Abstract
With bi/multi-racial students existing within a nebulous racial categorization that has been historically defined to support an economic agenda, creating a positive self-identity for students in this group can be challenging. This article examined those challenges by exploring the reflections of elementary level teachers’ classroom practices and perceptions of the collective elementary educational experience of one bi-racial student in a southeastern U.S. public school.
Recommended Citation
Campbell, Dawn M. and Jeffries, Rhonda B.
(2017)
"Elementary Teachers’ Ideologies On The Experience Of A Mixed-Race Student,"
Journal of Multicultural Affairs: Vol. 2:
Iss.
2, Article 3.
Available at:
https://scholarworks.sfasu.edu/jma/vol2/iss2/3
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Elementary Education Commons
Tell us how this article helped you.