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Through this study, we explore 26 Multiracial tenured and tenure track faculty members' experiences with Multiracial microaggressions while working within historically white 4-year colleges and universities in the United States. Findings from the research suggest that Multiracial faculty members often encounter Multiracial microaggressions that stifle their professional success. Yet Multiracial microaggressions may also provide some faculty with unique access within the academy. This study centers Multiracial faculty members' experiences in an effort to inform institutional procedures that support and retain Multiracial faculty and to complicate a monoracial-only paradigm of race, or the dominant ideology that race only exists in strict monoracial categories.

In this article, Jessica C. Harris, Nadeeka Karunaratne, and Justin A. Gutzwa examine the modalities Women of Color student survivors perceive as helpful in healing from campus sexual assault. Existing scholarship on healing from campus sexual assault largely relies on the reduction of psychological symptoms of trauma, an understanding that is often race-neutral and founded on the narratives of white women. Centering the experiences of 34 Women of Color undergraduate student survivors, this qualitative study reimagines healing through a race-conscious lens and positions it as a community-oriented and culturally contextual process that is often at odds with the ways US institutions of higher education aim to support survivors of sexual assault on their campuses. The authors' findings guide implications for how institutions and individuals can account for and support student survivors' multiple and intersecting identities in their healing journeys and also inform future research that centers minoritized students' experiences with sexual assault in postsecondary contexts.

Framed by the concept of biculturalism this study explores how 26 Multiracial faculty members form and use biculturalism to navigate an academy steeped in monoculturalism, or the belief that all people should conform to a dominant white westernized worldview. Findings from this study suggest that many Multiracial faculty members form and use a unique form of biculturalism, borderlands biculturalism, to navigate postsecondary contexts. Study findings encourage the expansion of binary understandings of biculturalism, support the retention and success of a growing Multiracial faculty population in U.S. higher education, and guide implications for institutional transformation.

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 for social change, but that this research may also be invalidated by monoracial colleagues. Some Multiracial faculty also explored how they hold and use a unique (Multi)racial consciousness to approach their teaching and service work. Finally, some participants perceived that their Multiraciality made them less "threatening" to the institution, which tokenized them in different manners than what is currently known about tokenization for monoracial Faculty of Color. Findings from this research inform institutional policies and procedures that support Multiracial faculty members and contribute to institutional diversity and equity. The research also aims to disrupt the dominant ideology that race exists in strict monoracial-only categories; an ideology that may inform and be upheld by the existing literature on the experiences of Faculty of Color in the academy.

Postsecondary institutions remain bastions of oppression, threat and harm for faculty who hold minoritized identities. While some scholars have explored the ways in which monoracial faculty of color and LGBT faculty members navigate an academy that is steeped in racism, genderism, sexism and other systems of oppression, there remains a paucity of scholarship focused on the experiences of multiracial faculty and nonbinary trans* faculty. Given the need to focus on faculty who hold liminal identities in relation to hegemonic identitarian illogic, we used Gloria Anzaldúa's borderlands theory and an auto-ethnographic analysis to explore our academic experiences as faculty members whose identities place us betwixt-and-between socially constructed monolithic identity categories.

Higher education and student affairs (HESA) faculty members who teach student development theory (SDT) courses are integral to socializing future professionals to SDT and to the organizational culture, or the norms, behaviors, and values, of HESA. Although faculty members are important socializing agents, how they teach SDT courses and the ways their teaching dis/engages socialization processes and organizational culture remain underexamined. This study was focused on HESA faculty members who teach SDT. I explored 2 research questions: What organizational norms, behaviors, and values are HESA faculty members socialized to implement in SDT courses? and How do HESA faculty members adopt or challenge these norms, behaviors, and values through their SDT courses? Using socialization as a guiding framework and with a qualitative approach, I generated 3 themes from 18 HESA faculty members' stories of teaching SDT: (a) "I taught as I was taught": socialized to create a culture of affirmation, (b) the primacy of The Book, and (c) the dis/placement of foundational theories.

