Over the last 30 years, biracial individuals have become one of the fastest growing populations in the United States. Despite this rapid growth, these citizens are only slowly beginning to be acknowledged among monoracial groups and in academia ("New Way," 2001; Root, 1996; Wardle, 2007). Because biracial identities "potentially disrupt the white/'of color' dichotomy, and thus call into question the assumptions on which racial inequality is based," society has a difficult time acknowledging this section of the population (Dutro, Kazemi, & Ball 2005, p. 98). Biracial heritage can mean mixed parentage of any kind. This can include, but is not limited to, African American, white, Latino, Asian, and Native American. "Biracial," "interracial," "multiracial," and "mixed-race" are used interchangeably and are often self-prescribed by individuals and their families (McClain, 2004; Root, 1996; Wardle, 1992). As this group increases in the general population, teachers are beginning to see more of these children in their classrooms. How are biracial children different from monoracial children? How do biracial children challenge us to think differently about racial identity and curricular issues in our classrooms?
