How to Reinforce a Positive Identity with Dual Heritage Kids
This week my daughter’s teacher announced the children would be talking about identity and where they and their families are from. She encouraged parents to talk to their children beforehand so the children can positively contribute.
As the parent of a mixed heritage child, I was excited that my daughter would be having this conversation in school. Her background is, at best, interesting and layered but at worst, it’s complicated and confusing.
So, as a person of mixed parentage myself, I have to admit my heart did skip a beat. I wondered when does identity start to become a struggle for our dual heritage kids?
I remember being a teenager and cringing from those conversations about where I was from. Do you mean where do I live now? Where are my parents from? What culture do I identify with most? What languages do I speak (or in my case, not speak well enough). As dual heritage kids, when it came to my Iranian side, I often felt confronted about laying claim to a culture I knew so little about. And coming to England as a young adult, I couldn’t have felt more like an outsider if I tried. What basis did I have for identifying with any of these cultures?
Do Kids Even Understand Identity at Such a Young Age?
When it comes to my daughter, I wonder what she might say in such a conversation. First of all, would she remember all the places/races and cultures that make up who she is? As mixed heritage kids, does she identify with all of her heritage? Of course, these questions of a 5 year old were bound to fail. But I couldn’t help feeling conscious that I may not be doing enough to educate her. Or worse, that she may end up as confused or as pressured as I felt during these conversations.
When hubby originates from Nigeria, and I hail from Canada/ England and Iran, the story can be complicated. Particularly for a 5 year old who now lives in the UK but spent a good part of her short 5 years in Nigeria and Canada.
Her looks, race and accent will further put pressure on her to identify as either Black, Black British, African- British or just Naija. If her skin is darker, she may be questioned if she tries to identify as hyphenated or mixed race as people will argue her intentions. “Why don’t you just admit you’re black”, I can see her mates saying.
By now, she can reel off the list of countries, and can even tell people a few words from Yoruba and Farsi. But whether she truly identifies with any of these (or all), I guess only time will tell.
It’s Not Really About Geography… it’s about Relationships
I do plan to show her a map of the world and to help her identify where each of these countries are located. But what I’ve realised is that any depth of association to these countries lies in her relationships.
As long as Grandma and Grandpa, cousins, Aunts and Uncles are in her life, she will hopefully always feel connection to where she’s ‘from’. And yet, her everyday experience and friends will connect her more than anything to the UK. And I’m okay with that. Being mixed and biracial, the ultimate positive is that she has options.
One reader commented that by the time our little ones grow up, their world will be a blended mix of all different backgrounds and cultures. So perhaps hers and other mixed heritage kids’ experience will be different than mine. All I can do is prepare her as best I can.