ by Eric Deville Jackson II December 2017 © Eric Deville Jackson II 2017 Keywords: BWB, Biracial, Identity model VITA Eric Deville Jackson II EDUCATION 2017 Indiana State University, Terre Haute, Indiana Ph.D. in Educational Leadership 2014 Marian University, Indianapolis, Indiana Certification in School Administration 2011 Indiana Wesleyan University, Marion, Indiana MBA in Applied Management 2008 Marian College, Indianapolis, Indiana B.S. in Sports Administration 2005 Rock Valley College, Rockford, Illinois A.S. in General Studies PROFESSIONAL EXPERIENCE 2015 – 2017 Bloomington Graduation School, Bloomington, Indiana Principal 2014 – 2015 Broad Ripple High School, Indianapolis, Indiana Dean of Students 2012 – 2014 Emma Donnan Middle School, Indianapolis, Indiana Assistant Principal/Dean of Students 2011 – 2012 Job Corps, Edinburg, Indiana Career Readiness Instructor 2009 – 2011 Indiana School for the Blind and Vision Impaired Indianapolis, Indiana Life Skills Instructor iii COMMITTEE MEMBERS Committee Chair: Ryan Donlan, Ed.D. Assistant Professor of Educational Leadership Indiana State University Committee Member: Mary Howard-Hamilton, Ed.D. Professor of Higher Education Leadership Indiana State University Committee Member: Lamata Mitchell, Ph.D. Vice President of Instruction and Academic Operations Pima Community College Committee Member: Francis Wardle, Ph.D. Professor of Early Childhood Education Red Rocks Community College iv ABSTRACT The study examined middle and high school Black–White–Biracial (BWB) students’ perspectives of education. In order to accomplish this qualitative research study, the research I sought to (a) gain an understanding of how biracial students viewed themselves in secondary public school systems, (b) understand how BWB students identified within the school environment, and (c) learn how their identities affected their learning. The purpose of this qualitative phenomenological study was to gain in-depth understanding of the overall educational viewpoints of BWB students in select rural, urban, and suburban public schools in Indiana. The design of this research included data collection from one-on-one interviews of BWB students. The one-on-one interviews included BWB students from urban, suburban, and rural areas around Indiana. Through qualitative data analysis, I sought to identify any themes that presented themselves among the responses of the participants. The responses to the interview questions were recorded, transcribed, and coded to identify common themes among their experiences as BWB students. Themes identified included the participants strong sense of being described as a regular person, wanting to know more about their biracial history, along with their current schools doing more to promote more programs toward multiracial students, acting in order to fit into the environment they were in, and the advantages and disadvantages of being biracial. The findings of this study serve as a voice for BWB students and to secondary educational institutions. v Because of the challenges faced by the participants is this study, the findings may also be used to provide secondary institution that are experiencing an increase in multiracial student population, a direction in how to provide educational environments for their multiracial students. vi ACKNOWLEDGMENTS God be the glory, for with His everlasting mercy and grace none of this would have been possible. This study had an All-Star committee, I am thankful and honored to have a committee that is not only known worldwide for their work, but they provided encouragement, guidance, and much needed butt-kicking to keep me going. In the simplest but humblest way, I say thank you to Dr. Ryan Donlan, my chair, Dr. Mary-Howard Hamilton, Dr. Francis Wardle, and last but not least Dr. Lamata Mitchell. I want to say thank you to my beautiful wife, who I cannot express in words the type of support she has given me throughout this process; how you believed in me, encouraged me, and just loved me through this entire journey, I cannot think of anyone I would want beside me during this journey. I see how God has provided you to help support, push, and remind me of the vision we have for our family; so in the simplest way, thank you, Mrs. Sarah K. Jackson II! To my parents and grandparents, who planted the seed of education in my heart from the very beginning of my existence, I owe it to you to let you know that those seeds have produced fruits that I pray will provide you much satisfaction and comfort. To my godmother, Mrs. Marion Mitchell, I fulfilled the promise that I told you I would accomplish, I know you are not physically here, but I still feel your presence. Last, Jalynn, Quinlynn, Emmanuel, and Marshall, you four continue to make your father work hard to provide a better life, and I am happy to be motivated by such strong, beautiful children. Once again, I want to say thank you to everyone who helped me along the way. vii TABLE OF CONTENTS COMMITTEE MEMBERS ........................................................................................................... iii ABSTRACT ................................................................................................................................... iv ACKNOWLEDGMENTS ............................................................................................................. vi LIST OF TABLES ....................................................................................................................... xiii LIST OF FIGURES ..................................................................................................................... xiv STUDY FOUNDATION AND RATIONALE ...............................................................................1 Rationale for the Study ....................................................................................................... 2 Theoretical Framework ....................................................................................................... 3 Identity Development Models Discussed in the Research .................................................. 3 Statement of the Problem .................................................................................................... 4 Purpose of the Study ........................................................................................................... 5 Assumptions ........................................................................................................................ 5 Research Questions ............................................................................................................. 6 Significance......................................................................................................................... 6 Delimitations ....................................................................................................................... 8 Limitations .......................................................................................................................... 9 Definition of Terms............................................................................................................. 9 Conceptual Framework ..................................................................................................... 10 Summary ........................................................................................................................... 10 viii LITERATURE REVIEW ..............................................................................................................12 Development of the Overall BWB Literature Base .......................................................... 13 Previous Literature Focus ................................................................................................. 14 Black History in North America ....................................................................................... 15 Being Biracial in America ................................................................................................ 16 The History of Biracial People in America........................................................... 16 Implications of the One-Drop Rule ....................................................................... 20 Common Misunderstandings ................................................................................ 23 Interracial Relationships and Marriage ................................................................. 25 Educational Process .......................................................................................................... 28 Theories................................................................................................................. 29 Hidden Curriculum in Schools.............................................................................. 30 Community
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