Multiracial Identity from Theory to Praxis: A Literature Review for K12 Practitioners

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dc.contributor.authorPeng, Jackie M.
dc.date.accessioned2022-10-11T17:59:01Z
dc.date.available2022-10-11T17:59:01Z
dc.date.issued2022
dc.description.abstractMultiraciality and mixed-race students have long been overlooked in K12 education discourse despite a significant increase in the number of students identifying as more than one race. Research that does address Multiracial students tends to focus on multiracial identity development of college students. However, educators and K12 school leaders must engage critically with how theoretical abstractions like ‘racial identity’ are being parsed and adopted in school policies, particularly as it pertains to mixed-race students. Having a deeper understanding how Multiracial identity is conceptualized and deployed makes it possible for K12 practitioners to better appreciate how race and racial identity operate in schools. This literature review for K12 practitioners highlights theories and assumptions about identity that have gained acceptance in K12 education -- cognitive identity development models; social identity theory; and the uncritical adoption and use of racial categories. The literature review presents limitations and challenges these theories pose for understanding Multiracial identity in a K12 context. Lastly, this work suggests a postpositivist realist theory of Multiracial identity be used in education and the implications of such for K12 practitioners working with Multiracial students and families.en_US
dc.description.urihttps://digscholarship.unco.edu/jeri/vol10/iss1/1/en_US
dc.format.extent16 pagesen_US
dc.genrejournal articlesen_US
dc.genrepostprintsen_US
dc.identifierdoi:10.13016/m2kbel-kmy8
dc.identifier.citation"Peng, Jackie M. (2022) ""Multiracial Identity from Theory to Praxis: A Literature Review for K12 Practitioners,"" Journal of Educational Research and Innovation: Vol. 10: No. 1, Article 1. Available at: https://digscholarship.unco.edu/jeri/vol10/iss1/1"en_US
dc.identifier.urihttp://hdl.handle.net/11603/26156
dc.language.isoen_USen_US
dc.publisherUniversity of Northern Coloradoen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Language, Literacy, and Culture Department Collection
dc.relation.ispartofUMBC Student Collection
dc.rightsScholarship & Creative Works @ Digital UNCen_US
dc.titleMultiracial Identity from Theory to Praxis: A Literature Review for K12 Practitionersen_US
dc.typeTexten_US

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