Multiracial Students’ Perceptions of Schooling in a Predominantly White High School: Examining (Racial) Microaggressions Through a Quantitative Analysis

• In Event: Where Do We Place Our Children? Students of Color in Predominately White High School Settings

Abstract

Objectives
Little is known about multiracial students’ schooling experiences broadly and specifically in predominantly white K-12 learning environments. Existing research on multiracial students examines their racial/ethnic identity development (Doyle & Kao, 2007; Renn, 2004; Root, 1997; Terry & Winston, 2010) and its relationship to factors such as depression, self-esteem, school adjustment, peer relations, and academic performance (Herman, 2009; Shih & Sanchez, 2005). However, few, if any, studies focus on these students’ perceptions of discrimination in the school setting and its potential impact on factors that shape school success. The purpose of this study was to understand student perceptions of their school experiences in a predominantly white high school along several dimensions. This paper focuses specifically on an examination of the perceptions of Multiracial students who attended Midwest High School.

Theoretical Frameworks
We use racial microaggressions (Davis, 1989; Pierce, Carew, Pierce-Gonzalez, & Wills, 1978; Sue et al., 2007) as the analytical framework to examine and understand how Multiracial students’ perceptions of various types of discrimination from various perpetrators might relate to their overall perceptions of Midwest High as a good school. Students of color experience multiple types of microaggressions in the school environment based on a variety of social identity markers. In this study, a (racial) microaggressions framework helps us connect Multiracial students’ voices quantitatively to the existing empirical research on minority students’ experiences with microaggressions in school.

Methods and Data Sources
Participants were 852 students (51.8% male; 48.2% female) across grades 9-12 enrolled in a predominantly white high school in the Midwest. Students self identified as 82.2% white; 2.7% African American/Black; 7.3% Multiracial; and, 7.8% Other. In November 2012 participants completed the High School Student Experience Survey developed by one of the authors. The survey consists of six scales with a 5-point response scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Participants indicated sources (e.g., teachers, peers) and reasons e.g., race, gender, religion) for discrimination. We computed scale scores by averaging items within each scale. Cronbach's alpha was calculated to indicate the reliability of each scale. We compared perceptions of discrimination and school experience by race/ethnicity using ANOVAs and chi-square tests.

Results/Findings
Findings indicated significant differences between Multiracial students and students of other races. Multiracial students were more likely to identify peers and front office staff as perpetrators of discrimination. They were significantly more likely to identify spreading rumors, not being called on, and exclusion from academic opportunities as types of discrimination experienced. Multiracial students also had significantly lower average responses for school culture and climate, teacher quality, school engagement, and peer relationships compared to African American, White, and Other students.

Significance
These findings have implications for understanding the relationship between minority students’ perceptions of discrimination and attitudes about teachers, peer relationships, school engagement, and overall school culture and climate. These variables have been shown to effect minority students’ academic outcomes. Implications for teacher education and creating culturally inclusive learning environments are discussed.

Authors

• Dorinda Carter Andrews, Michigan State University

• Christy Michelle Byrd, University of California, Santa Cruz