A Negotiated Relationship: Nuances of “Whitened” Biracial Educator Identities

Abstract

In this article, we explore our desire to better understand the complexity of multi-ethnic/racial identities, positionality, and how this relates to solidarity building within educative spaces. In particular, we are interested in the relationship between whiteness and its nuanced complexity of identities influencing “whitened” identities. As two racially ambiguous women educators situated in the United States, we consider how to deconstruct the constraints of identity constructs that allow for an empowered hybridity of identities? Using our testimonios as entry points to understanding our collective pain and hopes of healing with the help of Critical Whiteness Studies, Multicrit, and Chicana feminism as theoretical and methodological frameworks, we reveal two themes of legitimacy and coming to consciousness to seek ways to come together in solidarity, and consider new ways of theorizing hybrid identities. We offer recommendations for educators and critical scholars of race.

Disclosure statement

This research project received no financial benefits or external backing and the authors do not anticipate any conflicts of interest.

Notes

1 We understand race and ethnicity as two separate categorizations that are often lumped together. However, we acknowledge race as a social construct with no biological connection, whereas ethnicity is rooted in a shared culture. This becomes challenging with Hispanic identities in particular, given Hispanic is not classified as a race (see U.S. 2020 Census), but often categorized that way. Therefore, we choose to keep race and ethnicity connected to one another to acknowledge the ways people from Hispanic backgrounds might be racialized in different ways. Brittany typically uses the term “white Latina” to refer to herself but has also used biracial as a descriptor particularly when engaging with people outside of the academy.