‘psychological process whereby the subject assimilates an aspect, property or attribute of the other and is transformed, wholly or partially, after the model the other provides.’ (Laplanche and Pontalis, 1980 pp. 205). The authors suggest that in psycho-analysis, identification can operate whereby the individual identifies themselves with another, or the individual identifies another with themselves, or a complex combination of both, described as a form of ‘we’. Dis-identification: ‘the ways in which one situates oneself both within and against the various discourses through which we are called to identify’ 2014 pp.1). In ‘Bodies that Matter’ (Butler, 1993) refers to as a misrecognition, whereby there is a ‘simultaneous seeing and failure to see desirable identifications’ (‘’dis-identification’’, 2014 pp.1). In relation to power, dis-identification can be viewed as ‘representing a disempowered politics or positionality that has been rendered unthinkable by the dominant culture’ (‘’dis-identification’’, 2014 pp.1). Research Aims. This study aimed to explore the childhood and educational experiences of young people who identify themselves as having mixed Black and White parentage. Research has consistently demonstrated educational attainment gaps between Black, Asian, and BAME (Black, Asian and Minority Ethnic) young people and their White peers, and disparities across health and economic outcomes (Gillborn, 2005, 2008; Johnson, 2007; Berman and Dar, 2013; Barnard and Turner, 2011, Department for Education (DfE), 2012, 2014). dis-
demonstrated through the initial choice of IPA, due to its ‘close engagement with the idiographic and the particular’ (p 180). The authors also contend that IPAs appreciation of the interactional nature of data collection lends itself to a researcher who can be highly sensitive to context. I would further maintain that the interview process itself, and the current approach to analysis (described in chapter 3b), whereby the experiences of the individual participant and the relationship between them and the researcher are explored, demonstrates sensitivity to the context of the research. Reliability Criteria. Commitment and rigour. Smith, Flowers and Larkin (2009) argue that these broad criteria can be demonstrated indirectly through the researcher’s actions, and directly through the presentation of the final piece of research. Smith, Flowers and Larkin (2009) would posit that commitment as a researcher has already been demonstrated through the process of organising, conducting and analysing a number of interviews following an IPA methodology. Commitment has been further demonstrated through the continuous use of supervision to learn about and reflect upon the research process. Rigour can be demonstrated more directly through the thoroughness of the study from start to finish (Smith, Flowers and Larkin; 2009). For example, Smith, Flowers and Larkin
cultural heritage and his understanding of himself as an individual seem interchangeable. ‘I was moved back towards, er like multiculturalism again it was like yes we’ve got like, loads if different people here. Erm, this feels more like me’ (170-172) ‘this is where you come from this is your roots, this is where you come from and I think it really does benefit your whole sort of, view on life’ (480-482) Henry’s cultural identification appears to move beyond ‘Black’ or mixed culture. Whilst he identifies himself as ‘being mixed race’ (382), the significance of culture to Henry appeared to be an affinity with ‘multiculturalism’, in the form of varying alternatives to Whiteness as a cultural-political group. Higher Order Theme 2A: Mixedness as Challenging Constructions. Mixedness was covered in depth by all participants. Analysis demonstrated mixedness as a construct as something that could be challenging, confusing and uncomfortable to try and make sense of, by participants, and those around them. Participants were often trying to navigate their way through understanding themselves as mixed individuals in a context where race and culture are constructed on the basis of Blackness and Whiteness. Mixedness appeared as a challenge to the dominant constructs of race and culture which participants were exposed to and a part of. At times, participants appeared to be struggling with managing others’ constructions of them in this Black-White way. At others, participants themselves appeared to be placing
