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|a LC3621.K78 2006_KrubitchSherry |2 BU-Local |
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|a Principals' perceptions about multiracial identity development : a phenomenological study |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2006. |
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|a viii, 106 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ed.D.)--Barry University, 2006. |
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|a Includes bibliographical references (leaves 81-88). |
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|a Copyright Sherry L. Krubitch. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a According to the latest United States Census, estimates show that 4.5 million children under eighteen in this country are multiracial. In some areas, one of six babies born today is of two or more racial heritages, making multiracial youth one of the fastest growing segments of the United States population. American public elementary schools in general are not meeting the needs of multiracial students and improving their life chances of having a healthy identity development. School principals in elementary schools do not have an affirmative role in creating schools that are more inclusive and that serve multiracial students effectively. Principals are subject to the same kind of hidden curriculum about changing the school climate and learning environment to accommodate diversity that teachers and students experience. The purpose of this phenomenological study was to determine and describe principals’ perceptions about their students’ multiracial identity development. Principals were interviewed about their backgrounds, their knowledge and meaning of identity development as it related to their students, and issues relating to multiracial identity development in the school environment. Data were gathered through observations, an interview protocol, and open-ended interviews. Five themes were identified that were consistent with the principals’ responses. These were the meaning and understanding of multiracial identity development; self-reflection on values, beliefs, opinions, and attitudes; compliant thinking versus critical reflection; professional familiarization, and the increase of multiracial births and the future that lies ahead for multiracial students. Conclusions were discussed and recommendations for further research and professional development were proffered. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Racially mixed people |x Education |x United States. |
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|a Racially mixed people |x Ethnic identity. |
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|a Elementary school principals |x United States. |
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|a Elementary schools |x United States. |
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|a Multicultural education |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001389/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/89/00001/LC3621_K78 2006_KrubitchSherrythm.jpg |
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|a Theses and Dissertations |
