The goal of this qualitative research study was to explore the influences of home visual culture on Asian mixed heritage adolescents' (eleven to eighteen) construction of cultural identities. Because of the increasing number of immigrants and intermarriages in the global village, mixed heritage children's construction of cultural identity is more complex and challenging. Since developing sophisticated art curricula to help construct students' cultural identity continues to be a leading concern in the field of art education, it is necessary to examine the relationship between mixed heritage adolescents' cultural identity construction and their informal learning experiences with their home visual culture.

A visual ethnographic approach to multiple case study was utilized. Data collection techniques were observations, pictorial documentation, formal and informal interviews, and sorting piles of images. The participants included parents and their children who are eleven to eighteen and come from homes of Asian mixed cultural families where at least one parent is of Asian descent. The participating Asian mixed heritage adolescents' cross-cultural home visual culture reveals their cultural formation accomplished through the dynamics of negotiating and articulating cultural elements which they encounter and practice at home every day. Home visual culture constructed didactic alternative spheres through which ideas about ethnic traditions, culture, aesthetic sensitivities, and art education were taught and learned.

Mixed heritage adolescents' visual culture in the home is a direct source of presenting the diversity of culture. Their homes that connect everyday experiences are firsthand locations for Asian mixed heritage adolescents to learn their traditions, customs, values and beliefs. Understanding the relationship between Asian mixed heritage adolescents' formation of cultural identity and visual culture in their homes can improve communication and understanding among multicultural societies and help art educators better develop cross-cultural visual culture pedagogy. The results of the study suggest that a type of symbolic ambience created by parents has a marked influence on student identity learning. Recommendations were made about the importance of culturally responsive art pedagogy that challenge traditional views of cultural identity, and their relationship with everyday aesthetics and informal learning as illustrated by cross-cultural visual culture.