Tunde: Mixedness as Challenge for Others. ‘a lot of people have just, they don’t really understand about what mixed race is.’ (52-53) Tunde explores mixedness from the perspective of his self-identity, and the challenges his self-identity presents to the world around him. Tunde focuses on others ‘not understanding’ mixedness, as if ‘mixed race’ is something clearly definable. ‘Sometimes, like the, people, people do look at me and like, they don’t understand me’ (86-87) Tunde presents his mixedness as the barrier to people understanding him, as if the very act of being mixed presents as a challenge to others. His experiences also suggest a view of understanding others as based on how they are defined; rather than who they are. Thus; Tunde’s mixedness is a challenge due to an interest in ‘what’ he is as opposed to ‘who’ he is. Emmy: Identity as Dictated through Society. ‘but I don’t like it, when you’re, on the tick forms, and it asks you to put your ethnicity, and you have to put, White and Black British.’ (404-406)
‘I think I’m quite, comfortable with being mixed race’ (336-337) ‘I’m so proud now that I am mixed, I think it’s great’(761-763) Emmy also goes on to discuss her feelings towards being a mixed individual. Her language creates ‘mixed race’ as a group or community of people, as opposed to just a label. This gives the sense of mixedness as its own identity. Emmy also talks about being ‘mixed race’ in a positive way. This contrasts quite markedly to many other aspects of her interview, where she discusses some troubling and emotional subjects related to her experiences as a mixed individual. Emmy’s increased positivity towards ‘being mixed race’ may have related to the construct of ‘mixed race’ as a group identity, rather than Emmy’s own individual experiences. Thus, Emmy connotes the positivity connected to a group identity as ‘mixed race’. She creates a whole or sum of mixed race experiences across individuals, which becomes more than just her own, less positive experiences. ‘so they push for the Black to show people that, they accept Black people, but [pause] not everyone is White and Black’ (477-478)
of, it’s a different way of life’ (30-32) ‘it’s for people of ethnic minority, and it’s for people who have disabilities, and it’s so, for sort of ethnic minorities or disabilities. And I ticked both’ (73-75) [ethnic minorities] ‘I can get along with them because they understand about certain things I understand’ (301-302) ‘we hovered towards [laughter] the ethnic sort of group but I don’t know we just always used to feel comfortable with each other.’ (633-635) Henry’s also a sense of a shared alternative identity, through the form of non-Whiteness. Henry places Whiteness as within the norm, creating a sense of ‘other’ as a whole group, shared experience. This encompasses a wide array of ‘other’, demonstrated through his use of the term ‘ethnic minority’ as opposed to Black or mixed. Thus, Henry creates an image of a considerable counter-culture to Whiteness, with the unifying factor within this large group being a dis-identification with Whiteness. In this case, I feel that Henry’s dis-identification with Whiteness reflects an identification with Blackness in the sense described in table 1.1, whereby Blackness represents a racialised state of political and experiential kinship of oppression in history (Mirza, 1992). In this sense, Henry’s identification is not necessarily unified with Black people in the descriptive sense, but non-White people and Blackness in a social, historical, and political sense. The othering of Blackness, and Henry’s link to it here, goes beyond Black people, and encompasses the array of individuals and communities who cannot identify, or are excluded from identifying, with Whiteness.
Henry: Mixedness as Tangible. ‘there’s a lot of mixed race people, but [pause] do we know who we are, do we know where we’re coming from’ (115-116) ‘and being mixed race like’ (382) ‘being mixed race like I just walk, like, down the street and I think to myself I know who I am.’ (434-435) ‘she was mixed race like me’ (455) ‘I’d be like yeah I’m mixed race.’ (685) Whilst Henry creates a strong sense of non-White ‘otherness’ as unifying, he also talks about ‘mixed race’ frequently, identifying himself and others as within this group. His language use creates the imagery of ‘mixed race’ as a tangible, definable phenomena, encompassing a set of criteria which ‘mixed race’ people possess. Henry reflects an image of him as part of the ‘mixed race’ group. His dialogue creates a sense that he understands the criteria for being mixed race, as would other ‘mixed race’ people. Research Question B) ‘How do mixed young people interpret their experiences of childhood and education?’ This section of analysis focuses on participants’ interpretations of their experiences of childhood and education. The analysis focuses on distinct aspects of participants’ childhood and educational experiences, and attempts
‘I can see it in people’s eyes when like they think I’m going to be a certain way [pause] and then, and and then I’m not, and, so I guess that is sort of almost racism. Interviewer: What do you think they think, you’re going to be like? I think they, I think they, they think I’m going to be a lot more aggressive than I am.’ (1110-1116) Sativa’s final comment further exemplifies the interactional relationship of the racialised perceptions she is subjected to. She presents a situation where she knows how she will be perceived, and can do nothing about this. Sativa is powerless to the dominant discourses of Black or mixedness, and becomes a subjugated subject through this relationship. Tunde: Self-identity as Challenged by Others. [Tunde’s mixed heritage] ‘yeah it has been challenged by a few people in my life. Just because of like, the way I look.’ (41-43) ‘it’s almost like, I felt at one point, that, like, ah these people, well they think that I’m attempting to be something I’m not.’ (61-63) Tunde’s position presents as different from Sativa’s, and in many ways highlights modern issues of mixedness. His experiences demonstrate a different relationship between racialised perceptions and his sense of self. His
officer’s assertions, and at a theoretical level, he is unable to move beyond constructions of his mixed identity as negative. Emmy: Emmy as her Racialised Appearance. ‘my mum, she used to not know how to do Black hair so she used to brush out my hair, and then it, so it was like a frizzy thing at the back of my head, and like, kids at school used to put pencils in it’ (90-94) ‘one, one boy, calling me a nigger, and another boy, calling me, a monkey with a moustache, and nothing really happened, so.’ (312-314) Emmy’s experiences highlight the mechanisms of racialised perception in action. In Emmy’s experiences, her racialised self is the key factor in how she is perceived by others. She is her racialised self though her appearance, which leads to perceptions of her as a sub-human Black person based on ideologies of Blackness. Her experiences demonstrate the multi-layered nature of the process of racialised perception in relation to dominant ideologies. It is something that is recognised in an individual and placed upon an individual. Emmy has no control over her racialised appearance, and based on this, she has no control over the negative racialisations of herself which are shaped through ideology.
Henry: University as Alien. ‘again it’s another environment which is [pause] not what I’m kind of used to’ (249-250) Henry’s University experiences show a more negative side to the power of educational experiences; reflecting the experiences of both Tunde and Emmy. He reflects on his experiences as if he has entered into the unknown. Much like Emmy, University presents an alien culture to Henry, which he finds different from his own. ‘Er [pause] the types of people, like the majority of people that are from university are from like, sort of very kind of middle class backgrounds’ Interestingly, Henry also refers to differences along cultural and class lines; like Tunde and Emmy. Like both participants, Henry’s experiences suggest a view of ‘otherness’ which is wide reaching, taking in any and all groups which do not fit the White middle class norm of University culture.
Gaztambide (2014) argues that these experiences of varied positioning relate to assertions of power and ownership over the individual being positioned. The author states ‘depending on the context and content of the discussion, all that does not fit neatly into a very specific category of what is ‘White’ or what is ‘Black’ is simply exchanged and lumped together on the other side.’ (Gaztambide, 2014 pp. 93). Thus, the current participants can be viewed as in a state of exchange between dominant racialised groups, as a means of defining what is and is not Black and White, based on context. Gaztambide (2014) maintains that experiences of such positioning can create in those who experience it a fractured sense of racial identity, whereby an individual experiences limited affirmation of their sense of racialised self. This can be seen in Tunde’s discussion, where he talks about feeling perceived as ‘pretending’ to be Black or mixed when he is perceived and positioned as White. However, Gaztambide (2014) reasons that such experiences may not always be negative. He argues that this position, which gives rise to a fractured sense of racial identity, is actually a state that others with less racial ambiguity take time to understand, or never do. The author contends that ambiguous, or in this case mixed experiences of racialised perception and positioning can be seen as contributing towards a more flexible sense of racial identity. This in itself allows for a greater appreciation of the self without the confines of racialisation, and the contextual nature of the process of racialisation (Gaztambide, 2014).
