Children who are Biracial (relating to, or involving members of two races) are a predominant part of our diverse, multicultural communities. Educators, teachers, and parents need to understand what it means to be Biracial, and Biracial children need to understand their own self-identity. These children need a “voice”; adults need to listen to that “voice”. The needs of Biracial children are unique because in addition to the complexity of child development, Biracial children also struggle with the tensions of validation or non-validation of their choice of self-identity. These factors of social validation come from parents, teachers, peers, and friends. Educators, with knowledge and experience can help these children find their own unique “voice”. A Case Study of Directed Interviews using Narrative Research Design represents a unique “voice”. This child’s “voice” contains many Biracial identities that must be supported so she can develop a “healthy sense of self’.
","abstract_html":"<p>Children who are Biracial (relating to, or involving members of two races) are a predominant part of our diverse, multicultural communities. Educators, teachers, and parents need to understand what it means to be Biracial, and Biracial children need to understand their own self-identity. These children need a “voice”; adults need to listen to that “voice”. The needs of Biracial children are unique because in addition to the complexity of child development, Biracial children also struggle with the tensions of validation or non-validation of their choice of self-identity. These factors of social validation come from parents, teachers, peers, and friends. Educators, with knowledge and experience can help these children find their own unique “voice”. A Case Study of Directed Interviews using Narrative Research Design represents a unique “voice”. This child’s “voice” contains many Biracial identities that must be supported so she can develop a “healthy sense of self’.</p>","abstract_has_math":false,"creators":["Gardner, Elizabeth Ann"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-01-01T08:00:00Z","date_published":"2005-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:29Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/251","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Gardner, Elizabeth Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/251"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Children who are Biracial (relating to, or involving members of two races) are a predominant part of our diverse, multicultural communities. Educators, teachers, and parents need to understand what it means to be Biracial, and Biracial children need to understand their own self-identity. These children need a “voice”; adults need to listen to that “voice”. The needs of Biracial children are unique because in addition to the complexity of child development, Biracial children also struggle with the tensions of validation or non-validation of their choice of self-identity. These factors of social validation come from parents, teachers, peers, and friends. Educators, with knowledge and experience can help these children find their own unique “voice”. A Case Study of Directed Interviews using Narrative Research Design represents a unique “voice”. This child’s “voice” contains many Biracial identities that must be supported so she can develop a “healthy sense of self’.
"]},{"key":"dc:title","label":"Title","values":["Biracial Children and Identity Development"]}]}],"canonical_facts":{"dc:creator":["Gardner, Elizabeth Ann"],"dc:description.abstract":["Children who are Biracial (relating to, or involving members of two races) are a predominant part of our diverse, multicultural communities. Educators, teachers, and parents need to understand what it means to be Biracial, and Biracial children need to understand their own self-identity. These children need a “voice”; adults need to listen to that “voice”. The needs of Biracial children are unique because in addition to the complexity of child development, Biracial children also struggle with the tensions of validation or non-validation of their choice of self-identity. These factors of social validation come from parents, teachers, peers, and friends. Educators, with knowledge and experience can help these children find their own unique “voice”. A Case Study of Directed Interviews using Narrative Research Design represents a unique “voice”. This child’s “voice” contains many Biracial identities that must be supported so she can develop a “healthy sense of self’.
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/251"],"dc:subject":["Education"],"dc:title":["Biracial Children and Identity Development"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:29Z"}