Abstract
ABSTRACT Multiracial students are increasingly prominent in higher education research, and new critical theories of Multiraciality in education have emerged. In this area of research, personal identity is salient as an object of inquiry. Drawing from the sociology of ethnicity and migration, we propose an alternative approach to Multiracial students that attends to their agentive crossing and negotiation of boundaries, as they petition for membership in ethnic and racial student groups and alter how they are racially identified by other students. We draw upon data from a longitudinal, interview-based study of university students, sampling for ‘multiply-minoritized’ Multiracial students. Through inductive analysis, we conclude that Multiracial students’ agendas of friendship are strongly oriented toward gaining validated membership claims in racial groups on campus, as opposed to seeking recognition as Multiracial. We therefore suggest that practical interventions in support of Multiracials may benefit more from attending to their boundary-work activities.
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