Standard 3.3: ‘Take appropriate professional action to redress power imbalances and to embed principles of and practice in all professional actions.’ Issues of power are explored in detail as part of the current research. In particular, the continued power of Whiteness in producing and maintaining racialised ideologies, and the potentially constricting nature of these ideologies is highlighted through the experiences of participants in this research. The current research is able to give an insight into how the participants’ experiences of mixedness have been shaped through dominant ideologies. By demonstrating this process in action through the experiences of the participants, and using psychological theory to further potential understandings of this in action, it is hoped that the still very real power of Whiteness is made clear to to practicing Educational Psychologists. In so doing, it is hoped that those within the field will feel more able and willing to see, explore and confront this potential power imbalances in day to day practice. From the position of mixedness in particular, the demonstration of how the current participants’ experiences have been pushed and pulled on individual and institutional levels as a means of maintaining the current positions of power gives practicing EPs the chance to reflect on their own experiences and practice, and what role they could and should play in disrupting similar experiences for CYP who oppressive
Because of this, I think it would be beneficial to spend some preliminary time during the early stages of my research networking amongst colleagues and schools through conversations, in order to assess whether anyone knows of potential participants. Whilst nothing can be committed to writing before the ethical application has been accepted, I feel if I am able to begin conversations around the topic at an early stage I am more likely to gain an adequate number of potential participants. I also need to consider the possibility that I find it difficult to gain access to one of the groups of participants in particular. In this instance, I feel this would have the least impact if a parent(s) participant was difficult to recruit, or I only managed to gain access to one young person. However, I feel that the key topic of my research needs to have access to at least one young person and an adult from an educational/school background. Whilst ideally, I would have access to teachers, if this became particularly difficult, I feel the research aims would still be met if I were to use another member of staff in a school, for example a Teaching Assistant. With regards to the young people themselves, I am hopeful that at least one young person will be willing to discuss the topic with me. I feel it may also be useful to plan for the event that I am unable to gain all my interview data during the summer. In this case, it would most likely be useful to utilise my time in the summer to organise another area of my research, such as the methodology. This would still mean that I would have little time for data collection and analysis in the autumn, but at least some of my time would have been freed up by having already completed my methodology.
of reasons. Firstly, this reflects the language that I grew up with and which I feel defines a part of myself as an individual. I want my research to reflect a part of me and my values, so I feel this is one way of achieving this. My choice of language is also influenced by the social constructionist standpoint from which I am undertaking this research. The social constructionist perspective argues that ‘reality’ is created by the experiences and the world we live in, and that what we know is one version of reality as opposed to the version. With this in mind, I feel the term ‘mixed race’ fits most closely with how I see our current understanding of race. For example, I would argue that society’s idea of race exists today just as strongly as in the past, due to our understanding of race along phenotypic lines such as skin colour and hair texture. Thus, whilst theoretically, ‘race’ does not exist, I would argue that individuals are still often placed in ‘racial categories’ based on the way we look and our ethnic history. For this reason, I feel the term ‘mixed race’ most accurately represents our understanding of individuals with parents of differing ‘racial’ phenotypes. Language such as ‘dual heritage’, for myself, fails to capture society’s emphasis on phenotypical features and therefore does not encompass my understanding of mixture in parenting. Design and Methodology. The research aims to explore the phenomena of ‘mixed race’, with a focus on the experiences of school from the perspective of those who have lived the experience. In order to explore the topic at a deeper level, the research also aims to explore the intersection between racial and gender
