THE COMPLEXITY OF COLOR: EXPLORING THE IMPACT OF K-12 EDUCATIONAL EXPERIENCES ON THE ACADEMIC ACHIEVEMENT AND SELF CONCEPT OF MIXED- RACE ADULTS

Abstract

This phenomenological study explores the lived experiences of mixed-race adults during their K-12 educational journeys, with a focus on how they navigated their racial identities and relationships in these settings. By prioritizing the voices of participants, the research provides in-depth insights into the meanings mixed-race individuals attach to their experiences and the challenges they faced within educational contexts. Using virtual interviews and journal entries with five participants, the study uncovers several key themes: pivotal moments, the emergence of otherness, the dilemma between authenticity and conformity, and the acceptance of minority identity and holistic self-concept. These findings highlight the complex interplay of race, identity, and education, offering a deeper understanding of how mixed-race individuals interpret their formative years and the lasting impact these experiences have on their personal and social identities. This research contributes to the broader conversation on racial identity development and the educational experiences of marginalized groups, emphasizing the importance of qualitative, participant-centered approaches to studying these issues.