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This presentation is provided an in-depth investigation into racial boundaries and barriers. It further discussed interracial and multi-ethnicity adolescent problems caused by these boundaries including substance use and violent behavior. From gathered research from multidisciplinary sources I examined multi-ethnicity adolescent struggle with self-esteem, ethnic identity, and the relationship between racism and behavioral problems. Furthermore I highlighted important behavioral problems of biracial adolescents. This paper is a general overview of the research studying the dynamics of multiracial/multiethnic identity development in adolescence. In the following pages I will introduce different models of multiracial identity development. I will also address the psychological and physical health concerns of multiracial/multiethnic adolescents and conclude with suggestions for future research. The purpose of this research was to develop age targets where appropriate interceptive actions should occur for individualized race/ethnic groups in order to combat behavioral problems and to improve mental health among ethnic minority youth. To combat behavioral problems and to improve mental health I created an art foundation class that manages mixed heritage and mono heritage adolescents. This class is dedicated to fostering hope, courage, self-esteem and confidence within our children in a race conscious society. Furthermore, this program promotes socialization between different interracial adolescents from different cities and countries.
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ONE LOVE International art and design class Ja
smin
e Ta
ng
Richard Loving and Mildred Jeter
LOVING VS. VIRGINIA
The number of interracial married couplesin the United States
0.3
0.7
0.9
1.41.6
1.7
2.1
2.32.2
‘70 ‘80 ‘90 ‘00 ‘01 ‘02 ‘03 ‘04 ‘05
(3.8%)
(0.7%of totalcouples)
million
year
In 2000 the interracial population in the United States was 281.4 million people, and 6.8 million people were more than one race. The interracial percentage rose to 4 percent among the population under the age of 18.
Source: U.S. Census Bureau, Census 2000 Redistricting Data (Public Law 94-171) Summary File, Table PL1.
The geographic destribution of American interracial individuals
Wes
t
Sout
h
Nor
thea
st
40%
27%
18%
15%
Mid
wes
t
21.44.0 to 5.52.4 to 3.9U.S.: 2.4%1.8 to 2.30.7 to 1.7
(%)
The number of interracial youth group concerning about their self-
identification clearly has an impact to identify themselves.
Intercultural adolescents may have self-esteem issues caused by their
physical appearance or cultural identity.
Multiracial teenagers confused with dual self-image do not know where they belong.
Emerge and Demanding
Negative developmental outcomes:
Drug or alcohol abuse, a drastic drop in grades, and/or skipping school, suicide threats or attempt.
WHO AM?
Any identity issues? What would it be?Yu
sef E
van
Age: 36Occupation: Wall Street bankerEthnicity: Asian and African AmericanHometown: Florida and Taiwan. He experienced an identity issue when he was a little kid in Taiwan. He stated “people looked at me as a foreigner when I was in Taiwan and living in the United States I couldn’t get along with other school friends because I looked like an Asian.”
Age: 26Occupation: SalesEthinicity: Asian and Caucasian. Hometown: Hawaii and JapanHe grew up with his mother after his parents got divorced. He stated, “ Hawaii is identified as a melting pot state and surrounded by two or more races so I didn’t really experience identity issues when I grew up in Hawaii….. I just blended in with the multicultural group because everyone else is mixed there.”Ke
nton
Man
nEl
izab
eth
Stra
ndbe
rg Age: 18Occupation: StudentEthnicity: Caucasion and AfricanHometown: MinnesotaShe particularly noted that, “many people assumed that I am adopted but I explain to them that I consider myself just like my mother, except several shades darker. I love the fact that the color of my skin opens up doors and conversations about such an important aspect of life, and I'm grateful to my parents for that.”
ONE LOVE
Students can intergrate with different racial adolescents enjoy the creative experience and build
relationship with classmates and friends.
Help to redefine cultural background, increase insight and judgment, manage stress, and
better self control.
ONE LOVE
Mission Statement:
ONE LOVE is an art and design mandatory class, open for K-12 studentsto help students build their knowledge about art and design. It is designed to inform students on the creative and technical development ofinternational art styles.
Students will learn the value of personal expression through the mastery of artistic skills. Students will examine the color, light, and compositional layout of their work and hone these e�ects to better express their own personal opinions and con�icts
Introduction to world art
Exercise the basic technique
Asian Art (Chinese Art)
Chinese Art continue
Museum Korean Art
Korean Art continue
Pop Art
Pop Art continue
African American ArtHandmade sculpture
African American ArtHandmade sculpture
Thanksgiving week (No school)
MuseumEnd-of-Semester Review
1
2
34 5 6
7
8
9
10
11
121314
ClassSchedules
wee
k
By learning cultural history and contemporary design students will experience a wide variety of different art forms that will enable them to better express ideas.
This will help multiracial and single racial adolescents enjoy the creative experience, build relationship with classmates and friends. For multiracial youth group art and design class will help to redefine from cultural pressure background and assist to increase insight and judgment, manage with stress and, control their mindset.
Analysis outcome