A: Mm, mm, and what about the ethnic background of your parents, can you tell me a little bit about that? E: So, my mum, is [pause] English, and, so, as far as we know White English mum Englishness and whiteness as one and the same just, one hundred per cent English, and then, my dad, is Association with whiteness and Englishness English as whiteness [pause] half Jamaican and half English. So, my dad’s dad Dad mixed Jamaican and English English as whiteness came, over from Jamaica when, he was eighteen to work on Grandad from Jamaica E’s family history as mixed the railway, and then met my mumma whose, white English, Grandma from England-white British E’s dad as mixed and then, had my dad. E’s Dad the product of a mixed relationship A: Mmhmm. What does he, does he say anything about that or what it was like when he was growing up? E: Er yeah, my dad, has got a lot of stories about [pause] Hearing about dad’s childhood when growing up E’s family connection with hometown because my dad, is from this town as well he’s always lived E’s dad growing up in the same place Geographical connection between E’s family and her hometown here, erm, yeah my dad’s [pause] used to have a lot, well, Racism as experienced in generations of E’s family some, some of the racist boys used to say to him oh you’re Difficulty in talking about the racism dad experienced Dad experiencing racism Dad’s childhood experiences of racism Mixedness as creating different racist experiences alright, cause you’re, you’re like one of us, if they were, being Dad being treated as one of the white children Dad’s mixedness as ‘passing’ in some situations as a child E’s dad’s whiteness as horrible to, say a full black person or, my erm, my Grandpa Levels of understanding blackness-
Mum as not acknowledging racism E: Erm, well my mum, she’s tries and, brushes those kind of Lack of response from mum to racism towards E Mum as not wanting to acknowledge racism Mum as underplaying significance of racism things under the carpet like, well, well, ooh, it doesn’t matter to Mum not wanting to acknowledge racism Mum as not wanting to address significance of racism Mum as underplaying emotional significance of racism erm, you’re not upset are you. Yeah [pause] and it was like, Mum not wanting E to show being upset at racism Mum not wanting to deal with potential consequences of racism Experiencing racism before knowing about racism well I didn’t know what it meant, so, I was like no, I’m not upset. E not upset because of lack of meaning to her about the word Mum as avoiding difficulty of racism My mum doesn’t really like, confrontation, so she tries and Mum as avoiding confrontation Mum as closed about racism makes, everything, just [pause] not talk about issues. Mum not wanting to talk about difficult subjects Mum as not open A: Mm, And what about your dad? Dad as passive in E’s understanding of response to racism E: Erm [pause] I can’t really remember what my dad did. Erm, Dad as passive to E’s experiences of racism Parents as passive to E’s experiences of racism it was mainly my cousin, my cousin erm, he went and erm, Not parents who reacted to E being racially abused Parents as passive to E’s experiences of racism Racism as a close feature of E’s childhood knocked, because it was someone on this street, he went and Proximity of the racism towards E E as surrounded by racism in childhood
word meant [pause] he just got [pause] upset, more upset than, I was, about that it had happened and [pause] yeah, punched him. A: And how about all your other cousins are they black or, mixed? E: Yeah erm, so, I’ve got [pause] all my cousins on my dad’s Family normality as mixed side, are mixed race, so they’ve all got one black and one Family as largely mixed Family normality as mixed for E white parent, and then my mum’s side, I’ve just got one white cousin. A: So what, how did you find, growing up round here? E: Erm, it was [pause] it was good, erm, as I say I don’t really, E as minimising racism in childhood look back and [pause] think that it was [pause] really racist Not seeing the racism of hometown E as not acknowledging racism? Differentness as a fact for E town. But then, at the same time [pause] I kind of always knew that I was different [pause] to [pause] and, until I met, XXX, I Feeling different from others E feeling her difference as a fact, not a perception E’s school experience as a minority didn’t have any black friends or mixed friends it was, it wasn’t Growing up with no black/MR friends E’s childhood as a minority E’s schooling as white until I got to college that, I had any, mixed race or black friends Having black/MR friends later in childhood E’s childhood experience as white normality [pause] so, it’s kind of, I guess in a sense [pause] you don’t Differentness as unconscious awareness really notice it but if you haven’t got anyone that’s the same as ‘differentness’ as not explicit but always aware of it Family as isolated in mixedness you apart from your family then, I guess it is a bit [pause] Family as isolated in their differentness E as ‘not normal’ in childhood because, growing up and you want to, do make up and hair. Harder to do ‘normal’ growing up
based on mixedness things E’s heritage as making her ‘not normal’ E as unable to ‘be normal’ with white friends because of mixedness You can’t do make up with your white friends and they don’t, Difficulty in being a part of the same ‘normal’ activities of other girls E’s appearance as making her not ‘normal’ Lack of understanding from white perspective erm, understand about, curly hair but, yeah. It wasn’t hard but I White friends not understanding E’s hair Lack of understanding from white perspective guess [pause] when, I think, because [pause] when my dad was growing up here, it was quite a racist town, and some of Racism as ingrained in hometown that did get passed on from, because, this is the type of town Racism passed down through generations Hometown as a closed environment where everyone stays here, so, children who I went to school Closeness of town leading to racism continuing Hometown as a closed environment with my dad went to school with their parents, and, so [pause] Racism as a continuing legacy their, parent’s bigotry kind of did get passed on. Like, when, Parents passing on racist views to children Racism as a continuing legacy being called a monkey in school and stuff [pause] but now as I say I think it’s, a lot better [pause] I, about every other person Recent changes in racism Increase in non-whiteness as positive when you walk down the street now, they’re, black or mixed Increase in black/MR faces in the town race. A: Mm. And why do you think that’s changed so much? E: I’m not sure really, erm [pause] because obviously being down the road from XXX which is, got a massive reputation
different from peers others very nice guys. But now, looking back, and even when I hear jokes like that now I just think, well [pause] it’s not funny. Retrospectively more challenging to accept? More confidence in own position as an adult? A: And, how do you think, how do you think people at school saw you? E: [pause] hm. [pause] erm [pause] I think they just [pause] I think they did just see me as, a normal person, but then, at the E not feeling wanted at school same time, looking back [pause] erm, I never had a boyfriend Not having a boyfriend thorough school E as not feeling wanted at school throughout school, and, I think [sigh] [pause] I think it was because [pause] they just didn’t, the boys that I went to school E as unattractive based on appearance with just didn’t find me, pretty, and I don’t know whether that’s E as not attractive to others at school based on appearance E as unattractive based on racial appearance because, whether race does play a part in that, because, I was E’s racial appearance as unattractive to others at school Black girls as unattractive at school one of the only, black girls in school [pause] or I, I don’t know. E as a black girl Black girls as not attractive in school E’s racial appearance as affecting experience as a ‘normal’ girl Because, I guess, every teenage girl just wants a boyfriend, E feeling like other girls E’s ideas about girlhood-getting a boyfriend E’s racial appearance as affecting experience as a ‘normal’ girl but, no, I didn’t have one until as I say when I, when I went to E’s appearance as stopping her from engaging in ‘normal girl’ activities college in XXX, and then, my horizons got broadened, Going to college/into the city as opportunity and that’s when, I finally started dating and, so I, I think, I think
that they’re [pause] not racist, so they push for the black to Needing to demonstrate lack of racism as opposed to actual lack of racism show people that, they accept black people, but [pause] not Limitedness of current representation everyone is white and black, so I think [pause] they need to, Limitedness of current non-white representations make a, I don’t know. A: What do you think, a, you said, you think it’s harder to be a black or mixed girl or a woman. What do you think it’s like, if you’re a mixed boy or what kind of, I guess you’ve got cousins and stuff, who are mixed boys, what do you think it was like for them? E: I think for them [pause] it’s easier, it’s easier for them in a white community, but then, my er, my dad he’s, he’s had loads of crap off the black community for being mixed, so I think for E’s dad’s mixedness as challenged by black community mixed and black males it’s easier in a way in the white Mixed maleness as easier in white community community [pause] than it, I don’t know I think, because General power of men making any maleness easier [pause] men are, generally more accepted in society anyway if General power status of men as making any maleness easier you’re a male erm it’s, easier, because, I would say but, I don’t know why, I guess [pause] I just always [pause] without talking to them [pause] but then [pause] but then I’ve got friends, that, erm, I’ve met, since, I erm, XX- me and XXX know this guy called XXX, And he’s mixed race, lighter skinned than me, and he,erm, there’s a pub, in XXX, where, I’m accepted to go ‘accepted’ sounds like American style segregation in, no one’s ever said anything about me being black, yet they Experiencing different approaches to blackness depending on gender were, racist to him, so I don- [sigh] I’m not sure I guess it’s not,
