Part I: Popular Sources

Castro-Gill, T. (2019). I Ain’t White: Confessions of a Mixed-Race Xicana [Review of I Ain’t White: Confessions of a Mixed-Race Xicana]. Medium. https://medium.com/@heinemann/i-aint-white-confessions-of-a-mixed-race-xicana-4d956fac8a56

Part II: Scholarly Journal Articles

Chang, B. (2013). Voice of the voiceless? Multiethnic student voices in critical approaches to race, pedagogy, literacy and agency. Linguistics and Education, 24(3), 348–360. https://doi.org/10.1016/j.linged.2013.03.005

Chang examines the intersectional experiences of a mixed-race cohort of students in an inner-city, working-class neighborhood. She uses interview data with a mixed Latina/o and Asian American students, as they participated in a nine-year educational process which focused on critical pedagogy, sociocultural learning, and community engagement, between elementary and high school. While she uses Critical Race Theory (CRT) as a framework of understanding, Chang recognizes that CRT normally focuses on strictly Black, Latina/o and/or white identities, and lacks content for mixed-race or multiethnic populations. She addressed this lack by critically approaching race and ethnicity through ethnic studies to better understand the experiences of multiethnic student communities. Additionally, she embraces sociocultural theory to better understand the processes of culture and learning.  Though Chang’s focus is primarily on Mixed-Asian and Asian demographics, this article provides a rich, firsthand account from the voices of the students themselves. One of her main interviewees is a mixed Latino/Asian adolescent male, which contributes to our understanding of mixed-race pertaining to Latinx identity. He speaks to ‘navigating a liminal space’, in which peers don’t know how to label or approach him at times. He added that he was able to do this by ‘shaking up the dominant narratives [about race and language]’. This highlights the need for education and guidance for our mixed-race youth to support them in identity formation and navigation. Additional themes from the project included youth participation in teamwork and collaboration, open-mindedness and cultural humility, and critical engagement in real-world issues. This project highlights the agency that our youth can, and should, develop, and the positive impacts of such identity work.

Montgomery, M. R. (2017). Overview of Literature on Mixed-Race/Multiracial Students. In Identity Politics of Difference: The Mixed-Race American Indian Experience (pp. 15–48). University Press of Colorado. https://doi.org/10.2307/j.ctt1vgwb85.5

Montgomery’s literature review focuses on the politics of multiracialism and the empirical research on identity politics of multiracial students, focusing primarily on Black, American Indian, Hispanic, and White mixedness. In this literature review, he examines how schools influence the racial identity choices of multiracial students, including school cliques or other groups, and their impact on racial and social groups. He also discusses the formation of [multi]racial identity at both macro and micro levels.  The lens used for this piece is Critical Race Theory (CRT), and its use is justified as it provides new discourse for those who identify as mixed race. Additionally, CRT challenges how notions such as objectivity, neutrality, meritocracy, and color blindness are used to construct White supremacy. The value of this piece is reflected in the way it names the systems and layers that impact those who identify as mixed-race. Additionally, some of its conclusions and findings name the nuances that are often excluded from discourse or difficult to describe. With this resource and framework in mind, may we begin to understand the complex experience of the mixed-race students we work with?

Williams, R. F., & Chilungu, E. N. (2016). Multiracial students and educational policy. In K. O. Korgen (Ed.),Race policy and multiracial Americans(1st ed., pp. 123–138). Bristol University Press. https://doi.org/10.2307/j.ctt1t89csx.12

There has been minimal attention paid to the intricacies of the role that multiracial identity plays in students’ education. Oftentimes, multiracial students are invisible in the system, as data collected is lacking. Recent research, however, revolves around multiracial identity development. In their chapter, Williams and Chilunga offer an overview of research on the topic, discuss the influence of national trends on education for multiracial students, and provide suggestions for both teachers and policymakers on ways to optimize the learning environment for multiracial students. In their analysis, two important studies are referenced. From interview data, all participants identified both clear and subtle experiences of inclusion and exclusion based on their racial background, and mentioned a sense of experiencing multiple racial perspectives. It was noted that many, if not all, experience a feeling of discomfort and/or self-consciousness over the question “What are you?” This is a conversation that mixed-race youth commonly find themselves in, and often are unsure how to navigate. In response to this, the importance of having school personnel prepared to notice and support students regarding these kinds of significant interactions is noted. Further discussion focuses on the impact of racism and the fact that it is often exacerbated for multiracial students. This is due to the fact that they face rejection from both majority and minority racial groups.

By utilizing a critical and culturally responsive pedagogy to examine their own biases and assumptions, teachers can also have a more conscious understanding of issues related to multiracial students, in order to better support their critical development of race issues in society. The hope is that teachers, families, and communities may be better able to serve all of their students, including those who are mixed-race. Overall, this chapter highlights the powerful effects that our racialized society and the social construction of race has on an individual’s personal experience.

Part III: Policies, Practices & Programs

Mixed in America. (n.d.). Mixed in America. https://www.mixedinamerica.org/

Mixed in America is an organization founded by two multiracial activists who want to inspire a more nuanced conversation about race in America. Their intention is to give voice to the multiracial experience and support others in finding a clear sense of identity within themselves. They created and freely offer their Intro to Mixed Identity Workbook, which aims to support individuals in embracing their authentic selves.  Tools like this, created by those who embrace their mixed identity, are imperative to supporting youth in their identity formation. Additionally, these worksheets can be the start of an ongoing dialogue with students, children, or mentees to support our youth to feel a sense of belonging and care. It can empower adolescents to reflect on their own lived identity and share their experiences from a first person perspective.

Mixed Race Studies. (2009-2024). https://mixedracestudies.org/wp/

Mixed Race Studies is a non-commercial website created by Steven Riley that hosts an interdisciplinary goldmine of scholarship and resources about the relevant issues surrounding multiculturalism. His main belief is that race is a social construct, and he emphasizes that throughout history, the founding of nations was mixed-race societies from the beginning. In this way, he is debunking some [mono]racial myths through scholarship. On the website, some hyperlinks serve as tabs, broken up into topics. Among these, some pertinent themes are “Teaching Resources”, “Identity Development/Psychology”, “History”, “Latino Studies”, and “Social Justice”. I felt as if I could spend days just following threads of interest, and I find value in the amount of the collection. I appreciate that Riley compiled so many links and made them public and accessible for all to enjoy. I hope this resource could be useful in a classroom or individually with students to find points of interest and deepen their own education.