Find that without taking school racial composition into account, biracial students have lower school attachment than their mono-racial counterparts. For white, black, and Hispanic mono-racial students, school attachment increases with the proportion of students who are their same race increases. The effects of same raced peers do not exist for the other racial groups observed.
Biracial students who are partially identified as white can potentially adapt to a variety of racial contexts due to their partially-white identity. Students who are partially-black identified have decreased attachment in majority white schools, but increased attachment in schools with a larger minority composition.