important? Erm [pause] or that you want to talk about in terms of, erm your experiences of childhood, and growing up. Anything that we’ve missed, or anything that’s just occurred to you as, significant? E: [pause] I don’t know I, I think we’ve, covered a lot and [pause] yeah it’s. I can’t think of anything else. A: What’s it been like talking about it? E: Yeah it’s hard, it has been hard I didn’t think I’d have such Reliving childhood experiences as hard an emotional reaction to, it, but, I guess because not Reliving childhood experiences as emotional something, that you talk about that often you don’t realise how Lack of emphasis on racialized experiences in day to day much it does actually affect you. [pause] As I say I think Lack of representation of mixed leading to lack of understanding because, mixed people aren’t, represented, as much in society Lack of representation of mixed leading to lack of self-understanding of mixed Mixedness as unconsciously significant you don’t realise how much, you are affected. Levels of effects of MR as underlying A: Do you think, it’s something that’s important to you in terms of understanding that you are mixed? Mixedness as important E: I think it’s really important, yeah [pause] like I’m so proud Mixedness as important Mixedness as positive now that I am mixed, I think it’s great that, I’ve got family in Mixedness as important Jamaica and I think, well I don’t know [pause] whether they, do Pride of mixed origins this in school now but I think [pause] you should you should be School as an opportunity to celebrate identity made to feel proud of yourself and, I think erm, instead of just Mixedness as [pause] because mixed race people do have their own history Mixedness as under represented historically Mixed identity as stand-alone like coming, about, English people, having mixed babies and I Mixed identity as meaningful in itself,
Yeah, I’m fine. A: Yeah, I just, really, I suppose I’m really grateful, that you were able to still talk about things even though you had a response to it, so I just wanted to say thank you. E: Ah, it’s fine, yeah it’s fine.
Mum as unable to manage emotional impact of racism E as minimising racism in childhood Emotional significance of lack of parental support on E Social emotional significance of lack of parental support on E E as unable to express emotions relating to racism Racism as a part of life. Family history of dealing with racism Racism as experienced in generations of E’s family E’s dad’s whiteness as ‘passable’ E’s dad as the victim of racism Dad as powerless to racism Family history through stories of racism Family history of fighting against racism Dad as the aim of racism Racism as a continuing legacy E seeing racism as ingrained in others Racism as an underlying constant to E E the victim of racism Racism as a feature of childhood Experiencing racism before knowing about racism Racism as a close feature of E’s childhood Hometown as associated with racism E as connected to hometown throughout life Racism as common in hometown Racism as ingrained in hometown Hometown as a closed environment Hometown as part of a racist culture The isolation of childhood and growing up. E’s mixedness as isolating in childhood E’s school experience as a minority E’s schooling as white Family as isolated in mixedness E as surrounded by whiteness at school E as isolated at secondary school White ideal of secondary school Isolation from hometown people Whole school seeing E as different E as targeted by whole school School as targeting E School as disengaging E Secondary school as passive towards racism Secondary school as overtly racist E as socially limited in school E not feeling wanted at school E as insignificant in school E as powerless to change school circumstance School as emotionally insignificant No emotional connection with school Whole school experience as negative Ongoing emotional impact of isolating experiences E as socially isolated at university Inability to form relationships at university E as socially isolated at university E as isolated on course University as unsupportive University course as unsupportive University as lacking emotional/personal support Need for emotional and academic support University as not interested in E
The value of diversity. Diversity as potentially positive for E’s experiences Diversity as having limits of benefit Diverse experiences as useful for others’ understanding Diversity as creating more enjoyable experiences Diversity as changing perspective on E’s Cities as easier for non-white people Diversity as supporting other’s awareness Diversity as affecting others acceptance of non-whiteness Diversity as affecting E’s university experience Lack of representation of mixed leading to lack of understanding Increase in non-whiteness as positive E as her racialised appearance. Racialised appearance as too different E’s visual difference as a target in childhood Appearance as key at secondary school E as unattractive in childhood E as not fitting the secondary ideal