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The purpose of this chapter is to explore the intersection of identity, culture, and consumption as it relates to multiracial identity development.

The authors employed a phenomenological approach wherein 21 multiracial women were interviewed to understanding the lived experience and meaning of multiracial identity development.

Findings of this study indicate that multiracial consumers engage with the marketplace to assuage racial discordance and legitimize the liminal space they occupy.

While there is much research related to the variety of ways marketing and consumption practices intersect with identity (re)formation, researchers have focused much of their attention on monoracial populations. This research identifies and fills a gap in the literature related to how multiple racial backgrounds complicate this understanding.

Due to their growing social visibility and recognized buying power, multiracial individuals have emerged as a viable consumer segment among marketers. However, there is a dearth of research examining how multiracial populations experience the marketplace.

This study provides a better understanding of the ways in which multiracial individuals utilize consumption practices as a means of developing and expressing their racial identity.

Amidst changing national racial demographics, multiracial college students have begun reframing how postsecondary institutions define diverse campus environments. Interest in how multiracial students self-identify has grown; yet, their identity development remains a complex and largely undefined process. This chapter examines how multiracial students navigated their identity development at a predominantly White institution (PWI). In particular, we connect Renn’s (2004) multiracial identity patterns with the philosophical idea of recognition desires. Findings indicated that White peers’ recognition (or misrecognition) of racial categories moderated multiracial students’ situational identities, particularly their agency with respect to self-identifying their race.

Compared to monoracials, multiracials appear (a) to be more concerned about acceptance within their select social groups and within society at large and (b) to have higher differentiation and uniqueness needs. Artworks help consumers successfully fulfill these needs, and multiracials are heavily dependent on artworks in their (racial) identity negotiations. In addition to these needs, familial background, school, and technical qualities of artworks serve as antecedents to artwork consumption. Multiracial identity influences artwork consumption both directly and indirectly. The indirect influence is mediated by social acceptability, group identification, and uniqueness needs. Artwork consumption serves multiracials in two ways: pleasure/escape and communication/identity negotiation.

To examine the race making experiences of multiracial men in carceral facilities.

I interviewed 58 incarcerated multiracial males.

Officially, multiracial incarcerated people are ascribed monoracial labels. They describe the variables used by those who racially categorize them and how their expectations about how others see them influence their racial self-identity. It is possible, they report, to maintain a multiracial self-identity, even if it is unofficially. They also describe interacting with men outside their racial category, behavior that supports the color-blind ideology.

Previous work on race making in carceral facilities has been collected in California; the present data were collected in the northeast. In addition, this research is the first study to consider the experiences of race making among incarcerated multiracial people.

This chapter examines whether the racial identification of mixed-race adolescents can be understood through several theories: Status Maximization Theory, the rule of hypodescent, or social identity theory. Status Maximization theory posits that mixed-race adolescents will attempt to identify as the highest racial status group they possibly can. The rule of hypodescent or hypodescent theory, also known as the one-drop rule, is a legacy of the Plantation-era South and prescribes that mixed-race individuals identify as their lowest status racial identity. Social identity theory posits that the higher frequency or quality of contacts with parents or individuals in mixed-race adolescents’ peer networks affect the racial identification of mixed-race adolescents. Also, social identity contends that a mixed-race adolescent's intergroup dynamic (measured here as a child's level of self-esteem, whether there is prejudice at school, and a child's self-concept) dictates how he or she will racially identify. Through analyses of mixed-race adolescents in the National Longitudinal Adolescent Health (Add Health), I find that Asian-white and American-Indian-white adolescents do not status maximize nor abide by hypodescent, while black-white adolescents do not status maximize but do adhere to hypodescent when forced to choose one race. There is no tendency for the frequency or quality of contact with parents, romantic partners, or school composition to affect racial identity, as predicted by social identity theory. Yet, several of the aforementioned social-psychological variables are found to influence the racial identification of mixed-race adolescents. Specifically, whether they felt positively about school, if they experienced prejudice, whether they had higher levels of self-esteem, and if they felt socially accepted by their peers. Another key finding from this research suggests that racial identification for Asian-white and American-Indian-white adolescents are both fluid and optional; this is not the case for black-white adolescents. I conclude by offering the implications of these findings for black-white multiracial individuals.

As the United States continues to see an increase in biracial and multiracial citizens, there has been limited scholarship on gifted students who identify as biracial and/or multiracial. Thus, this chapter seeks to fill this void in the literature. We discuss demographics for self-identified biracial/multiracial persons, share two biracial or multiracial identity development models, and describe the characteristics of gifted biracial/multiracial students. We conclude this chapter with recommendations for education professionals and families to support this unique group of students.

This critical content analysis aims to examine the depiction of oppression in the 2022 Notable Social Studies Trade Books (K-2). From the framework of major types and levels of oppression, this paper sheds light on the rich affordances and problematic representations of oppression.

From the perspectives of an intersectional approach and the framework of oppression, the authors conducted a critical content analysis of the written texts, illustrations and peritexts of the notable books for young readers.

Among the 73 picturebooks, 46 (63%) include representations of oppression in the written texts and/or illustrations. Half of these books depict more than one type of oppression. The most frequently represented oppression is racism, followed by sexism. There are limited depictions of homophobia, transphobia, ableism, ageism, antisemitism and Islamophobia. Nine books (20%) only include the representation of oppression in the peritexts.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way.

The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way. The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

This chapter is an inquiry into the paradoxes in discourses of ethnicity and race as well as of diversity and inclusion, centering on current movements in higher education. It aims to problematize the essentialized racial structure in American social discourses while re-evaluating academic institutions’ approaches to diversity. With a focus on Asian American students, it employs student narrations and statistical evidence to underline the neglected aspects of the heterogeneity, hybridity, and marginalization of “Asians.” The complex diversity among “Asians” and their ambiguous positionality provide insights into the challenges and paradoxes of our conceptions and practices of ethnicity, race, and diversity in general. On the one hand, I argue about the risk of prevalent practices that, to varying degrees, reconsolidate the black-white dichotomy; as they constantly strengthen disparities between the two races under the premises of the homogeneity within each category, they exclude the experiences of non-black minorities in social spheres. On the other hand, I challenge the disjuncture of diversity in theory versus in practice. While calling for a multiracial coalition to practice diversity and inclusion, I underscore the salience of unbiased perspectives in pedagogical approaches, in which, interethnicity and multiraciality are promoted, as hybrid identities beyond race are recognized. This de-Eurocentric approach ultimately aims to undermine racial essentialization and white supremacy.