Because Multiracial people are often pressed between socially constructed monoracial categories and forced to navigate a monoracial-only paradigm of race, Multiracial individuals may develop a heightened (Multi)racial consciousness, through which they queer race, or (un)consciously challenge normative, often-oppressive racial constructs. While the…

In this chapter, the authors outline the property functions of whiteness within fraternity and sorority culture from both a historical and present-day perspective.

This study centers 26 Multiracial faculty members' voices to explore the research question: What are Multiracial tenured and tenure-track faculty members' experiences with teaching, research, and service within 4-year colleges and universities in the United States? Findings suggest that Multiracial faculty members use their research as a mechanism…

Researchers have explored how multiracial women students encounter different racialized experiences when compared to their monoracial peers and multiracial men on campus, suggesting that their experiences with racial stereotypes may also diverge from both of these populations. Guided by critical race theory, in this study I explored 10 multiracial…

This manuscript lays the foundation for a critical multiracial theory (MultiCrit) in education. The author uses extant literature and their own research that focused on multiraciality on the college campus to explore how CRT can move toward MultiCrit, which is well-positioned to frame multiracial students' experiences with race in education.

This study examines how directors of Black culture centers (BCCs) address Black students' intersectional identities. We highlight the challenges that directors of BCCs face as they attempt to preserve a race salient agenda, while accounting for other critical facets of students' social identities. Findings explore how directors hold differing…

The primary purpose of this paper is to expand the ways in which educators and scholars employ the concepts of diversity, social justice, and inclusive excellence in relation to racial inclusivity. The goals are to help educators identify and acknowledge the intentional and unintentional consequences of maintaining white supremacy within higher…

Using a critical race theory lens, we examined the racialized experiences of 29 Students of Color in HESA programs across the United States. Students' experiences illuminate 4 themes: educating white peers, invalidation of experiences and identity, racial stereotypes, and isolation. Participants' experiences illustrate a disconnect between HESA…

While research on monoracial college students' experiences with racial microaggressions increases, minimal, if any, research focuses on multiracial college students' experiences with racial microaggressions. This manuscript addresses the gap in the literature by focusing on multiracial college students' experiences with multiracial…

Using a racial microaggressions analytic framework and critical multiracial theory, this research explored multiracial campus professionals' experiences with multiracial microaggressions. Three themes were generated from the narratives of 24 multiracial campus professionals, including Denial of a Multiracial Reality, Assumption of a Monoracial…

In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate…

In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial…