ABSTRACT
This chapter discusses how policies and practices in various schools create climates that affect the educational experiences and outcomes of mixed-race youth. It is also significant to note, however, that race-related schooling issues will influence mixed-race youth differently, depending on their racial self-identity and the way they are raced by peers and school personnel. Relatedly, the degree to which mixed-race youth are considered a distinct group disserving inclusion in school curricula, as schools attempt to address diversity, will be explored. The chapter focuses on school climate and how peers and school personnel race mixed-race youth and how mixed-race youth view themselves racially in different school climates. Moreover, when schools attempt to improve race relations through the curriculum or other programs, the focus is on monoracial groups, often leaving the experiences of mixed-race youth untouched. The experiences of mixed-race youth in schools advance our understanding of school diversity as both a layered and complex phenomenon.
