The number of people who identified themselves as multiracial has increased from 6.8 million in 2000 to 9 million people (or 2.9% of the total US population) in 2010, indicating a change of approximately 32% in the past decade (U.S. Bureau of Census, 2011). As multiracial individuals have rapidly increased in number, understanding their unique experiences and the influence of interracial parenting on the identity development of biracial children have become more salient. However, multicultural individuals and their families remain seriously understudied.In order to provide some insights on this understudied population, this qualitative study focuses on Korean-White late adolescent and emerging adult children and their Korean immigrant mothers, specifically to understand: (1) how biracial individuals perceive the role of various ecological systems in helping them develop an identity and cope with the challenges they face; and (2) how mothers' unique cultural/racial background and personal characteristics impact their parenting approach including racial socialization of their biracial children. Bronfenbrenner's ecological systems theory of human development and Root's multiracial identity development model guided this study. In-depth interviews with 18 participants (9Korean-White biracial children and 9 Korean immigrant mothers from Korean-White interracial families) yielded the findings for this study. The data were analyzed using grounded theory methodology, and six main factors emerged as being significant in helping identity development and psychological adjustment of biracial individuals, including (1) modifying parenting styles to better accommodate the needs of each biracial child is the most useful strategy in interracial parenting; (2) parents should be the primary facilitators in the racial socialization process of their biracial children to help them develop a healthy identity and effectively deal with race-related matters; (3) supportive peers and extended family are positively related to biracial individuals' psychological adjustment and identity development; (4) inclusive and safe school and community where diversity is valued and recognized help promote positive development of biracial individuals; (5) inherited personal traits such as phenotype, birth order, and biracial status could either positively or negatively influence the identity development of biracial individuals, however, having a positive mentality can help promote a healthy development for biracial individuals; and (6) emphasizing strengths of dual heritage through acknowledging strengths as a biracial individual, exerting efforts to convert negatives into positives, and being more open and tolerant of other races/cultures will help promote overall development of biracial individuals. Directions for future research and the limitations of this study are discussed.
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