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 word 'queer' has come to signify an essential identity for some, specifically those who identify as gay, lesbian, bisexual, and/or transgender, it is also a political identity that applies to people at odds with the dominant, such as Multiracial people. This study focuses on 24 Multiracial campus professionals' experiences with frustrating race in post-secondary contexts in the U.S. by exploring the question, "What are Multiracial campus professionals' experiences with queering race in U.S. postsecondary contexts?" In exploring Multiracial professionals' experiences with queering race, this study aims to better inform institutional and individual understandings of advancing racial equity.

Many higher education scholars, policy makers, and practitioners continue to ignore the intersections of race and gender when focusing on campus sexual assault (CSA) for the undergraduate student population. This race-evasive approach contributes to incomplete and inaccurate understandings about the ways Women of Color students experience CSA. Subsequently, race-evasive approaches often inform ineffective efforts to address and eradicate CSA for all campus populations, particularly for students with multiple minoritized identities. Guided by the concept of intersectionality, this research explores how intersecting systems of domination, specifically racism and sexism, influence 34 Women of Color undergraduate student survivors' experiences with CSA. Study findings demonstrate how an intersectional approach to CSA elicits information that guides more effective efforts to eradicate sexual assault.

The palpable dissatisfaction and concerns of students, staff, and faculty--often in the form of protests and demonstrations--continue to challenge contemporary college and university campuses. Practical considerations notwithstanding, what remains are questions regarding how higher education scholars can align their research with broader sociopolitical aims to engage postsecondary education and its stakeholders in organized resistance. In this article, we offer interpretive criteria by which the study of higher education can better understand, and postsecondary researchers can more deliberately engage in, the production of activist scholarship.

Grounded in Black feminist and critical race theories, legal scholar Kimberlé Crenshaw introduced the term "intersectionality" to the academy in 1989 to demonstrate how U.S. structures, such as the legal system, and discourses of resistance, such as feminism and anti-racism, often frame identities as isolated and mutually exclusive, resulting in the "theoretical erasure" of Black women who hold multiple minoritized identities. Since 1989, intersectionality has become a "traveling theory," that has crossed into and influenced almost every academic discipline, including higher education. Through this study, we examined how researchers in higher education do and undo intersectionality and, subsequently, how intersectional analyses may advance a radical social justice agenda in higher education. To explore how scholars un/do intersectionality in higher education, we conducted a summative content analysis of 97 higher education articles that used the term "intersectionality" in some manner. The goal of the study was not to offer a prescriptive way to use intersectionality. In fact, theoretically musing over the precise way in which intersectionality should be done may confine the concept to an overly academic contemplative exercise and therefore, undo intersectionality. Instead, through this research, we aimed to explore and use intersectionality in a manner that advances a transformative social justice agenda.

The purpose of this research is to explore the experiences of Multiracial women college students in a manner that frustrates the privileged location of whiteness and its intersecting systems of domination in higher education. To work toward this purpose, whiteness as property and intersectionality are used as conceptual frameworks to explore how whiteness structures 10 Multiracial women students' social interactions at a HWI. This study focuses on whiteness in an attempt to center Multiracial students, disrupt the normalization of whiteness, and complicate a body of higher education literature that privileges racial identity as the primary way to understand human experience.

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

Utilizing critical Multiracial theory, this study explores how Multiracial campus professionals' experiences with racial authenticity influence their work in postsecondary contexts. Three themes were generated from 24 Multiracial campus professionals' narratives, including encountering racial authenticity tests, navigating the authenticity trap, and Black Lives Matter and professionals' internalization of racial authenticity tests. This study explores how Multiracial professionals' experiences with racial authenticity often constrain their ability to foster inclusion and educational equity on campus and mediates their connections with students and colleagues.

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 programs' espoused commitment to social justice and inclusion and the enactment of this commitment. Implications and recommendations for HESA program administrators, faculty, and assistantship supervisors are provided.

The research presented in this article utilizes data from four years of the National Survey of Student Engagement to shed light on the biracial student population and their engagement practices in postsecondary contexts. Specifically, this study explored the ways in which biracial students with different racial heritages engage differently from one another and from their monoracial peers on campus. Study findings complicate the ideology that biracial individuals are a monolithic group, fostering a conversation concerning multiraciality in higher education and providing critical implications for future research and practice.

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 approaches to addressing the intersections of Black students' intersectional identities and the ways in which these attempts were hindered by a lack of funding and postracial ideology. From the findings, the authors provide rich recommendations to staff who work in BCCs and other identity-based centers on the theory of intersectionality and how to incorporate the theory into one's daily practice and programming.

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 Identity, and Not Monoracial Enough. This study adds to a dearth in research concerning the racialized experiences of campus professionals, a population within higher education that is under-researched, yet influential to the campus environment. The research expands the concept of racial microaggressions and racism by accounting for multiracial individuals' experiences with multiracial microaggressions, a form of everyday monoracism. While this study focuses on the narratives of multiracial professionals, participants' narratives have implications for all constituents working, living, and learning in postsecondary contexts.

Within this study, the authors are interested in engagement practices for Black students, White students, and the mixed-race college student population at Historically Black Colleges and Universities (HBCUs) and non-HBCUs. The authors asked the following research questions: How does engagement compare for Black, White, and biracial students with Black and White heritage within HBCUs and non-HBCUs? How does engagement compare for biracial students with Black and White heritage between HBCUs and non-HBCUs? Findings from this research suggest that biracial college students' engagement practices should not be categorized as the same as their monoracial peers.

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 women students' experiences with racial stereotypes at a historically White institution.

Author Anne Lamott wrote "This is a difficult country to look different in...and if you are too skinny or too tall or dark or weird or short or frizzy or homely or poor or nearsighted, you get crucified." Lamott's comment speaks to what happens when people do not fit into neat social categories. Such experiences of not fitting, of being deemed too much or not enough, extend not just to those with singular marginalized identities but people who are between identities, such as being multiracial and/or having a nonbinary gender identity. For faculty student affairs staff who are betwixt-and-between racialized and gendered identities, they often have to navigate tricky situations in terms of how they work, research, and teach alongside students, faculty, and staff on campus. Given their life experiences, this group of author-educators began to wonder what their experiences say about their field, and how educators can better work alongside students. This dialogue begins with them sharing several of their counter-stories to highlight the complexities of staff and faculty who are at the crossroads between various social identities. By sharing their own counter-stories, the authors intend to draw parallels between their experiences as faculty and staff, and those of students who are in a similar position. They hope to promote a way of rethinking of higher-education practice that is not so focused on figuring out "where students are" but allows students to explore the borderlands between and among identities, experiences, and positionalities.

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 microaggressions, a type of racial microaggression. Utilizing qualitative data, this study explored 3 different multiracial microaggressions that 10 multiracial women experienced at a historically white institution including, "Denial of a Multiracial Reality, Assumption of a Monoracial Identity," and "Not (Monoracial) Enough to 'Fit In.'"

This article explores the walking interview as a qualitative tool to assess campus climate. Using examples from a study that employed the walking interview, the author elucidates how this method of data collection allows for in situ understandings of participants' perceptions, spatial practices, biographies, social architecture, and social realms within the campus environment. The author also details how the walking interview may be useful in exploring the experiences of and empowering students of Color.

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.

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 preparation programs, which often boast an espoused commitment to diversity and social justice. Based on a study of 29 graduate students of color in 21 master's programs across the United States, the counter-stories reflect the endemic nature of racism in graduate education including the classroom, academic program, and campus. Students expressed experiences of tokenization, disappointment, feelings of frustration, anger, and racial battle fatigue. Implications for improving racial climates in graduate education are also shared.

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 expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation.

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 education, despite espoused efforts to dismantle racism. For the sake of clarity and consistency, the authors refer to all three of these concepts--diversity, social justice, and inclusive excellence--in terms of race-based inclusion initiatives. The focus on race is rooted in the ever-present role of race and racism in the academy, and in the sustained attempts to either avoid or dilute them. Given the emphasis on race and racism, the authors employ critical race theory (CRT) to demonstrate how diversity, social justice, and inclusive excellence, as well as the efforts that stem from them, are often co-opted to promote agendas that maintain the status quo and uphold white privilege, rather than serve racially minoritized people.

We explored the historical and contemporary struggles of Black female scholars who overcame multiple forms of resistance in higher education. In addition to a review of some of the most recent literature on the subject and our personal reflections of our sojourns in higher education, we also examined the educational journeys of Sadie Tanner Mossell Alexander, Eva Beatrice Dykes, and Georgiana Simpson--the first Black women in the United States to earn doctorate degrees. To understand the present challenges Black female faculty face in academe, we contend that it is important to acknowledge the pioneering efforts of Black women who pushed against oppressive boundaries in the past. As Black women consider a journey in higher education, many can gain strength from appreciating some of the first Black women to earn doctoral degrees in the United States.

Little work has addressed the ways in which race and gender intersect and shape Black professors' experiences as they seek professional advancement. Framed by critical race theory, this qualitative study uses discourse analysis to analyze the narratives of 28 Black professors employed at two research universities. Findings suggest that faculty perceive race and gender influencing their evaluations for academic advancement , with key gender distinctions in discourses about teaching and service in relation to professional success. Black women appear to experience demands in these domains as more emotionally and physically taxing than their male counterparts, adding strain to the tenure and advancement process. (Contains 2 tables.)

In this article, the authors demonstrate how researchers can integrate qualitative and quantitative methods to gain a deeper understanding of the prevalence and nature of cultural taxation among black professors. In doing so, they show how the impact of cultural taxation on the experiences of black faculty in the academy is best captured using both quantitative and qualitative methods--allowing researchers to generate a picture of how faculty spend their time, how they characterize interactions within their institutions, and narratives of how these have an impact their experiences throughout their career. The authors also explore how black male and female faculty experience cultural taxation in higher education differently. Despite the increased attention and discussion of the similar ways in which high service expectations, discrimination, and challenging campus environments negatively influence the salary, satisfaction, productivity, and opportunities for professional advancement for people of color and women in academia, little scholarly research explores how race and gender can simultaneously shape professors' experiences and outcomes. Men and women of color differ in their experience of colleagues' expectations and racism. Further, faculty narratives and research on women of color suggest sexism creates a unique experience for women of color in the academy. (Contains 3 tables.)

This article presents a qualitative study of 44 Women of Color undergraduate student survivors' perceptions of campus sexual assault prevention programming using the framework of standpoint theory. Participants held perceptions concerning online training prior to college, the in-person presentations they attended during new student orientation, and the lack of information relayed through prevention programs about sexual assault perpetration. Findings highlight the need for continued research investigating the standpoints of Women of Color students to better inform implementation of prevention efforts. [ABSTRACT FROM AUTHOR]

Sixty percent of adults in the United States suffer from chronic disease. Worksite wellness programs that target at-risk populations have positive health benefits. Discover Wellness: Find a Healthier You (DW) is a worksite wellness program intended to improve the higher education employee health by providing an opportunity for participants to learn and practice healthy behaviors. The purpose of this study was to evaluate DW program impact on employee behavior change to reduce chronic disease risk. This study employed a pretest-posttest quasi-experimental design that assessed self-efficacy and health behaviors of employees of a state university in the northeast United States. Participants experienced significant improvement in stress (t23 = -31.602, p < 0.001), nutrition (t21 = -36.313, p < 0.001), physical activity (t22 = -34.380, p < 0.001), and sleep (t23 = -18.450, p < 0.001). Additionally, anecdotes from participants revealed themes of comradery and reflection on health behaviors. [ABSTRACT FROM AUTHOR]

Abstract The palpable dissatisfaction and concerns of students, staff, and faculty—often in the form of protests and demonstrations—continue to challenge contemporary college and university campuses. Practical considerations notwithstanding, what remains are questions regarding how higher education [End Page 85] scholars can align their research with broader sociopolitical aims to engage postsecondary education and its stakeholders in organized resistance. In this article, we offer interpretive criteria by which the study of higher education can better understand, and postsecondary researchers can more deliberately engage in, the production of activist scholarship. [ABSTRACT FROM AUTHOR]