E’s appearance as a target School experiences as influencing E’s self perception Racialisation as another layer of teenage angst Non-whiteness as a problem E as a slave to her racialized appearance E as unattractive based on appearance Black girls as unattractive at school E’s racial appearance as affecting experience as a ‘normal’ girl Pressure to conform to white ideal image Uncomfortability with racialised appearance E’s hair as the symbol of others’ racial dislike Physical differences from the norm as challenging Gender and race as problematic for others. Black masculinity as comedic E feeling others see blackness as inherently funny E feeling others see black male sexuality as inherently funny Stereotypes of black maleness as funny Black femininity as problematic Attractiveness of black femininity as confusing Attractiveness of black women as problematic Association between black/MR females and overt sexuality Attractiveness of black/MR women as problematic for others University as mirroring school experience. University as mirroring school experience School experience affecting ability to cope with university experience University experience as affecting mental health Reliving school isolation at university University experience as bringing back school memories Link between school and university negative experiences School experience as impacting university engagement Shared identification as shared support Racial identification as supportive Shared identity as shared support Growth of racial self-confidence with age Reflection of self as important in understanding self Others non-whiteness as positive for E’s
Appendix N: Individual Superordinate themes feeding in to Higher order themes. Research Questions: What are ‘mixed race’ children and young people’s experiences of race and culture? How do ‘mixed race’ young people interpret their experiences of childhood and education? How can Educational Psychology practice develop through these accounts? Transcription number/name RQ A:What are ‘mixed race’ children and young people’s experiences of race and culture? RQ A:Higher order themes RQ B:How do ‘mixed race’ young people interpret their experiences of childhood and education? RQ B:Higher order themes Transcription One: Sativa Importance of cultural significance Importance and Value of Diversity and ‘Mixed-ness’ Understanding and Value of Heritage Mixedness as culturally contextual Culture/heritage The Significance of Isolation and Belonging Childhood experiences as isolated S as part of the ‘in’/’out’ group S as self-isolating Emotional Significance of ‘home’ Isolation and belonging Mixedness as a challenge The need to make sense of mixed race Polarisation of Mixedness MRness as a part of blackness Mixed race as a group identity Mixedness as challenging constructions Perception and Self-Identity Importance of finding/being a ‘true’ self The performance of self Racialised perceptions Separation of S’s identity and perception of S Perception and Self-Identity Expectations and Understandings of Mixed Families Mixed relationships as difficult Mixed families as missing something Racial stereotypes The Relationship between S and Dad Intersectionality of Race and Gender Intersectionality
University experience as a challenge T as feeling different from University peers. T as disempowered by University experience. The power of educational experiences Racialised perceptions of T Appearance as informing perception T’s black culture as problematic to others Dichotomy between perception and identity T’s identity as consumable by others Perception and Self-Identity Transcription Three: Emmy ‘Mixedness’ as a stand-alone identity. Mixedness as a part of E’s ongoing life/culture E’s family history as mixed Racism as a continuing legacy Hometown as associated with racism Mixedness as an identity Racism as an untouchable subject. Parents as passive to racism E as minimising racism in childhood Identity as dictated through society. Contrast between self and society’s definition of mixedness Power of society in constructing self/perception Mixedness as challenging constructions The isolation of childhood and growing up. E’s mixedness as isolating in childhood Whole school seeing E as different Ongoing emotional impact of isolating experiences Isolation and belonging The value of diversity. Culture/heritage University as mirroring school experience. The power of educational experiences Gender and race as problematic for others. Intersectionality E as her racialised appearance. Racialised appearance as too different Non-whiteness as a problem Perception and Self-Identity
Problems in perceiving mixedness Problems in being mixed challenging constructions belonging Blackness as a problem The problem with blackness and the black community The perception of blackness H as protective of blackness Blackness as a problem Mixed maleness as currency Mixed maleness as power Mixed maleness as a coveted Perception and Self-Identity Racialised perceptions of H Colour as defining Identity/perception as contextual Perception and Self-Identity