Negotiating Whiteness: Exploring White elementary school‐age children's racial identity development

Abstract

AbstractA robust body of research has examined ethnic‐racial identity (ERI) development during middle childhood, predominantly among children of color. However, White children's ethnic‐racial identification and negotiation of Whiteness is less well understood. To address this gap, this study explored (a) the labels that White children use to define themselves and (b) their identity‐related beliefs and knowledge. Semi‐structured interviews were conducted with 53 monoracial White children (Mage = 8.97, SD = 1.72) attending a racially diverse elementary school in the Midwestern United States. Results revealed that children most often identified as American or with an ethnic heritage label (e.g., German); few used the label "White." In describing their identification choices, children endorsed colorblind beliefs (e.g., race does not matter), conflated their American identity with being White, and described practices associated with Whiteness as normative. In addition, they described cultural practices associated with their ethnic heritage. Implications for the racial socialization of White children and the development of anti‐racism among White children are discussed.