MultiMe- multicultural children’s experiences and perceptions of selves and relationships

The purpose of this research is to examine the narratives of multicultural children. This study sought to fill a gap in the literature by focusing on the experiences of primary-aged children with parents from different cultures. This study examined four children's experiences, relationships, identities, and sense of belonging. Two unstructured play-based interviews were conducted with the children at school and at home. A 'small stories' approach was used to analyse the narratives, which examined how individuals construct their identities and self within everyday interactions with everyday language. Complications (or conflicts) and resolutions (coda) were identified throughout each narrative. Overall, the findings indicate that the children had a positive experience of being multicultural. Multicultural identity was formed through different mechanisms; their sense of belonging to their different cultures varied; and their internal tensions differed. The findings further suggest that children do not accept their identities mechanically but use their relationships, interactions, interests, and values to accept and reject elements of their identities. In addition, they have a flexible approach to identity and culture and presented interest and tolerance to diversity. The implications for educational psychology are discussed.