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.
Harris, J. C. (2020). Multiracial faculty members’ experiences with teaching, research, and service. Journal of Diversity in Higher Education, 13(3), 228–239. https://doi.org/10.1037/dhe0000123