Raising one half-African son and one of mixed European descent posed both ordinary and unique parenting challenges for my husband and me. What was best for one child was not necessarily best for the other. Often, competing concerns led to less than ideal decisions. This is true for all parents, but it is uniquely so for white parents raising children of a different race.
Education presented a particular challenge.
Our boys, Gabriel and Michael, began elementary school in my affluent hometown, which had a school system described by our regional newspaper as the closest thing to private school available in local public education. If they had grown up there, they would have benefited from a great program of academics, but little ethnic diversity. Gabriel would have had to face puberty and touchy dating issues without the benefit of African American role models to help him navigate the landmines. In kindergarten, he was already facing juvenile bigotry from a peer or two. If we raised him in one of the few racially diverse communities in our area, he might fit in better, but would attend schools with less impressive educational outcomes. And, besides, there really was no guarantee that he and Mike would be accepted by their peers. Their cultural DNA was solidly middle-class, white, and suburban. Michael's sensitive temperament also made it unlikely that he would prosper in a high-stress environment.
My husband and I sought the Lord and weighed the issues carefully. After much prayer, investigation, and discussion, we moved our family to a community that is diverse on multiple planes: economic, ethnic, racial, and religious. When we lived there it was equal parts white, black, and brown; Christian and Jewish; wealthy, middle class, working class, and impoverished. The schools could provide a decent education if we navigated them well.
There was a stellar band program, for example, that began in elementary school and sometimes ended with performances at New York Yankees playoff games. There were also magnet schools that ensured integration and nurtured children's unique potential. Conversely there were more discipline problems and less support for average students than for those who excelled or lagged behind. Michael was an average student.
In New Jersey, education funding is dependent on property taxes. High property values lead to superior resources. In our new hometown, resources were scarce. Creative financing sometimes closed the gap. For example, when students were classified with educational challenges, the school system received extra funding. Thus, many more students were "classified" than might be elsewhere. Creative funding came at a price, though. Such students were labeled early and taught separately in the same classroom as other students and teachers facing multiple sources of distraction.
I've often thought that if my husband had been black, we would have raised our sons in my hometown. It was small and idyllic. Both boys would have received a stellar academic foundation, and Gabe would have had a role model at home to help him deal with identity issues. As it was, my husband and I were clueless about basics like what to do about his "ashy skin" or where to get him a decent hair cut. Living in a diverse community solved a lot of everyday problems and allowed us to develop socially and biblically responsible attitudes about race that we might not have otherwise developed. Still, there were costs.
Michael was in third grade when his teacher seated him between the three most disruptive students in her class. She told me she was using him as a buffer because she knew he wouldn't be drawn into their behavior. I was finishing college at the time, and as I pondered the fact that I was pursuing higher education while my child was struggling for an elementary one, I decided that I could not continue allowing him to flounder in a sub-standard situation. The only private schools nearby were either too expensive or sectarian, so my husband and I made the monumental decision to home-school him -- something we had never before envisioned. Gabriel was excelling in the "Gifted and Talented" magnet program at the time. Within two weeks of beginning to home-school Michael, Gabe asked to be home-schooled as well. We agreed for a variety of reasons, not the least of which was that the "Gifted" education was brimming with creativity but lean on basics.
I home-schooled Gabe and Mike through eighth grade and then they returned to public school. Culture shock from being out of sync with current fads may have been more of a challenge than any race discomfort either of them had previously faced. It was short lived though. The summer before Gabriel's senior year and Michael's sophomore year, we decided to go on a grand adventure and moved to Southern California. The boys bounced through a couple schools until we finally settled on a public school that was similar in ethnic and economic make-up to their diverse hometown.
One would have thought from our earlier experiences that we would have had the good sense to intentionally seek out racially diverse secondary and higher education. But, instead we slipped back into a white suburban lifestyle without really trying or noticing. Perhaps we assumed the job of diversity training and identity building was done. Perhaps it was done to such a degree that our children no longer meshed with their suburban peers. With the move, I was eager to make up for lost academic ground. When it came to college, my husband and I shared the concerns of many Christian parents that our sons' education stretch and reinforce their faith rather than chip away at it.
Gabriel, who was a member of the National Honor Society, chose a competitive Christian college in the Midwest. Without giving much thought to the fact that Christian colleges tend to have low minority enrollment, we sent him halfway across the country. For the first time since kindergarten, he faced overt racism both among the student body and in the surrounding community. What bothered him more than fried chicken jokes and his inability to find an off-campus job was the apathy of his Christian peers when it came to systemic racial injustice. Because of his history of educational upheaval, he chose to slug it out there for four years. And I do mean slug it out. He struggled academically and socially, but was also a provocative campus voice regarding race issues.
I wish we had understood Gabriel's continued need for an educational environment that was as supportive of his unique humanity as it was of his academic potential and Christian faith. By the time he graduated in 2007, we did understand and were making plans to move from Orange County, California, to Long Beach, a more diverse community. Gabe died tragically before we could make that move. I wrote about  his death and my family's ongoing journey through grief in a recent issue of Christianity Today.
It's a cliché to say that hindsight is 20/20, so instead of outlining what I would do differently if I had it to do over again, I offer this advice to parents whose children are a different race from them:
Throughout his life, Gabriel was educating us simply by his experience in and of the world. That we did not see our own convictions about diversity through to the end of our parenting responsibility is something I regret. It was only after my Gabriel died and I was reflecting back on his funeral that I realized the only racially integrated element it included was the presence of his eulogists and friends. In the midst of our shock and grief, we didn't think of Gabe as an African American man, but as a son. He was both.
This post appears courtesy of a partnership with UrbanFaith.com .
Christine A. Scheller is a freelance journalist, essayist, and blogger. She has been writing for Christianity Today's print edition since 2002 and contributes to its women's blog, Her.Meneutics . Christine holds a journalism degree from Rutgers University and lives with her family at the Jersey shore. Her personal blog is Exploring Intersections .