Is Grey the New Black? A Narrative Inquiry of Growing Up as a Black-White Biracial Child in the South
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Authors
Barfield, Jessica Larke
Issue Date
2026-01-19
Type
Dissertation
Language
en_US
Keywords
Curriculum planning , Education , Education and state , Multiracial people , Group identity , Social integration , Resilience (Personality trait) , Dissertations, Academic
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Abstract
The experiences of Black-White biracial individuals remain understudied in educational research despite their growing presence in U.S. schools, particularly in the southern United States. This qualitative study employed narrative inquiry to examine how Black-White biracial young adults who grew up in the South made meaning of racial identity within predominantly White classrooms, schools, and communities. Guided by Seidman’s (2019) three-interview approach and Daiute’s (2014) narrative framework, four participants ages 18–22 shared life stories across family, school, and peer contexts. The study was framed by critical race theory (Delgado & Stefancic, 2023), Yosso’s (2005) cultural wealth model, and Poston’s (1990) biracial identity development model to analyze structural inequities, personal agency, and cultural resources shaping self-perception. Findings revealed pressures of racial categorization where Black-White biracial identity was often collapsed into Blackness, alongside the significance of hair, appearance, and phenotypical visibility in shaping belonging. Participants described a dual burden of invisibility and hypervisibility that challenged binary racial norms while inviting scrutiny. Family conversations, mentorship, and participation in sports, arts, and peer groups functioned as key sources of affirmation and resilience, whereas classrooms frequently minimized or ignored race altogether. This study contributes to limited scholarship on Black-White biracial identity in the South by centering participant narratives that disrupt monoracial frameworks. Findings underscore the need for culturally responsive pedagogy, intentional representation, and teacher preparation practices that promote inclusivity.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.